The EUSecure International Curriculum Development Project
Abstract
In 2020 the application entitled „Interdisciplinary Training on EU Security, Resilience and Sustainability (EUSecure) - A Simulation Supported Massive Open Online Course (SimMOOC)gained the support of the European Union at a competition. The objective of the project was the development of an English language curriculum that could be used in on-site, blended and massive open online courses. The mission of the course was to introduce in 15 modules the complex security challenges the European Union is facing, ranging from military security to food- and water security. The curriculum comprises various disciplines and their terminology, and applies modern pedagogical methods such as collaborative and cooperative learning, simulation and role plays. In addition, new technological opportunities are used, for instance, podcast and online video talks. Currently the pilot courses of the blended version are conducted at the participant five universities and the introduction of the MOOC is expected in spring 2023. Beside the testing of the interactive tasks, the chapters of the course book written by the experts of the partner universities are being finalised. The article presents the results of the preliminary needs assessment and the phases of the curriculum development as well as experience on content and structural unification and various pedagogical approaches adapted to different needs.
References
Anderson, L. W. − Krathwohl, D. R. (2001): A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Pearson: London
Buzan, B. – Wæver, O. – de Wilde, J. (1998): Security: a New Framework for Analysis. Lynne Rienner Publications: Boulder.
https://doi.org/10.1515/9781685853808
Davis, M.− Barnett, R. (2015): The Palgrave Handbook of Critical Thinking in Higher Education. Palgrave Macmillan: Basingstoke.
https://doi.org/10.1057/9781137378057
Engeström, Y. (1999): Innovative learning in work teams: Analyzing cycles of knowledge creation in practice. In: Engeström, Y.− Miettinen, R.− Punamaki, R.-L. (szerk.): Perspectives on Activity Theory . Cambridge University Press: Cambridge. 377-404.
https://doi.org/10.1017/CBO9780511812774.025
Hülvely L.− Kovács G.− Schweickhardt G.− Téglási J.− Varga János (2017): Közszolgálati műveletirányítási rendszerek − a közös közszolgálati gyakorlat elméleti alapjai. Dialóg Campus Kiadó: Budapest
Internetes források
A Kreatív Tanulás Program célja.
https://www.uni-nke.hu/oktatas/kreativ-tanulas-program/celok
EUSecure honlap
EUSecure Intellectual Output 1. Situation analysis, curriculum mapping, needs assessment, case studies and best practices.132−193
https://www.eusecure.org/_files/ugd/c90373_4917d72015e84d65b9b64a7ccbbf99ae.pdf
Hughes, J. (2014): Critical Thinking in the English Classroom.
https://www.elionline.com/eng/teachers-area/critical-thinking
UNESCO (n.d.): Critical Thinking.
http://www.ibe.unesco.org/en/glossary-curriculum-terminology/c/critical-thinking
