Prof. DORIT ALT
“…it doesn’t matter what we cover, it matters what you discover.”
(Victor Weisskopf, MIT Physics Prof.)
This quote reflects my research work, epistemology, and pedagogical philosophy. My goal as an educator is to use updated instructional strategies enabling my students to pursue paths of lifelong learning. To achieve this goal, my research work is aimed at comprehensively developing models for the designing, implementing and assessing constructivist learning environments in the era of information.
The College of Management, Israel
School of Communication
The Open University, Israel.
Interdisciplinary democracy studies
Bar Ilan University
School of Education
Articles in Refereed Journals
Alt, D., & Naamati-Schneider, L. (2021). Online argumentation-based learning aided by digital concept mapping during COVID-19: Implications for health management teaching and learning. Health Education.
Alt, D., & Kapshuk, Y. (2021). Argumentation-based learning with digital concept mapping and college students’ epistemic beliefs. Learning Environments Research.
Alt, D., & Naamati-Schneider, L. (2021). Health management students’ self-regulation and digital concept mapping in online learning environments. BMC Medical Education.
Alt, D., & Raichel, N. (2020). Problem-based learning, self- and peer assessment in higher education: towards advancing lifelong learning skills. Research Papers in Education
Chapters in Books
Assessment Tools for new learning environments in higher education institutions / ASSET 2017 - 2020
Curriculum reform programs have been central to European Commission’s TEMPUS and ERASMUS programs aimed at modernizing and developing higher education in partner countries.
While over the years, hundreds of curriculum reform programs have been developed which included new innovative teaching and learning methodology integrated into the modules, course assessment methodology of these innovative pedagogies have lagged behind. Based on the report to the EC on “improving the quality of teaching and learning in Europe’s HEIs” (2013) this is a common challenge for many countries. According to this report, European collaboration enhances the chances of finding effective solutions. Consensus also exists on the need for development of assessment formats that take into consideration not only factual knowledge but farther reaching competencies such as analytical capacity, critical thinking, communication and team working, and intercultural skills.
Following this trend, the Council of Higher Education (CHE) in Israel has emphasized the importance of striving for excellence in teaching and developing innovative assessment tools a priority. The Council has stressed focusing attention on congruency between three elements: teaching, learning, and assessment – as essential elements for achieving educational goals (The Israeli National Authority for Measurement and Evaluation in Education, 2015).
Since 2005, after joining the Bologna process and after adopting the Law on HE in Georgia, Georgian HEIs have started the process of harmonizing with the European educational system aimed primarily at reorganizing the existing educational system according to the principles of learner oriented learning/teaching and LLL. In line with the Qualifications Framework of the European Higher Education Area (Dublin Descriptors), a three-cycle model of Higher Education and European Credit Transfer System (ECTS) was implemented in Georgian HEIs. Nevertheless, many of the programs do not align course assessments to the expected learning outcomes that should be obtained as summative assessment exert still great influence in the evaluation process. It should be noted that in today’s educational circumstances it is crucial to support students’ learning by means of FA along with Summative Assessment (SA), as the learning to learn is one of the key competencies of LLL. Moreover, both in IL and in GE, essential tenet is needed in student-centered learning environments where EU funded projects have pointed to a growing need to deepen the knowledge of faculty regarding the optimal design and implementation of course assessment in general and FA in particular.
Attention will be paid to providing guidance and best practices for assessing the new teaching and learning environments in ways which focus not only on the final outcome (SA) but also on formative types of assessment as a tool for teachers and learners to understand what needs to be improved, which skills need to be developed and what cognitive, affective, and behavioral areas are to be fostered and how to tackle different individual approaches to learning by students.
The ASSET consortium provides the knowledge and pedagogical expertise aimed at developing and piloting creative and innovative assessment tools and methods adapted to the learning environments in use, and improving the effectiveness of teaching and learning within the IL and GE HE system, thus, bridging the gap between current educational goals and outcomes of teaching and learning, and assessment processes for the 21st century. With relation to teaching, the proposed ASSET project will increase the awareness of IL and GE faculty to FA and the quality and relevance of their innovative teaching. It will develop their skills in planning, preparing and integrating FA tools in New Learning Environments (NLEs) including ICT-based virtual environments already implemented in their institutes, by organizing training workshops for professional development, providing an ongoing support to further the sustainability of FA implementation, and disseminate the set of course assessment tools (CATs) and methods among other HEIs.
The development of CATs will allow partner HEIs evaluating students' ability to use their knowledge, insights, and skills, acquired during the learning process to solve problems in everyday life, both in personal and social levels. Moreover, ASSET proposal is of relevance to the labour market and certainly offers flexibility when taking into account issues of lifelong learning, non-traditional learning, and other forms of nonformal educational experiences (Council of Europe, 2003), in contrast to the SA approach. The project will raise the quality and relevance of the teaching/learning experience and thus education at large, in line with the main student-centered approach that lies at the core of the Bologna process.
Kinneret Academic College
Hadassah Academic College
Gordon Academic College
The College of Sakhnin for Teacher Education
Sokhumi State University
Ilia State University
Tbilisi State University
Private Pädagogische Hochschule der Diözese Linz
School of Digital Technologies, Tallinn University
University College of Cork
National Center for Teacher Professional Development
Samtskhe-Javakheti State University
Lifelong Learning in Applied Fields (LLAF) 2013 - 2016
Educational practice is continually subjected to renewal needs, due mainly to the growing proportion of information communication technology, globalization of education, and the pursuit of quality. These types of renewal needs require developing updated instructional practices that put a premium on adaptability to the emerging requirements of present society, such as cooperation skills, and the ability to critically select, acquire and use knowledge.
However, the Israeli university instruction is criticized for not coping with these new challenges, while continuing to exemplify the traditional instruction, based on objectivist philosophical assumptions. In order to overcome this critical inadequacy between current educational goals and instructional methods, the LLAF consortium (including 16 members from 8 countries) is collaborating to create a curricular reform for lifelong learning (LLL) in teachers' education, health care and other applied fields. This project 2013 - 2016 achieved its objectives by developing and piloting models for training students in LLL and promoting meaningful learning activities in teachers' education that could integrate knowledge with the personal transferable skills.
LEARN MORE ABOUT MY INTERESTS
Initiated by the late Louis E. Guttman, Facet Theory (FT) has been developed as a comprehensive research strategy for the social and behavioral sciences. FT integrates formal design of empirical observations, with intrinsic data analysis procedures, such as the Guttman Scale, Multiple Scaling by Partial-Order Scalogram Analysis, Smallest Space Analysis and Multidimensional Scaling, for the discovery of lawfulness and scientific measurement in complex systems. Learn more...
Two new books Co-authored with Prof. Nirit Raichel
(Comming up soon)
Education systems worldwide are coping with the need to adjust to the changing era, which is perceived as a new world picture – a world with a new human agenda, whose key features of human, individual and social existence are different from those of previous generations, and are characterized by instability and the creation of new social phenomena and frameworks. To meet those needs, in recent decades, important European organizations have set as their goal to offer policymakers, by means of research and studies on various disciplines including education, guidance and instructions that can help to design educational policy and practices that provide answers to coping with 21st-century challenges on a wide variety of issues such as globalization, the knowledge society, social cohesion, inclusion and exclusion, gender equality and democratic participation.