Domain-specific instruction in schools and professional domains

Course description: 
Research within the area of learning and instruction often takes place within a specific domain (Mayer & Alexander, 2010). The context in which this type of research is conducted differs between primary, secondary, and higher education, and also between professional learning in a work-based environment or on the job. Important research questions focus on learning and instruction of domain specific concepts and domain specific ways of reasoning. Within these domains many innovations have been implemented over the last few decades because of new insights in learning and instruction, but also because the subject matter that is taught within these different domains is up-dated. Different types of research methods are used, and both quantitative and qualitative data are collected. In this master class we will make a distinction between DSI in schools as compared to DSI in the professions, while also recognizing the commonalities between them. Furthermore, we will elaborate on what happens with domain-specific skills when a person has to translate them into a different context (i.e., transfer and transitions). Finally, we will discuss how to close the gap between the research and educational practice under discussion and how to develop a fruitful exchange between both. 

Course objectives: 
The participants will: 
- Become aware that domain specific research is conducted within diverse contexts; i.e. the context of the school setting and the professional learning environment 
- Acquire insight into the types of research questions and theories that play a dominant role when investigating the acquisition of domain specific knowledge and skills 
- Discover to which extent domain-specific skills are transferable. 
- Acquire insight into research methodologies used within this type of research 
- Become acquainted with the work of researchers and staff members within this area 
- Engage in debate about strengths and weaknesses of domain specific research 
- Learn to convert research questions, methodologies and findings of domain specific research to the context of their own research project. 

Names course coordinators/tutors plus e-mail address
Dr. Halszka Jarodzka (halszka.jarodzka@ou.nl
Centre for Learning Sciences and Technologies 
Open Universiteit 
PO Box 2960 
6401 DL Heerlen 

Prof. dr. Carla van Boxtel (c.a.m.vanboxtel@uva.nl
University of Amsterdam
Research Institute of Child Development and Education
Nieuwe Prinsengracht 130
1018 VZ Amsterdam

Charlotte Wolff (Charlotte.Wolff@OU.nl
Centre for Learning Sciences and Technologies 
Open Universiteit 
PO Box 2960 
6401 DL Heerlen 

Gerhard Stoel (g.l.stoel@uva.nl
University of Amsterdam
Research Institute of Child Development and Education
Nieuwe Prinsengracht 130
1018 VZ Amsterdam

Requirements/entry level: 
This course is recommended for second or third year PhD-students. First year PhD students may participate only if they have followed the ICO Introductory course. 

Work load: 
The contact-based activities take 30 hours. In total 70 hours are scheduled for self-study (reading and writing the papers for the two assignments). So in total the course takes 100 hours. 

Course Programme
Meetings: 
Day 1: Domain specific instruction in schools
10.00-11.00 Overview over course and brief introduction of all participants
11.00-11.15 Break 
11.15-11.30 Carla van Boxtel: general introduction to the topic 
11.30-12.10 Gert Rijlaarsdam: Effective strategies to teach writing
12.10-12.30 Discussion: prepared by participants (Assignment 1)
12.30-13.30 Lunch
13.30-14.10 Jan van Driel: Teaching and learning in science education
14.10-14.30 Discussion: prepared by participants (Assignment 1)
14.30-14.45 Break
14.45-15.45 Arthur Bakker:Connecting general and domain-specific theories 
15.45-16.00 Explanation Assignment 2 (making groups)

Day 2: Domain specific instruction in the professions 
10.00-10.15 Halszka Jarodzka: General introduction to topic 
10.15-10.55 Halszka Jarodzka: Characteristics and training of visual expertise 
10.55-11.15 Discussion: prepared by participants (Assignment 1) 
11.15-11.30 Break 
11.30-12.10 Charlotte Wolff: Teachers’ expertise: developing competencies and beyond 
12.10-12.30 Discussion: prepared by participants (Assignment 1)
12.30-13.30 Lunch
13.30-15.00 Group work and presentations: reflections on domain specific research in schools versus domain specific research in the professions
15.00-15.15 Break
15.15-16.00 Preparation Assignment 2 / Final summary

Day 3: Transitions between domains & domain-specific transfer 
10.00-10.45 Presentations PhD students (Assignment 2) 
10.45-11.00 Break
11.00-12.00 Helen Jossberger: Domain-specific professional skills and how to define ‘transfer’ of them
12.00-12.30 Discussion: prepared by participants (Assignment 1)
12.30-13.30 Lunch
13.30-14.30 Sanne Akkerman: Transitions within and between professions
14.30-15.00 Discussion: prepared by participants (Assignment 1)
15.00-15.15 Break
15.15-16.00 Presentations PhD students (Assignment 2)

Day 4: Research on domain specific instruction: from theory to practice 
10.00-11.15 Presentations PhD students Assignment 2
11.15-11.30 Break
11.30-12.30 [to be announced]: The gap between educational research and practice
12.30-13.30 Lunch
13.30-14.30 Group discussion about how to bridge the gap between education and practice
14.30-14.45 Break
14.45-15.45 Presentations PhD students Assignment 2
15.45-16.00 Evaluation

Dates and location: 
24th & 25th September 2013 
22nd & 23rd October 2013 

Studiecentrum of the Open University in Utrecht, Vondellaan 202, 3521 GZ Utrecht 

Maximum number of participantsNo specifications

Assessment
- Being present through all face-to-face meetings 
- Finishing both assignments 
- Feedback: the presentations of the participants will be discussed during the meetings 

Literature 
Each lecturer will be asked to provide at least two articles or book chapters that connect to the theme and his/her research. This literature will be available in the Dropbox in July 2013. The literature will be reviewed in Assignment 1.
Furthermore, in Assignment 2 participants select extra literature they discuss in their paper and presentation.

More information can be found in the Course Manual
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ICO Education,
25 Feb 2013, 02:35