.
Technology-enhanced Learning and Teaching in Adult Education
Study Course Description
Course Description Statuss:Approved
Course Description Version:2.00
Study Course Accepted:22.03.2023 13:58:12
| Study Course Information | |||||||||
| Course Code: | PIC_009 | LQF level: | Level 7 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Pedagogy; Adult Pedagogy | Target Audience: | Pedagogy | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Nora Jansone-Ratinika | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Unit for Continuing Education of Academic Staff | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Department of Doctoral Studies: dn rsu[pnkts]lv, +371 67409120. Course Supervisor: nora[pnkts]jansone-ratinikarsu[pnkts]lv, +371 67061581. Riga, Dzirciema Street 16, Floor 4 Office D 410 c | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 6 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 12 | ||||
| Classes (count) | 6 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 12 | ||||
| Total Contact Hours | 24 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Not required. | ||||||||
| Objective: | To create an opportunity for students to realize the pedagogical potential of the use of modern technologies in supervision, deepening their understanding of the consequences of ICT theory and practice in adult pedagogy. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Project development in media pedagogy | Classes | 3.00 | auditorium | |||||
| 2 | Consequences of information and knowledge society in adult education | Lectures | 1.00 | auditorium | |||||
| 3 | Consequences of information and knowledge society in adult education | Lectures | 1.00 | auditorium | |||||
| 4 | Adult education policy and practice in Europe | Lectures | 1.00 | auditorium | |||||
| 5 | Virtualization of learning processes | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 6 | Basic principles of media content creation and critical analysis | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 7 | Professional competence of teaching staff in adult pedagogy | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| Assessment | |||||||||
| Unaided Work: | • independently select and analyze scientific literature according to the topic; • independently carry out an in-depth study of the chosen or proposed topic in order to uncover the possibilities of using theoretical principles in supervision practice; • presenting the results obtained in the course of research, choosing and competently implementing appropriate technological solutions. | ||||||||
| Assessment Criteria: | • the student's active participation in seminars, presenting his opinion in a reasoned presentation, analyzing and evaluating the performance of others, presents an independently chosen creative media pedagogy approach in professional practice. In order to evaluate the quality of the study course as a whole, the student must fill out the study course evaluation questionnaire on the Student Portal. | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | Students describe the actualities of pedagogy and andragogy today; in adult teaching and learning theories; the basic concept of media pedagogy and its development, defines and evaluates the nature, meaning and content of the problems contained in it. | ||||||||
| Skills: | Logically structures the theoretical principles of adult pedagogy and media studies; interprets the theoretical and practical principles of adult education in different contexts; identifies and critically evaluates problems, the relevance of which has increased along with the challenges and opportunities of integrating modern technologies in adult pedagogy; argues about the current problems of media pedagogy with both industry specialists and non-specialists. | ||||||||
| Competencies: | Demonstrates a research approach to problem solving; sees the pedagogical potential of ICT and it is adequate to use technological solutions in the learning process; independently chooses the appropriate use of creative media pedagogy approaches in supervision practice; applies the acquired theoretical knowledge and skills to competently evaluate the advantages and obstacles of the use of technology for solving problem situations in supervision. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Rožukalne, A. (2011). Kas? Kur? Kāda? Mūsdienu mediju auditorija. Rīga: Turība Biznesa Augstskola SIA. (akceptējams izdevums) | ||||||||
| 2 | Rubene, Z. (2008). Kritiskā domāšana studiju procesā. Rīga: LU Akadēmiskais apgāds. (akceptējams izdevums-otrais papild.izd.) | ||||||||
| 3 | Rubene, Z., Krūmiņa, A., Vanaga, I. (2008). Ievads mediju pedagoģijā. Rīga: RaKa. (akceptējams izdevums) | ||||||||
| 4 | Perepjolkina, V., Mārtinsone, K. (Red.). (2020). Metodiskie norādījumi maģistra darbu izstrādei. RSU veselības psiholoģijas un supervīzijas studiju programmām. Rīga: RSU. | ||||||||
| Additional Reading | |||||||||
| 1 | Hirsch, B. D. (2012). Digital Humanities Pedagogy: Practices, Principles and Politics. UK: Open Book Publishers. | ||||||||
| 2 | Jensen, E. P. (2020). Brain-Based Learning: The New Paradigm of Teaching. USA: Corwin. | ||||||||
| 3 | Joosten, T. (2012). Social Media for Educators: Strategies and Best Practices. USA: Jossey-Bass. | ||||||||
| 4 | Koķe, T. (2001). Globalizācijas izaicinājumu sociālpedagoģiskais risinājums. No : Zinātniskie raksti pedagoģijā : 641.sējums. Rīga: Latvijas Universitāte,. 7.-13. lpp. | ||||||||
