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Course with employment: "Profession Methodologist from scratch to PRO»
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- why even experienced teachers benefit from studying pedagogical design;
- how ITMO is going to diversify the methods of professional development;
- what young mothers can teach the university;
- where can universities get pedagogical designers;
- why interest in pedagogical design has increased during the pandemic;
- can universities adopt EdTech metrics to assess the quality of education.
The path to a teaching career in Russian higher education most often goes through graduate school. It involves completing one or two courses in teaching methods and relevant practical training. However, the primary focus of future PhD candidates' training is dissertation research. Considering that approximately 90% of Russian doctoral students are already employed and must combine research with their main jobs, developing teaching skills is often relegated to the background. This creates a challenge for doctoral students aspiring to a teaching career, as they must balance research with teaching responsibilities. Mastering the intricacies of university teaching often occurs in the first years of work through trial and error, as well as through observing more experienced colleagues. This situation is not unique to Russia: many faculty in the United States also note that they learned the fundamentals of the profession independently. Despite the prevalence of this approach, participants in the discussion "Prospects of Instructional Design in Russian Universities," held at the XII International Russian Conference of Higher Education Researchers, emphasize that this traditional format of teacher training has significant shortcomings. The need for systematic training and support for new teachers is becoming increasingly important in the modern educational environment.
Why teach experienced teachers pedagogical design
Teachers sometimes face the problem of continuing to use outdated methods for years instead of implementing existing solutions. This can lead to difficulties that could easily have been avoided. Olga Eliseeva, Head of the Educational Quality Management Department at ITMO University, describes this situation, emphasizing the importance of updating teaching approaches and using modern technologies. Effective methods and tools in the educational process will help not only alleviate student difficulties but also improve the quality of teaching overall. The introduction of innovative solutions into the educational process is a key factor in achieving high educational results.
Every teacher has repeatedly attended the classroom and understands how classes are conducted. However, it is not always obvious why some groups of students demonstrate excellent results, while others fail to achieve similar success. Understanding the reasons for such differences is important for improving the effectiveness of learning and creating a more productive educational environment.
The introduction of new teaching methods and techniques in the work of university staff is A complex task. This is due not only to the high workload of faculty but also to their internal resistance to change. Faculty who have successfully taught their courses for a long time may perceive the need to learn new approaches as an inappropriate criticism of their professional competence. Many conference participants noted that faculty often perceive methodological issues as abstract and formal. Nevertheless, studying and improving teaching methods is a necessary step, especially in the context of hybrid learning, where the integration of new technologies and approaches becomes key to the success of the educational process. Faculty must realize that continuous development and adaptation to changes in the educational environment contribute not only to their personal professional growth but also to improving the quality of education as a whole.
Some Russian universities began training faculty in instructional design methods long before the forced transition to distance learning. At a recent discussion, representatives from four Russian universities presented their practices and achievements in this area. This underscores the importance of implementing modern educational technologies and approaches to improve the quality of education. Instructional design is becoming a key element in preparing teachers for new formats of the educational process, which is especially relevant in the context of the digitalization of education.
ITMO: Individual Pathways for Teachers
Olga Eliseeva shared information about the ITMO.Expert project, which was launched in 2018 in response to the need for teachers to exchange experiences. The university has undergone significant changes, including a restructuring that resulted in the disappearance of traditional departments. This created a need for new forms of interaction between teachers across various subject areas. The ITMO.Expert project has become a platform for such collaboration, offering opportunities for the exchange of knowledge and practical experience among teachers.
People not involved in pedagogy often express skepticism about didactic and methodological work. Eliseeva emphasized this fact, noting that the organizers of the ITMO.Expert project have chosen a different approach. Instead of theoretical research, they offered teachers the opportunity to independently reflect on their experiences and share them with colleagues. This approach fosters a deeper understanding of pedagogical processes and helps teachers develop their skills through practical experience.
In the first year of the project, 17% of faculty participated, and now every one of them joins at least once a year. There are many opportunities for participation.
- The most substantial element of the project is modular courses lasting one to two months on digital technologies, creating online courses, and other topics;
- There are also separate cross-cutting modules that can be accessed at any time, for example, on psychological health, soft skills, and educational trends;
- A lot of one-time events are also held throughout the year.
At ITMO University, an emphasis is placed on using interactive master classes instead of traditional lectures. The events are often led by the faculty themselves, which helps create a deeper connection between learning and practice. Every year, ITMO University employees have the opportunity to earn a certificate of advanced training using various approaches. ITMO.Expert has developed individual educational trajectories for faculty. For example, a certificate can be earned by completing two modular courses within a year, or by taking one course and speaking at another educational event. This approach promotes flexible and effective learning, which is especially important in the rapidly changing world of technology.
The main goal of the project is to enable teachers to master instructional design tools and adapt their courses for different audiences and learning environments. The effectiveness of ITMO.Expert is assessed through the ITMO.EduLeaders competition, in which teachers present their educational projects, including tools, formats, and online courses. This not only improves the quality of the educational process but also enhances interaction with students.
TSU: Back to School
Svetlana Veledinskaya, Director of the Center for Advanced Training and Retraining at Tomsk State University, shared her experience in the field of teacher training. Since 2018, TSU programs have integrated courses in pedagogical design, as well as modules on digital tools. A significant portion of the programs were developed in collaboration with Sberbank Corporate University. This collaboration ensures the relevance and high quality of educational courses, meeting the current requirements of the labor market and the educational sector.
New approaches to educational methods are developing slowly, notes Veledinskaya. Faculty still prefer to create courses based on thematic principles rather than focusing on achieving educational outcomes. Nevertheless, initial successes in this area are already being observed. For example, TSU history majors have adapted their educational programs, demonstrating positive changes in approaches to teaching. This could serve as a model for other faculties striving to improve the quality of education.
In 2020, amid the pandemic, TSU implemented a systems approach to the educational process and launched the School of Instructional Design. The program was developed in collaboration with Monash University (Australia) and provides faculty with the necessary tools for transitioning to a blended learning format. This allows them not only to adapt existing courses but also to methodically plan this transition. The next stage involves immersing teams in instructional design to redesign educational programs. Thirteen TSU faculties with 17 programs, including additional professional courses and master's programs, have completed the accelerator. TSU is actively developing pedagogical design, which contributes to improving the quality of education and adapting it to modern requirements.
Staff from other universities actively participate in TSU, which emphasizes the uniqueness and openness of this educational institution. Institutions for collaboration. For example, within the framework of the federal project "Employment Development," which is part of the national project "Demography," TSU, together with other Tomsk universities, as well as MISiS and HSE, is exploring new horizons in the field of instructional design. TSU is acting as the project's operator. As Svetlana Veledinskaya noted, many universities and companies offering continuing professional education programs within this project often lack the necessary skills for online teaching. This creates challenges and opens opportunities for the development of innovative approaches in the educational process. Digital didactics opens new horizons for collaborative learning. In modern online programs, for example, young mothers create communities where they share knowledge and support each other. These are the realities of the digital world that have not yet been reflected in traditional education. Universities are more accustomed to a teaching model where the teacher imparts knowledge to students and do not understand how to adapt new formats of learning communities. However, such formats are becoming more common, and this is precisely what is important to discuss in the educational environment. The creation and development of learning communities can significantly improve the learning process, increase its effectiveness, and make it more accessible for all participants.
TSU staff, together with colleagues from other universities, are redesigning educational programs as part of a national project. Veledinskaya notes that this experience can serve as a "bridge" for creating a community of instructional designers in Russian universities. Such initiatives contribute to improving the quality of education and the implementation of modern teaching methods, which in turn will have a positive impact on the training of specialists in various fields.
MISiS: Developing Instructional Designers
In 2019, the School of Pedagogical Excellence Center was founded at the Moscow Institute of Steel and Alloys (MISiS). The center's director, Margarita Dorofeeva, noted that over the two years of its work, the school has successfully implemented various formats of educational programs and events. This has created a unique environment for developing teaching skills and sharing experiences among teachers. The Center actively promotes the improvement of educational quality and the introduction of innovative methods into the educational process.
Our school's goal is to develop a conscious approach to teaching in higher education institutions. We introduce faculty to the tools of instructional design both individually and through collaboration with departmental authoring teams. Our center's staff assists in adapting courses for various groups and learning formats, integrating project-based learning into educational programs, and organizing professional development on current topics in blended and online learning. Particularly popular are departmental workshops, where participants can begin developing new courses, audit, or redesign existing educational materials. Our school strives to create a high-quality educational process that meets modern requirements and student needs.
MISiS actively collaborates with international experts, similar to TSU. In particular, one of the professional development programs was developed jointly with University College London, and their software is used in the course design process. Currently, the university is focused on developing the skills of its own faculty, devoting less attention to external projects. Through courses offered by the School of Pedagogical Excellence, teachers have the opportunity to implement new teaching methods and technologies, allowing them to observe their real-world impact on students. The School also analyzes the effectiveness of implemented changes using satisfaction monitoring, focus groups, and learning analytics. This ensures high-quality educational experiences and meets modern educational requirements. Around a thousand teachers participated in the School's events. However, the Center currently employs only six staff members. Margarita Dorofeeva noted that the team strives to develop new instructional designers from among interested teachers. This not only improves the quality of the educational process but also creates a community of professionals willing to share experiences and implement innovative teaching methods. It is important that each teacher finds inspiration and support within the team, which facilitates their professional growth and development. Every teacher acts as an instructional designer in their professional work. They develop work and educational programs and plan lessons. No one is better equipped to handle this task than their own teacher. Our institution has already developed a circle of followers who actively promote ideas within departments, unite teams, and share their experiences. This area of work is a key one, as it is important to build communities within the institution and develop faculty in the field of instructional design.
TSU and MISiS have experience creating corporate universities within educational institutions, similar to how large companies do this. These universities provide students with unique opportunities for practical training and professional development, which contributes to the improvement of the quality of education and the adaptation of graduates to the demands of the labor market.
HSE: Digital at the Service of a Methodologist
The Higher School of Economics is actively implementing the principles of instructional design in the educational process, ahead of many other universities participating in the discussion. This demonstrates the institution's commitment to innovation and improving the quality of teaching. Instructional design allows for the creation of more effective curricula focused on student needs and the current demands of the labor market.
Maria Lytaeva, a research fellow at the HSE Institute of Education, spoke about the new undergraduate model implemented at the university several years ago. This model focuses on key educational outcomes, which form the basis for curriculum design. Since 2019, the institute has been using an online curriculum designer, which ensures a uniform format and eliminates the possibility of incorrect design. Faculty members are required to fill in certain fields, requiring them to clearly articulate the educational outcomes of the course and their alignment with the course content. This innovation will improve the quality of education and make the learning process more structured and focused.
The Higher School of Economics (HSE) uses the same educational tools as other universities, such as professional development courses and educational innovation competitions. Maria Lytaeva noted that these resources have become especially in demand during the pandemic. HSE has actively adapted its programs to meet the new educational requirements and the needs of students and faculty.
Faculty, forced to teach classes in a blended format, have noticed significant interest in modern pedagogical methods. Issues of didactics, learning, and teaching models in a digital environment have become more relevant than ever. This discovery has inspired educators to explore and implement new approaches, adapting their practices to the demands of the times and the needs of students.
In 2021, a project was launched to support teachers in the digital environment. Consultations are conducted by experienced colleagues over the course of one to two months, providing a deep understanding of distance learning issues. A center for measuring educational achievements was also launched, which allows for monitoring how students assimilate materials from various educational programs. According to Lytaeva, the Higher School of Economics's immediate plans include launching a thematic master's program for instructional designers at the Institute of Education, which will train specialists capable of effectively developing and implementing modern educational practices.
An EdTech View: Other Quality Metrics
The conference featured the practices of Australia's Monash University, which relies on the same approaches as Russian universities. However, the Australians began implementing instructional design earlier, and their team includes approximately 60 instructional designers working across all faculties. Mikhail Sverdlov, Development Director at Skypro, also spoke at the session and presented an alternative approach.
He proposed considering instructional design from the student's perspective, rather than from a teacher who evaluates a course based on its success or failure. In online schools and traditional universities, students don't simply purchase a course or educational program; they invest in their future, which is reflected in that program. Instructional design becomes one of the tools that enables students to achieve their goals, such as achieving their desired salary level or securing a job offer immediately after graduation.
How can a product-based approach be integrated into a teacher's daily work? Mikhail suggests implementing regular student feedback collection—this method has become a necessary element of modern online learning. Universities also consider student evaluations of teaching, but most often collect feedback only at the end of a course or semester. According to Sverdlov, immediate feedback allows for timely adjustments to courses and improves their quality in educational institutions. This not only increases the level of interaction between students and teachers but also promotes more effective learning.
Sometimes the problem isn't the quality of the course, but rather a mismatch between student experience and expectations. In such situations, it's important to collect feedback promptly to adjust marketing materials and avoid promises that don't match the actual content of the educational program. This will help increase student satisfaction and strengthen the course's reputation.
Learning analytics is a method for improving curricula in real time. The speaker discussed its use at Skyeng in detail. However, as Elena Drugova, moderator and HSE research fellow, noted, for Russian universities, this approach remains a "tantalizing horizon" rather than a reality. What EdTech practices can universities implement as quickly as possible? Mikhail Sverdlov emphasized the need to focus on metrics that reflect the university's core goal—the essence of the educational process and its end results. It's important that these metrics enable us to evaluate the effectiveness and quality of education and adapt curricula to the current demands of the labor market. Universities play a key role in preparing specialists for the labor market. If we encounter difficulties in fulfilling this task or don't understand how we are successfully solving it, this may indicate existing problems in the education system. The problem I'm talking about is global in nature, but every teacher can make a significant contribution at their own level. When teaching a particular subject, I recognize that my knowledge and skills will form the foundation for students' future careers. It's important to understand whether the course content meets current labor market requirements at any given time. This will help graduates be competitive and in-demand in their professional fields. Sverdlov argues that to assess an educational program's compliance with labor market requirements, one should focus on graduates' employment rates and income levels. These criteria help determine how well a program meets current employer needs and provides students with the necessary skills for career success. Yulia Selezneva, head of the Skypro methodology team, noted that the educational program's alignment with key objectives is monitored through a careful selection of goals for each lesson and homework assignment. It is important that these goals are clearly defined and achievable for students. Performance on these goals is assessed using specially developed criteria. Teachers use uniform metrics for grading, ensuring the objectivity and transparency of the learning process. Students are also given the opportunity to self-assess, which promotes their development and increases their responsibility for their own learning. Yulia Selezneva emphasized that the proposed approach could be successfully adapted for higher education institutions. However, university representatives reacted to the presentation by their colleagues from the EdTech sector with some caution. Moderator Elena Drugova expressed the universities' position, emphasizing the need for more in-depth analysis and discussion of the proposed ideas.
Preparing personnel for the labor market is an important, but not the only, mission of a university. It is important to understand that higher education institutions must consider diverse aspects of the educational process. However, universities currently rarely apply the concept of "student learning goals," due to several factors. First, a lack of attention to individual student goals can lead to a one-sided approach to teaching. Second, many educational programs focus on standardized outcomes, limiting the ability to consider the unique needs and interests of each student. Therefore, it is necessary to reconsider the approach to teaching to make the educational process more student-centered and focused on their personal goals.
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