.
Didactic Methods
Study Course Description
Course Description Statuss:Approved
Course Description Version:9.00
Study Course Accepted:15.08.2024 11:01:01
| Study Course Information | |||||||||
| Course Code: | VPUPK_151 | LQF level: | Level 6 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Pedagogy; University Pedagogy | Target Audience: | Business Management; Marketing and Advertising; Social Anthropology; Life Science; Juridical Science; Sociology; Pharmacy; Psychology; Information and Communication Science; Pedagogy; Communication Science; Health Management; Rehabilitation; Law; Person and Property Defence; Management Science; Civil and Military Defense; Public Health; Clinical Pharmacy; Political Science; Sports Trainer; Social Welfare and Social Work; Biology; Medicine; Nursing Science; Medical Services; Dentistry; Medical Technologies | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Aira Aija Krūmiņa | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Health Psychology and Paedagogy | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 5 J. Asara Street, vppk rsu[pnkts]lv, +37167061587 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 12 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 24 | ||||
| Classes (count) | 4 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 8 | ||||
| Total Contact Hours | 32 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Not required. | ||||||||
| Objective: | To deepen students' comprehension of didactics methods, to develop the skill in using the didactics methods creatively, critically and efficiently in their own professional growth as well as in the maintenance and strengthening clients' health. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Didactics – the theoretical basis for learning (study) process. Change of paradigms in the selection of methods. Basic principles of present-day didactics in compliance with higher education requirements. Didactic methods for the development of professional and transversal skills in the context of future skills.. | Lectures | 2.00 | auditorium | |||||
| 2 | Theoretical basis for learning – behavioral, cognitive, constructive, cooperative, human, etc. approaches. Learning by doing. Learning for proficiency. | Lectures | 2.00 | auditorium | |||||
| 3 | Concept of interactivity. Basic principles of interactive learning. Self-directed (self-guided, self-regulated) learning. Types of learning (Flipping or Re-designed, Cooperative, Transforming, Deep, etc. learning). | Lectures | 2.00 | auditorium | |||||
| 4 | Conversation and interview. Interview and questioning techniques (STAR, structured, guided, case studies, conceptual, motivating, stress, etc.). Diverse / purposeful questioning. | Lectures | 2.00 | auditorium | |||||
| 5 | Small group discussions. Types of discussions (Open, Focus Group, "For and Against", "Six Thinking Hats", Dotted, Pyramid, etc.). Discussion in the digital environment. | Lectures | 2.00 | auditorium | |||||
| 6 | Basic principles for the development of a client / patient education plan, non-formal education program and / or group educational project. | Lectures | 2.00 | auditorium | |||||
| 7 | Demonstration of purposeful / diverse questioning skills and dialogue making skills in the study group. Situation game "Student - simulated client / patient". | Classes | 1.00 | auditorium | |||||
| 8 | Discussions with a certain didactic orientation of preparation and conducting on a previously agreed topic in the study group onsite and / or remotely. | Classes | 1.00 | auditorium | |||||
| 9 | Game as a didactic method. Role plays. Simulation games. Playing as a professional and transversal skill. | Classes | 1.00 | auditorium | |||||
| 10 | Client / patient education plan / program / project in my professional activity - idea development, presentation and defense in a study group. | Classes | 1.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | According to the total amount of the course of studies, within the framework of student's independent work (at least 64 hours): independently and purposefully prepare for the classes, including: • to consolidate the lecture material, • to additionally read the indicated sources of information, • to get involved in the discussions, the analysis of problem situations/cases, role-plays, etc., • to acquire interactive study methods, • to follow the topicality of the branch and specialty; 1) Individually prepared the conceptual description of 2 particular active didactic method (conversation / dialogue, role play), including the evaluation of the practical usage of the method in a particular target group; 2) In a small group (2-3 students) a discussion with a certain didactic orientation on a previously agreed topic in the study group is conducted; client / patient education plan / program / project presented and defended. | ||||||||
| Assessment Criteria: | The grade in the exam in points (1-10) is received if the student is: 1) prepared and submitted in writing a description of at least 2 didactic methods (conversation / dialogue, role play; 1-2 pages each) according to the given criteria / plan (50%) 2) in a small group (2-3 students) has prepared a discussion with a certain didactic orientation (conducted it remotely or in person), coordinating the topic of the discussion in advance; has developed and defended a client / patient education plan / program / project, including elements of several (3-5) didactic games and methods (50%).coordinating the topic of the discussion in advance and including 2-3 didactic methods (50%). | ||||||||
| Final Examination (Full-Time): | Exam (Written) | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | 1. Characterise and systematise the didactics methods. 2. Explain the theoretical policies and importance of interactivity. 3. Comprehend the essence of collaborative learning. 4. Assess the possibilities of using the didactics methods in communication with patients/clients. | ||||||||
| Skills: | 1. Apply the acquired didactics methods for the acquisition of new knowledge and skills. 2. Can differentiate and choose the didactics methods that are appropriate for the client's situation, their own study and professional needs. | ||||||||
| Competencies: | The student is able to form a dialogue with the client / patient, uses the prepared informative material (description of the method) and conducts a discussion with a certain didactic orientation for the selected audience, has mastered the basic skills of playing and project presentation in a simulated environment. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Strods G. (2012). Studentu pašnoteikšanās veicināšana kooperatīvās mācīšanās procesā augstskolā. Promocijas darbs. LU. | ||||||||
| 2 | Grozdanka Gojkov G., Stojanović A., Gojkov-Rajić A. (2015). Didactic strategies and competencies of gifted students in the digital era. | ||||||||
| 3 | Močinić S.N. (2012). Active teaching strategies in higner education. Metodički obzori 15, vol. 7, (2), 97-105. | ||||||||
| 4 | Self-Regulated Learning and Academic Achievement: Theoretical Perspectives. (2013). Second edition. Ed. by Zimmerman B. J. & Schunk D. K., 336. | ||||||||
| 5 | Taylor, E.W., Cranton, P. (2012). The Handbook of Transformative Learning: theory, research, and practice, San Francisco Jossey-Bass a Wiley Imprint. 588. | ||||||||
| Additional Reading | |||||||||
| 1 | Fullan, M., & Langworthy, M. (2014): A rich seam: How new pedagogies find deep learning. London: Pearson, pages 68‐73. | ||||||||
| 2 | Huber, G. L. (2006). Lernen in Gruppen/Kooperatives Lernen. In: H. Mandl & H. F. Friedrich (Hrsg.). Handbuch Lernstrategien, Göttingen: Hogref. | ||||||||
| 3 | Maslo, I. (2006). u.c. No zināšanām uz kompetentu darbību. Mācīšanās antropoloģiskie, ētiskie un sociālkritiskie aspekti. Rīga: LU Akadēmiskais apgāds. | ||||||||
| 4 | Scott G.(2013) Improving learning and teaching quality in higher education. South African Journal of higher Education, 27 (2), 275-294. | ||||||||
| 5 | Self-Regulated Learning and Academic Achievement: Theoretical Perspectives. (2013). Second edition. Ed. by Zimmerman B. J. & Schunk D. K., 336. | ||||||||
| 6 | Vos N., Van der Meijden H., Denessen E. (2011) Effects of constructing versus playing an educational game on students motivation and deep learning strategy use. Computers & Education, 56, 127-137. | ||||||||
| 7 | Rychen, D., S., Tiana, A., Developing Key Competencies in Education: Some Lessons from International and National Experience,Geneve, UNESCO IBE, 2004. | ||||||||
| 8 | Krūmiņa, A. A., Mihailovs, I.J., (2020). Izglītības organizācijas pamatjautājumi un izglītošanās iespējas Latvijā. Rīga: “NordLynx”, 203. | ||||||||
| 9 | |||||||||
| Other Information Sources | |||||||||
| 1 | Game-Based Learning: What it is, Why it Works, and Where it's Going. | ||||||||
| 2 | Human rights education handbook. Effective practice for learning, action and change. Method 6. Discussion. | ||||||||
| 3 | Izglītība mūsdienīgai lietpratībai: mācību satura un pieejas apraksts. | ||||||||
| 4 | Diekelmann, N. L. (2003). Teaching the Practitioners of Care: New Pedagogies for the Health Professions. University of Wisconsin Press. | ||||||||
