Skip to main content

Teaching and Educational Interaction

Enrollment in this course is by invitation only

About This Course

This course aims to provide educators and youth workers with essential tools for inclusive and interactive learning, whilst also to capacitate them to function at an academic level for functions within the design and evaluation of specific learning situations and learning materials, in order to enhance education in terms of effectiveness, efficiency and enjoyability. This is accomplished through several perspectives, such as: student diversity, interaction between students and teachers, interaction with artefacts and self-regulated learning.

Course Content

1. Student diversity in the (Inclusive) Classroom

  a) Learning in Human interaction

  b) Learning with artefacts

  c) Self-regulated learning

2. Methods and techniques for evaluation-research

3. Educational Organization and Management

4. Reflection in & on Learning


Colton, David. Covert, Robert W. Designing and Constructing Instruments for Social Research and Evaluation. Series: Research Methods for the Social Sciences. San Francisco: Jossey-Bass, 2007.

Lee, Okhee. Luykx, Aurolyn. Science Education and Student Diversity: Synthesis and Research Agenda. Cambridge Press, 2006.

Littleton, Karen. Howe, Christine. Educational Dialogues: Understanding and Promoting Productive Interaction. Routledge, 2010.

McIntosh, Paul. Action Research and Reflective Practice: Creative and Visual Methods to Facilitate Reflection and Learning. Routledge, 2010.

Nilson, Linda. Zimmerman, Barry J. Creating Self-Regulated Learners: Strategies to Strengthen Students’ Self-Awareness and Learning Skills. Stylus Publishing, 2013.

Tirri, Kirsi. Kuusisto, Elina. Interaction in Educational Domains. SensePublishers, 2013.

Zimmerman, Barry J. (auth.)., Zimmerman, Barry J., Schunk, Dale H. (eds.). Self-Regulated Learning and Academic Achievement: Theory, Research, and Practice. Series: Springer Series in Cognitive Development: Progress in Cognitive Development Research. Springer-Verlag New York, 1989.