Teaching@KDIS, Fall 2018

Volume 1, Issue 2 Fall 2018 Teaching @KDIS

CONTENTS

Learning Student-Centered Learning Journey for Advancing Students' Approach C a p a ci t y : Learning to Application Student interview 1 ------------- 8 Belayneh Kassa Anagaw (2016 DP) Student interview 3 ------------- 18 Student interview 2 ------------- 10 Maria Luisa Nieva (2018 MDP) Rony Rodrigo Maximiliano Rodriguez Ramirez (2016 MDP)

Teaching@KDIS Prof. Booyuel Kim STUDENT-CENTERED LEARNING APPROACH TO TEACHING AN ECONOMETRICS COURSE Professor Booyuel Kim # Introduction to the course Course Impact Evaluation As its name implies, the course “Impact Methods Evaluation Methods” covers various Course Category Master's Concentration impact evaluation methods including └ RE, SD randomized controlled trial, instrumental Class Hour Daytime variable, difference-in-differences, and Class Size 31 students regression discontinuity. It is assumed that (International 23%, students have either taken courses or have Korean 77%) background in statistics or economics prior Teaching Method Lecture to taking this course. Discussion PBL Team Project To ensure that students reach high levels Blended of academic achievement, the course Active Learning employs a strict grading policy and challenging assignments (mainly group- Evaluation Homework Assignment In-class Presentation based projects). This has the effect of forming Exam an advantageous selection in the first place that diligent and hard-working students are more likely to take Impact Evaluation 30% Core Policy Analysis & Design Development Problem-solving Skills Methods course. Competency The course emphasizes practical 70% implementation of STATA in replicating results of research papers throughout the 4

Impact Evaluation Methods semester as a group assignment, with intensive TA sessions teaching the basics of STATA and supporting students should they need it in replicating the assigned research paper’s results. As with any other software, its performance depends greatly on familiarity – or how much time students commit to exercise. Should a student fail to demonstrate clear proficiency or effort by submitting an analytical assignment copied and pasted from the Internet, it is given a zero without reprieve. # Student-centered learning environment ground on diverse pedagogy Various teaching methods are applied to the course to encourage student participation, such as blended learning and group activities. The course does not cover detailed econometric foundations as with other econometrics courses offered at KDI School, thus effective delivery of core concepts is of paramount importance in leading the course. In order to facilitate students’ comprehensive understanding, some sessions utilize blended learning, a pedagogy combining e-learning with traditional classroom teaching. First, well-known lecturers would teach topics, through various online means, that are relevant to the subject matter at hand. For instance, a professor of Department of Economics from Duke University would teach foundational methodology for fifteen minutes at the beginning of class. I would follow it up by explaining the core contents of the lecture, which I believe helps to not only communicate ideas effectively but to also facilitate a 5

Teaching@KDIS Prof. Booyuel Kim contextualized blend of traditional classroom instruction with e-learning. In addition, such ways inspire students to become creative and demonstrate their interest in learning. I was especially impressed by their passion for group presentations. Some groups benchmarked the blended learning methods employed during class and came up with presentation videos that were uploaded on YouTube on their own initiative. It was one of numerous instances that led me to believe that a class which effectively incorporates blended learning can pique students’ interest and create a more immersive learning environment. 6

Impact Evaluation Methods # Encouraging peer-learning through group work The course requires intensive group work, including four practice assignments to replicate main regression results of assigned papers, and one forty-five-minute class presentation to summarize papers that are being discussed during class. Peer-learning - which reckons group activities as the focal point of delivery - is the central pedagogy for the course, veering away from a lecture-based method, generally considered the norm for teaching econometrics. As such, there is a significant emphasis on the learning process. Groups, which are organized by students themselves, carry out activities to enhance practical skills as they use statistical packages to manage and utilize data from existing papers. At the outset of this learning process, one may observe students struggling when challenged with a problem beyond their abilities. However, productive struggle is the key for students ascending to the next rung in the learning achievement ladder, encouraging them to solve problems in ways which make sense to themselves whilst developing capabilities including critical thinking and data analysis. Through this process, students are not only tasked with overcoming the challenge – active, mutual learning in groups tend to naturally give rise to leaders and followers, giving students the opportunity to experience interaction dynamics and cultivate leadership skills. Based on students’ comments following the completion of the course, the students were not only satisfied with the group work format, but also in their development of analysis skills in general. This also led to an increase in the confidence to carry out their graduation research projects. 7

Teaching@KDIS Prof. Booyuel Kim STUDENTS INTERVIEW I Belayneh Kassa Anagaw (2016 DP) It was a great opportunity for me to take the Impact Evaluation Method course during the summer semester of 2016 to clear my confusions about the different methods of evaluation in empirical research. The main take-up of the course is learning how to get information about the impact of various interventions whether negative, positive, intended or unintended using different rigorous techniques. This is indeed the main pillar for my career as a Ph.D. student in development policy. The most impressive part of the course was multidimensional character of it: group interaction (group work), data analysis using STATA and lectures. These are of course the main ingredients to develop research ideas for students’ dissertation. The group work gave students a chance to explore different ideas since the group consists of students from different background in terms of education, nationality, and professional characteristics. It was motivating to work with diverse groups in analyzing different scientific research papers which helped me to toil my capacity to come up with research ideas. The course is structured in such a way that the program evaluation methods are intermingled with practical STATA replication exercises from the top journals which are relevant for public and development policy analysis. I would say that this course was very helpful in boosting students' confidence in starting their own research and lessen their worries about their work involving sophisticated micro-level survey data. I believe such exposure enhanced my skill in using STATA for data analysis which in turn pave the way to develop research ideas for my future career. 8

Impact Evaluation Methods Above all, it is hard to digest the main messages of the course without a well-structured lecture provided by Professor Booyuel Kim. He approaches methodological challenges with immense and genuine interest in it unselfishly sharing with students his rich knowledge about the matter. His lectures gave me all the intuitive implications underscored in each evaluation methods with practical challenges and possible way outs. Without it, it would have been much more difficult for me to brainstorm my dissertation idea and find solutions for methodological issues that I was faced with. 9

Teaching@KDIS Prof. Booyuel Kim STUDENTS INTERVIEW II Rony Rodrigo Maximiliano Rodriguez Ramirez (2016 MDP) One of the main components of public policy is evaluation. Whether a program or policy works depends on different aspects such as timing, incentives, etc.; however, it is crucial to emphasize how we can evaluate the causal impact of those programs. The Impact Evaluation Course taught by Professor Booyuel Kim deals with this issue: causality. I enrolled this course back in the spring semester of 2017 with the objective to learn more about quantitative methods that are used for evaluating and, also, because I wanted to take a course that gives you the opportunity to understand policy problems such as social programs and policy interventions using econometrics tools. With no regrets, the impact evaluation course goes beyond methodologies and rather seeks to emphasize and balance theory and practice using tools to implement an evaluation properly. \"It challenged me not only at the individual level but also at the group level\" 10

Impact Evaluation Methods The Impact Evaluation Course is well known here at KDI School because of its group assignments during the semester that are replications of papers. At first, given that my background is on applied economics I did know about quantitative programs such as Stata; nonetheless, the course was a great experience for me because it challenged me not only at the individual level but also at the group level. The assignments were designed to incorporate aspects of theoretical frameworks, real evaluations, and practice. Since we were expected to understand every single aspect of the replications, teamwork was essential. Without the help of every single member of your group, it would be difficult to understand the core implication of quantitative evaluation successfully. Back in Spring semester of the current year, I was assigned as a Teaching Assistant which gave me another challenge: to communicate the value of impact evaluation effectively. Beyond the struggles I had during this course, I completely recommend the course to every student who is interested in finding the causal impact of policies and programs. One of the takeaways from the course for me was the inputs I gained to start developing my dissertation topic. If you want to combine theory and practice, especially applied methods, this course would be one of the best for you at KDI School. 11

Teaching@KDIS Prof. Jin Park LEARNING JOURNEY FOR ADVANCING STUDENTS' CAPACITY Professor Jin Park # Application-centered course designed based on the course's characteristics The objective of this course is not only to make students understand the developing Course Introduction to world but also to enable them to select a right Development Policy development strategy for their countries. Course Category Master's Core That is, real-world applications of what students learned is a core pedagogical Class Hour Weekend approach when explaining how to operate the course based on this course’s characteristics, Class Size 19 students which aims to enhance competency in real- (International 37%, Korean 63%) world application when students come back Teaching Method Lecture to their country, rather than acquire a general Discussion knowledge that needs to be evaluated in a PBL test. I heard it is called as an educational Case-based term *Transfer of Learning, which refers to Evaluation Participation the capacity to apply acquired knowledge and Homework Presentation skills to new situations. 20% Core 40% Compared to the course ‘Microeconomics’, Development Policy Implementation Policy Planning Competency which teaches theories of economics, the 20% Problem-solving Skills teaching focus of this course ‘Introduction to 20% Policy Analysis & Design Development Policy’ is on the development issues of developing countries and explain the theoretical content of economics intuitively. 12

Introduction to Development Policy Additionally, it is most important for students to be given a chance to apply what they learned because they are the consultants and researchers of the future. This results in various practical implications based on each developing countries. For example, students learn about HDI (Human Development Index) during class. Afterwards, I give a homework question; e.g. “Identify your country’s rank on HDI and analyze why gap occurs between income level and HDI”, as a guide for students to realize how to connect theory to the real-world and how to apply it to their respective countries. # PBL to facilitate student-centered learning This course is based on PBL, which stands for problem-based learning, as an appropriate pedagogy for adult students by actively utilizing their experiences and prior knowledge in solving a problem-question. In the structure of this course, PBL is adapted in order for students to help learn through the persistent learning experience of resolving the un-structured problems offered as weekly homework questions, which students have to choose among a list of questions. The PBL as a teaching method for student-centered learning motivates students to do self-study voluntarily in finding their own answers to selected questions, as well as to be more engaged while participating in discussions and answering the questions that I ask students in class. In order to accomplish that, during the first class, students are requested to select a developing country of their own choice where students will apply what they learned from the course. In detail, students should do homework based on suggested homework questions for each chapter. The answer is expected to identify the current situations and problems in their chosen country related to the questions. Through this process, students will take the perspective of a consultant for their selected country. The homework questions become part of a series of process or steps ultimately resulting in making a development policy recommendation based on broad and balanced understanding on the development issues. 13

Teaching@KDIS Prof. Jin Park # Inductive approach for students to be more involved in learning experience I focus on being a conductor in this course. I hope my course can allow for students to develop self-direct learning skills based on their own academic interests while being supported by the professor who is the conductor of the course. It means that as the conductor, I help students explore their interests and provide a chance for them to go through the process of inquiry. At this point, my pedagogical approach for the class is based on an inductive method of teaching. During the introduction phase of the lesson, I start to ask students questions relevant to that day’s lesson topic in order to give them an idea on what they will learn that day in advance. Then, I ask them to discuss among themselves for about 10 minutes. The purpose is for them to have time to prepare for that day’s lesson instead of assigning them to read the materials before class. Afterwards, I show them 5-8 questions and ask them to choose a question they’re interested in for their homework. Through this introduction phase, I engage students to make them curious about that day’s learning content and maintain their focus on the class by letting them think which question to select and provide ideas on how to complete their homework. These activities promote a student-centered learning environment, which allows students to create their own goals related to their own interest and support them to reach their goals under students’ control. 14

Introduction to Development Policy # Sharing students' learning journey with peers and professor I also think it’s important for students to share their own learning journey among themselves in class. To stimulate mutual learning, I choose 3-4 students every class, who have submitted the best homework, to do a short presentation in order to share their approach, as well as the processes that they went through, with their peers. Students don't know who will make a presentation in each class, so they all have to prepare a presentation for every class. It will help students figure out how to apply theory to real-world situations. This also provides an opportunity for students to evaluate the quality of the homework by sharing their cases with each other. Transfer of Learning Transfer of learning in Education refers to learning in one context and applying it to another, i.e. the capacity to apply acquired knowledge and skills to new situations. Today, transfer of learning is usually described as the process and the effective extent to which past experiences (also referred to as the transfer source) affect learning and performance in a new situation (the transfer target) . Learning from learning is more important than learning itself. What it means is to allow learners to think about learning and therefore construct their own connections between what has been learnt in the past versus what is being learnt in the present. It is about being aware of your learning and taking control of the same. In that sense, when learners manage their own learning and are more self-aware, they increase the accessibility of their learning to be applied in situations that occur in the future and help themselves in transferring their learning. In this context, an Instructor can change to helping learners learn meta- cognition skills and strategies. 15

Teaching@KDIS Prof. Jin Park Four key characteristics of learning as applied to transfer 1 The necessity of initial learning for transfer The necessity of initial learning specifies that mere exposure or memorization is not learning; there must be understanding. Learning as understanding takes time, such that expertise with deep, organized knowledge improves transfer. Teaching that emphasizes how to use knowledge or that improves motivation should enhance transfer. 2 The importance of abstract and contextual knowledge While knowledge anchored in context is important for initial learning, it is also inflexible without some level of abstraction that goes beyond the context. Practices to improve transfer include having students specify connections across multiple contexts or having them develop general solutions and strategies that would apply beyond a single-context case. 16

Introduction to Development Policy The conception of learning as an active and dynamic 3 Learning should be considered an active and dynamic process process, not a static product. Instead of one-shot tests that follow learning tasks, students can improve transfer by engaging in assessments that extend beyond current abilities. Improving transfer in this way requires instructor prompts to assist students – such as dynamic assessments – or student development of metacognitive skills without prompting. 4 The notion that all learning is transfer The fourth characteristic defines all learning as transfer. New learning builds on previous learning, which implies that teachers can facilitate transfer by activating what students know and by making their thinking visible. This includes addressing student misconceptions and recognizing cultural behaviors that students bring to learning situations. A student-learning centered view of transfer embodies these four characteristics. With this conception, instructors can help students transfer learning not just between contexts in academics, but also to common home, work, or community environments. References I Transfer of learning. (2009). Definition of Transfer of learning [Online Comment]. Retrieved July 2, 2018, from http://edutechwiki.unige.ch/en/Transfer_of_learning ii Ellis, H. C. (1965). The Transfer of Learning. New York: The Macmillan Company. iii Goel, T. (2009). Transfer of Learning - Theories and Implications. Retrieved from http://tarunagoel. blogspot.com/2009/11/transfer-of-learning-theories-and.html iv Bransford , J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. Washington D.C.: National Academy Press. 17

Teaching@KDIS Prof. Jin Park STUDENTS INTERVIEW III Maria Luisa Nieva (2018 MDP) I would say that the Introduction to discussed each week. These assignments Development Policy (IDP) course conducted helped us know our “countries” better by Professor Jin Park exemplifies the view of since we must relate what we learned in American educational philosopher Robert identifying its current issues and problems. M. Hutchins that, “Education is not to reform The class was also required to look at students or amuse them or to make them the country’s medium to long-term expert technicians. It is to unsettle their development plan, and the government’s minds, widen their horizons, inflame their area's of focus to roll out this plan. intellects, teach them to think straight, if At the end of the term, we synthesized possible.” all the assignments, presented the major development issues and problems of that The IDP is an introductory course providing country, and produced a strategic map concepts, theories and framework on towards development. economic development. It discusses, among others, basic indicators of growth as well You may think that the subject is as critical developmental issues besetting demanding and in some ways, it is. developing countries such as poverty, However, Professor Park handled the inequality, lack of access to education, health course very well. The lectures were concerns, environmental degradation. lively and very informative. The Professor The course, as taught by Professor Park, asked questions and encouraged students was structured such that at the beginning to think critically and to express their of the term, we had to choose a developing thoughts and ideas in class. He explained country where we would apply all concepts clearly and provided concrete our learnings in class. There were two examples including his own life and work assignments corresponding to the topics experience to emphasize important points. 18

Introduction to Development Policy When he taught about the development developing nations, and the difficulties and strategy framework, he presented Korea’s challenges they confront in their effort to case and how the Government made uplift the lives of their people. In the same bold but calculated strategic decisions manner, it relates success stories of other to pave the way for the country’s growth countries and how it is possible that a same and development. Likewise, Professor or similar “formula” can be adopted and Park’s extensive consultancy experience implemented to these nations for their own in several developing countries helped development. reinforce theories with real life practice and I would say that the IDP course did more knowledge. He even generously shared than unsettle my mind, widen my horizon, with us contents of briefing materials inflame my intellect, help me think straight used in presenting development strategy more than I thought possible. It also stirred recommendations to top government my compassion towards the plight of these officials of developing countries. developing countries and rekindled the hope that these nations may someday find I would strongly recommend this course the “right” strategy for growth, similar to to my fellow KDI students. The subject the case of Korea. presents actual and real-life problems of 19

Teaching@KDIS Prof. Jin Park My Country’s Development Strategy (IDP Class, Spring 2018) As mentioned, the IDP course by Prof. Park required us to choose a developing country to analyze and focus on for the entire term. In my case, I chose my own country, the Philippines. At the end of each topic, we needed to relate the developmental issues discussed in class to our respective countries. The data gathered from doing the assignments provided the profile of the country. Of course the information was not comprehensive enough to paint an accurate picture since we only had one school term to collect information on various issues, but it was sufficient to get a sense of the major concerns faced by the country. Another critical factor to consider is the medium to long-term development plan adopted by its Government to spur growth. However, as cautioned by the Professor, plans without specific actionable items, timelines, targets and parameters are not effective, and even worse are good plans not properly adopted and implemented. 20

Introduction to Development Policy In compiling our assignments and making our final presentation, Professor Park gave us the flexibility to arrange them in a way that it would have smooth flow and coherence. On my part, I chose to make a story about the Philippines’ future growth potential by elaborating on its past and present situation. Seen below is the compilation of all my assignments in IDP. I first introduced my country and talked about its colonial history which has significant influence on the socio-economic and political structure of the Philippines. Then, I proceeded to speak about the country’s present state and constraints for development. Finally, I presented its future growth potential by enumerating some of the important projects of the Government which I believe would be helpful in paving the way for the Country’s development. After all, the Government plays a pivotal role in the achievement of its long-term vision for the Philippines, i.e., “prosperous, predominantly middle class society where no one is poor, and where peoples live long and healthy lives in a society that is trustworthy, smart, and innovative”. The presentation and assignments, however, just comprise the “tip of the iceberg” when making a development strategy. The process in coming up with the latter is much more complicated and comprehensive as the Professor discussed with us. Nevertheless, being able to understand my country better and gain a wider perspective of its developmental issues is a good starting point towards formulating an effective strategy map for its future progress and prosperity. 21