Assumed previous knowledge
At the end of the course, students have knowledge on and insight into:
At the end of the course, students are able to:
- The most important theories and models about team learning and their interconnectedness
- How the theories and models are helpful to understand, evaluate and optimize team learning at work
- How team learning processes work across different professional contexts (e.g., healthcare, education, public sector, high-tech)
Relationship with EST labour market (Intended Learning Outcomes [ILO’s] as described in the EST programme specific appendix of the EER):
- Describe and compare models and theories about team learning
- Describe antecedents that foster or hinder team learning
- Describe outcomes of team learning that are relevant for HRD practices
- Apply team learning theories to different professional contexts
- Analyze and evaluate the quality of team learning processes in different professional contexts
- Generate an advice on how to optimize team learning within a specific professional context
- This course contributes (strongly) to: Domain expertise, Advice competence
- To a limited extent, this course contributes to: Design competence, Research competence, Academic reflection
- This courses assesses the following ILO’s in some way (can include formal/informal, formative/summative, peer/expert): Domain expertise, Design competence, Research competence, Advice competence.
In the field of Human Resource Development the study of team learning in the workplace is growing rapidly. In this course, you will acquire knowledge about which conditions facilitate team learning, how to enhance teamwork and collaboration, and how to maintain sustainable levels of performance in teams through continuous learning and improvement. A lot of attention has been devoted to learning at the individual and organizational level. However, HRD practitioners increasingly recognize that teams form the heart of professional learning in organizations today. Teams know more than the sum of their individuals. Yet, many teams are not designed and structured to enhance collective learning. Consequently, HRD practitioners and organizational advisors try to enhance team potential using continuous improvement and team learning practices. Learning teams can flexibly adapt to changes, can be more client-oriented, and can produce innovative and creative products. But how do teams become learning teams? After completion of this course, you will be able to effectively design, analyze and evaluate team learning and continuous improvement processes, using the tools, insights and practices that are offered in this course.
The course will include pre-recorded lectures and interactive sessions covering the most important theories and models of team learning. Here we discuss topics such as “team learning processes,” “development of team learning,” and “team learning interventions.” In this course you will apply team learning theory to practice. Based on an area of your own interest, you will focus on how team learning works in a specific context (e.g., healthcare, education, public sector, virtual, high-tech).
The course assessment consists of two parts.
The first part is an individual exam. This exam will be graded and is passed when your grade is 5.5 or higher (one 2nd chance will be provided).
In addition, the second part of the assessment will consist of a group paper. The aim of this assessment is to study the value of the applicability of the learned theories and models in a working context. Hence, the group paper serves to deepen the knowledge of these theories. When graded as “insufficient” there is one additional chance to re-write the paper.
Both the individual exam and the group paper need to be at least “sufficient” (≥ 5.5) to pass this course.
The final grade of the course will be the average of both subgrades.
Relationship with technology:
In case you, as a student from another master’s programme, want to participate in this course, please contact the EST staff: firstname.lastname@example.org or email@example.com
- Students can select a high-tech HRD context in which they apply models and theories to optimize team learning
- The course also includes guest lectures that will be provided by content experts and professional HRD practitioners; one of the guest lecturers will discuss how they use technology to optimize team learning
|Enrolment in this course is subject to the following requirements:
The student has successfully completed the UT’s pre-M programme Educational Science and Technology (pre-M EST) (or equivalent/related BSc programme, to be decided by the M-EST admission committee)
|Master Educational Science and Technology
|Required materials-Recommended materials
|A selection of scientific articles (will be uploaded on Canvas).
|Exam and Assignment