University didactics - workshop

obligatory courses

Teaching is an important element of the activity of a university. Being linked with research activity, it is the foundation of the academic community. The practice of science has a strong influence on the quality of teaching and, of course, good teaching should benefit from research. Research activity related to teaching also gains significantly. As far as possible, both types of academic activity should reinforce each other. In order for academic teaching to be considered good, it is necessary not only to know specific techniques, tools and methods of teaching, but above all, to constantly and consciously reflect on the goals and outcomes of education. It requires a constant effort to use the knowledge of how people learn and apply teaching principles based on good research to achieve the goals.

The classes will show the special importance of academic didactics as an aspect of the academic community, in which students play an important, subjective role, and the creation of bonds between science and teaching requires continuous shaping and development of teaching competences. General objectives of the workshop: - presentation of the basics of knowledge necessary to take on the role of an academic teacher and strengthening the ability to search for its reliable sources. awakening and improving reflection on the goals, content and methods of academic teaching in close connection with the didactic and research practice of the participants, - shaping the skills and attitudes conducive to the development of competences of an academic teacher who cares about his individual development, and at the same time is able to interact with other academic teachers. The form of the classes is to help in improving teamwork skills. In class, strategies and techniques will be used There are three modules:

1) planning the cycle of classes (course) and individual classes (issues related to, among others, formulating educational goals and selecting appropriate teaching content, methods, didactic aids with the formulation of general and specific goals,

2) conducting classes: styles, methods, strategies and techniques of teaching,

3) assessment: issues related to, inter alia, with the functions and criteria for diagnostic, monitoring, formative and summative assessment.

Teaching is an important element of the activity of a university. Being linked with research activity, it is the foundation of the academic community. The practice of science has a strong influence on the quality of teaching and, of course, good teaching should benefit from research. Research activity related to teaching also gains significantly. As far as possible, both types of academic activity should reinforce each other. In order for academic teaching to be considered good, it is necessary not only to know specific techniques, tools and methods of teaching, but above all, to constantly and consciously reflect on the goals and outcomes of education. It requires a constant effort to use the knowledge of how people learn and apply teaching principles based on good research to achieve the goals. The overall aim of the course will be:

- shaping the knowledge necessary in the teaching process and strengthening the efficiency of searching for its reliable sources.

- awakening and improving the teachers' reflection in close connection with the didactic and research practice of the participants,

- shaping the skills and attitudes conducive to the development of competences of an academic teacher who cares about his individual development, and at the same time is able to interact with other academic teachers.

Wybór fragmentów z przedstawionych poniżej:

Barkley, E., Student Engagement Techniques: A Handbook for College Faculty. 2010

Biggs, J., Tang, C., Teaching Quality Learning at University, 2007

Cowan, J., On Becoming an Innovative University Teacher, 2006

Gagne, R., Briggs, L.,Wager, W., Zasady projektowania dydaktycznego, 1992

Gross, B., Tools for Teaching, 2009

McTighe J., What is Understanding by Design? 2012

Pedagogies for the Future : Leading Quality Learning and Teaching in Higher Education. Ed. by Robyn Brandenburg and Jacqueline Z. Wilson. 2013

Philips,D.C. J.F.Soltis, Podstawy wiedzy o nauczaniu, 2003

Rudra S., ChatGPT in Education: The Pros, Cons and Unknows of Generative AI, 2023, https://edtechmagazine.com/higher/article/2023/03/chatgpt-in-education-generative-ai-perfcon

Shaping Higher Education with Students : Ways to Connect Research and Teaching. (Ed.) Tong V. C.H., Standen, A. Sotiriou, M. 2018.

After completing the course, a PhD student / PhD student:

- recognizes aspects of teaching design, teaching methods and assessment in hospitalized academic classes; (P8S_UU.2)

- performs an independent analysis and interpretation of these aspects, determining their mutual relations and impact on the effectiveness of education; (P8S_UU.2)

- recognizes his / her strengths and weaknesses as an academic teacher in terms of competences related to didactic design, teaching methods and assessment, and knows how to develop an effective plan to improve their competences; (P8S_UU.1)

- is able to search for, subject to critical analysis, use the literature on the subject in the field of academic didactics; (P8S_UK.1)

- is able to undertake a substantive scientific discussion on various aspects of academic didactics, whereby: a) clearly formulates and is able to justify his position based on his own experience, observations and literature on the subject, (P8S_UK.2) b) knows how to modify own theses taking into account the importance of argumentation presented in the discussion; (P8S_UK.3)

Participation in the classes is obligatory. A one-time excused absence (4 hours) is allowed with the necessity to independently or in agreement with other class participants (in the case of a team task) to complete the final task provided for in a given class. The basis for completing the course is:

a) class attendance;

b) preparation for classes;

c) active participation in discussions, group assignments and other forms of workshop work; performing short tasks summarizing individual classes - reflections of a doctoral student as a beginning academic teacher on: designing academic didactics, styles, methods, strategies, teaching and assessment techniques.