School of Engineering and Management

Effective Didactical Practices in Open Education

This course is part of the programme:
Master in Leadership in Open Education (Second Level)

Objectives and competences

The aim of the course is to give an overview of the theoretical basics of learning and teaching, while also enabling students to master specific pedagogical, didactic and methodical approaches to the OL and to be able to choose appropriate approaches according to learning objectives and specific context.

Students will develop:

  • In-depth knowledge about the specific pedagogical, didactical, and methodological approaches in the context of OL and the ability to critically assess pedagogical and didactical approaches in the existing OL courses;
  • Knowledge and understanding of the broad landscape of learning theories, psychology of learning, competency and skill development and contemporary and emerging approaches in OL context;
  • Profound knowledge and skills to critically evaluate various solutions and approaches in OL and to match them properly with the OL strategies and learning goals;
  • Ability to construct OL solutions based on effective didactical approaches and reasonably utilizing the best affordable technologies.


Students should:

  • have general understanding of the scope and importance of pedagogy, didactics, and methodology in education;
  • be familiar with the open education (OE) ecosystem, actors and basic Open Learning (OL) processes;
  • be able to use communication and collaboration tools, and should be prepared to work in interdisciplinary teams.

Content (Syllabus outline)

  • Effective pedagogical practices.
  • Pedagogical methods, didactics and methodology. Pedagogical principles applied in OL, didactics for OL, and methodology used in OL.
  • Theories of learning, theories of knowledge, psychology of learning, cognition and cognitive processes, learning styles, and influence of cultural and historical backgrounds on learning.
  • Matching proper approaches to learning goals, individual, group and organisational learning strategies.
  • Model of learning objectives based on taxonomy for learning, teaching and assessing. Taxonomy of educational objectives (knowledge dimension, cognitive process dimension).
  • Concepts of openness and transparency in learning, cooperative and collaborative learning, personalised learning; motivational approaches, competences and skills.
  • Innovative approaches and best practices in OL.
  • Assessing, evaluating and validating proper approaches with respect to the defined OL strategy and OL learning goals.
  • Business and organisational learning, including competency and skills development in relation to the organisational business strategies, organisational principles and global innovation, and market and business trends.

The following topics will be explored in more detail:

1) General learning theories and methods

2) Psychology of learning

3) Education goals, instruction and assessment

4) OL applied learning theories and methods

5) Pedagogy for OL

6) Didactical approaches for OL

7) Methodology for OL

8) Student centered and self-regulated learning

9) Data interaction for learning

10) Life-long and life-wide learning

11) Discipline-based cases for e-learning

12) Technology Enhanced Science Learning

13) Case studies and critical assessment

14) Innovative approaches and practices.

Intended learning outcomes

At the end of the course, students will:

  • have a good overview of the theoretical bases of learning and teaching
  • master the specific pedagogical, didactical, and methodological approaches for OL
  • master the selection of proper approaches and relate them to learning goals and individual/group preferences in OL
  • be able to evaluate, validate and critically assess the pedagogical, didactical, and methodological value of OL, taking into account various possibilities and limitations
  • be able to reflect on personal performance in implementing OL with proper methods and approaches.


Beetham, H. & R. Sharpe, R. (Eds.) (2013). Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning (2nd Ed.). Routledge.

Clark, R.C., Mayer, R.E. (2016). e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (4th Ed.). Wiley.

Rao, K., Edelen-Smith, P. & Wialehua, C. (2015) Universal design for online courses: Applying principles to pedagogy. Open Learning: The Journal of Open, Distance and e-Learning, 30(1), 35-52. doi: 10.1080/02680513.2014.991300

Teräs, H., & Herrington, J. (2014). Neither the frying pan nor the fire: In search of a balanced authentic e-learning design through an educational design research process. The International Review Of Research In Open And Distance Learning, 15(2), 232-253.


  • Interim presentations, seminar, tutorial; peer- and self-evaluation. • Final exam: The assessment of theoretical knowledge and a practical session on applying proper approaches to an OL course

Lecturer's references

Andrej Flogie is director of the Zavod Anton Martin Slomšek Institute, he has more than 18 years of experiences in the field of education, teacher training, E-learning and use of ICT in the education sector, and he has a lot of expiriences as leader of the national and international projects in the field of education suported with modern educational approaches and ICT. He si lecturer of the subject »Didactics of technology education II« at the Faculty of Natural Sciences and Mathematics – UM. His doctoral theses »Impact of Innovative Education and ICT on Changes of the Pedagogical Paradigm« at the University of Maribor rounds down his pedagogical an research work in this field. He gained his experience also as a member of various working groups as well as national and international professional bodies related to the open education: Member of the HLIG group i2010 (European Commission 2006-2009), Member of the Programme Council for Informatization of Education in RS, Chairman of the board Arnes (The Academic and Research Network of Slovenia (2006-2009), Member of the working group for textbooks and e-learning materials (Ministry of Education, Science and Sport, 2012-2013), Member of the working group for e-education (Ministry of Education, Science and Sport, 2005-2009), Member of the working group for the modernization of education in the Republic of Slovenia (Ministry of Education, Science and Sport), Chairman of the working group of the national Open Source (2008-2010), Member of the national R&D group for the use of Open source solutions for e-learning (2004-2005), Member of the working group for “e-School bag” at MIZS (2013 – 2016) etc.

University course code: 2LOE04

Year of study: 1

Course principal:




  • Lectures: 20 hours
  • Exercises: 10 hours
  • Seminar: 15 hours
  • Individual work: 180 hours

Course type: compulsory

Languages: slovenian or english

Learning and teaching methods:
• the course will be based on the combination of the face-to-face lectures and consultation, online lectures, hands-on experiences and group discussions. • onsite basic lectures; remotely provided specific ol lectures combined with mentoring (supervision; 'buzz' groups and group discussions, and feed-back information. • student centered approach mixed with the group learning and problem solving (pbl) - also in the context of businesses and organizations. • personalized and self-regulated learning (srl), cooperative and collaborative learning, discovery learning, problem-based learning (pbl), openness and transparency of learning, and motivational aspects of learning. • final 'congress' (conference): synchronizing of participants, solving potential problems and talking face-to-face with mentors (supervisors). presentations, discussions and critical assessment of the outcomes of groups meetings. • study of best practices of ol and relating them to learning outcomes. critical assessment and evaluation of the existing ol courses, benchmarking and relating them to basic processes and challenges in ol. • 60 % of the course will be done face-to-face, and 40 % will be online..