Print syllabus(C) Teaching & Learning in Higher Education
General data
| Course ID: | 0000-SZD-DSW-C-Ur-EN |
| Erasmus code / ISCED: | (unknown) / (unknown) |
| Course title: | (C) Teaching & Learning in Higher Education |
| Name in Polish: | (C) Teaching & Learning in Higher Education |
| Organizational unit: | University of Warsaw |
| Course groups: | |
| ECTS credit allocation (and other scores): |
(not available)
|
| Language: | English |
| Type of course: | obligatory courses |
| Mode: | Remote learning |
| Short description: |
10 h online workshop (Google Meet) didactic methods Problem-based, activating, exposing |
| Full description: |
1. Bologna Process and its impact on teaching and learning in higher education 2. Approaches to teaching and learning in higher education 3. Contructive alignment in didactic process: how to help students achieve intended learning outcomes? 4. Evalution, feedback and grading serving students learn more effectively 5. On campus and remote teaching and learning – a paradigm shift 6. Continuous professional development and teacher training |
| Bibliography: |
Barr R. B., Tagg J., From Teaching to Learning. A new Paradigm for Undergraduate Education, artykuł dostępny na stronie(http://www.athens.edu/visitors/QEP/Barr_and_Tagg_article.pdf) Hannan A., Silver H., Innovating in Higher Education. Teaching, Learning and Institutional Culture, The Society for research into Higher Educational&Open University Press, Philadelfia 2000. Dostępna na stronie http://www.amazon.com/Innovation-Higher-Education-Teaching-Institutional/dp/0335205380 W. Okoń, Wprowadzenie do dydaktyki ogólnej, Wyd. Akad. „Żak”, Warszawa 1995 Cz. Kupisiewicz "Podstawy dydaktyki", WSiP, Warszawa 2005 MSchrade, U., (red.), Dydaktyka szkoły wyższej. Wybrane problemy, Wydawnictwo: OWPW, 2010. Nadezhda O.YakovlevaaEvgeny V.Yakovlevb, Interactive teaching methods in contemporary higher education, Pacific Science Review, Volume 16, Issue 2, June 2014, Pages 75-80 Bloom, B. (ed) Taxonomy of educational objectives, Mckay 1956 Heather Fry, Steve Ketteridge, Stephanie Marshall (eds.) A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice, Routledge 2009 Nira Hativa, TEACHING FOR EFFECTIVE LEARNING IN HIGHER EDUCATION, SPRINGER-SCIENCE+BUSINESS MEDIA, B.Y. 2000 Innovative teaching for world class learning and teaching strategy, Imperial College London 2016 |
| Learning outcomes: |
Having completed the course its participant will be able to: • plan and carry out his/her professional development as well as inspitre and assist professional development of other persons • plan his/her classes or groups of classes and conduct them using appropriate tools and methods. • discuss the teaching and learning context in higher education and reflect on the potential challenges and opportunities, • explain the key teaching and learning concepts in relations to effective university teaching • apply key concepts to the structuring of course outlines and lession plans nin order to create learning experience to support successful student learning • design course proposal |
| Assessment methods and assessment criteria: |
1. Active participation in classes: limit of absences – one class 2. Delivery of all assignments: a course pruposal, a course syllabus representing constructive alignement approach 3. presentataion of a course learning outcomes sample referenced to PQF/EQF course crediting (repeat course crediting) Non-graded credit – delivery of all the above elements required metody weryfikacji efektów uczenia się A course syllabus – desrciprion of a teaching method, teaching/learning activities, intended learning outcomes, assessment, grading Active particpation in group work, class discussion Presentation (ppt or othetwsie) of a group discussion assessmsnt criteria Non-graded credit |
Copyright by University of Warsaw.
