INOTLES Working Paper Series aims at sharing academic work of INOTLES community and external contributors on innovative teaching methods and tools in the field of European Studies.
It encourages the sharing of best practices worldwide in pedagogical innovation, case studies or comparative analysis of various aspects of promotion of teaching innovation within higher education .
Vasylenko Tetiana. 2017. 'Active Learning from a Teacher's Perspective - What Hurdles Could Arrise?' INOTLES Working Papers, No.4/2017
Mykhailiuk, Galyna. 2016. 'Higher Education Reform in Ukraine and its Impact on Teaching and Learning of European Studies,' INOTLES Working Papers, No.3/2016
This working paper analyses the quality management in higher education of Ukraine and the impact of new edition of the Law of Ukraine (2014) “On Higher Education” on Teaching and Learning of European Studies. For further enhancement of the integration of Ukraine into the global system of education, it is critical, from author’s point of view, to ensure support to the development of innovative education through targeted programs and introduction of the new technologies.
Specific attention is paid to the changes in the quality of higher education and particularly study of EU Law courses after the introduction of student-centered, active and constructive learning as a collaborative process in the form of Problem-Based Learning, Simulations and Blended Learning activities implementation into the study curricular. The author's vision and the proposals for the existing educational system improvement, based on the recommendations and best practices of the Netherlands, Belgium and the UK are going to be performed.
Demyanchuk, Oleksandr. 2016. 'European Studies as an applied discipline for the Eastern Partnership,' INOTLES Working Papers, No.2/2016
European Studies as interdisciplinary field of study and research is present in the majority of universities in the world. The content and scope of it, however, varies in form and scope and covers a broad spectrum, ranging from the traditional area studies characteristic mainly to the American and Asian universities to a deep and thorough study of the European Union institutions, policies, law, and politics in the European ones.
Since the beginning of the 2000s European Studies has evolved and developed to varying degrees in the Eastern Partnership countries, which have European integration ambitions. This article discusses the existing and desirable content of a European Studies curriculum, which aims to facilitate public administration systems to become more compatible with EU standards and expectations. Based on the experience and lessons learnt at Kyiv-Mohyla Academy, the paper provides concrete examples of public servants trainings and researchers education/training for these purposes.
Usherwood, Simon. 2016. 'Teaching simulation game design: A model, tested in the field,' INOTLES Working Papers, No.1/2016
One of biggest challenges in increasing the uptake of simulation games in higher education is the difficulty of learning how to design and run such games. In this paper, a training model is presented that demonstrates the benefits of a mixed method approach, as evidenced by the outcomes of a major research project involving six European countries. The model uses an active-learning approach, whereby users are exposed to a variety of simulation types, both as players and as designers, with additional group discussion deepening individual reflection and confidence. Use is made of a simulation game generator, as well as an asynchronous online simulation, to provide opportunities for users to experience a wide breadth of possibilities within the pedagogy. The benefits and challenges of this approach are considered in light both of general pedagogical theory and of its actual implementation in the EU-funded project, Innovating Teaching and Learning of European Studies (INOTLES). Overall, the paper argues that while teaching simulation game design is not without challenges, it is also possible to provide meaningful support to new users and further stimulus to those who already have some experience. As a result, the approach offers much potential as a means of mainstreaming the use of simulations and in building a culture of active-learning.