Dydaktyka Szkoły Wyższej (A) wykład ANG/Academic teaching (A) lecture EN
Informacje ogólne
Kod przedmiotu: | 1600-SZD-DSW-WYK-EN |
Kod Erasmus / ISCED: | (brak danych) / (brak danych) |
Nazwa przedmiotu: | Dydaktyka Szkoły Wyższej (A) wykład ANG/Academic teaching (A) lecture EN |
Jednostka: | Wydział Pedagogiczny |
Grupy: |
Zajęcia obowiązkowe dla I semestru kształcenia w SDNS |
Punkty ECTS i inne: |
(brak)
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Język prowadzenia: | angielski |
Rodzaj przedmiotu: | obowiązkowe |
Skrócony opis: |
10 godzinne zajęcia ogólnouniwersyteckie w języku angielskim. |
Pełny opis: |
(tylko po angielsku) The course is meant to enable future academic teachers to create effective instruction. It introduces doctoral students into the fundamentals of Instruction Design (ID), namely the concepts and procedures for analyzing, designing, developing, and evaluating instruction. It introduces the knowledge of overall teaching and learning processes and aims at helping doctoral students link currents theoretical conceptions with their practical applications. |
Literatura: |
(tylko po angielsku) Bigge, M.L., Shermis, S.S. (1999). Learning Theories for Teachers (6th ed.). Addison Wesley Longman, Inc. Dick,W., Carey, L. & Carey, J.O. (2013). The Systematic Design of Instruction (7th ed.). Pearson Education Limited. Ertmer, P.A., Newby, T.J. (2013). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective. Performance Improvement Quarterly, 26 (2), 43-71. Gagne, R.M., Wager, W.W., Goals, K.C., & Keller, J.M. (2004). Principles of Instructional Design (5th ed.). Belmont, CA: Wadsworth/ Thomson Learning. Kaufman, R., Herman, J., & Watters, K. (2002). Educational planning: Strategic, tactical, and operational. Lanham, MD: Roman and Littlefield Education. Richey, R.C., Kline, J.D., & Tracey, M.W. (2010). The Instructional Design Knowledge Base: Theory, research, and practice. New York, NY: Taylor and Francis. Rothwell, W.J., & Kazanas, H.C. (2008). Mastering the Instructional Design Process: A Systematic approach (4th ed.). San Francisco, CA: Pfeiffer. Tyler, R.W. (2013). Basic Principles of Curriculum and Instruction. Chicago and London: University of Chicago Press. |
Efekty uczenia się: |
(tylko po angielsku) At the end of the course students will: • Describe the structure of Instructional Design; • Demonstrate ability to formulate instructional objectives; • Present the taxonomy of educational objectives; • Explain the notion of operationalization of educational objectives; • Explain advantages and disadvantages of particular instructional techniques; • Select, justify and implement instructional strategies consistent with the analysis of the learning situation and intended learners; • Select teaching methods, forms, and means in allingnment with instructional objectives • Apply the principles of educational measurement |
Metody i kryteria oceniania: |
(tylko po angielsku) Description of requirements related to participation in classes, including the permitted number of explained absences (permitted number of absences one 90-minute unit) Principles for passing the classes and the subject (including resit session); active participation in classes; final written test Methods for the verification of learning outcomes; final test |
Właścicielem praw autorskich jest Uniwersytet Warszawski.