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Pedagogy
Study Course Description
Course Description Statuss:Approved
Course Description Version:13.00
Study Course Accepted:28.11.2023 10:12:14
| Study Course Information | |||||||||
| Course Code: | VPUPK_088 | LQF level: | Level 6 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Pedagogy | Target Audience: | Rehabilitation | ||||||
| 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) | 8 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 16 | ||||
| Classes (count) | 8 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 16 | ||||
| Total Contact Hours | 32 | ||||||||
| Part-Time - Semester No.1 | |||||||||
| Lectures (count) | 5 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 10 | ||||
| Classes (count) | 5 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 10 | ||||
| Total Contact Hours | 20 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Introduction to the studies, introduction to speciality. | ||||||||
| Objective: | To deepen students' knowledge and understanding of the science of pedagogy and the basic didactic principles of adult pedagogy. Improve the ability to use the newly acquired knowledge and competences in the study process, in one's professional growth and activities for the benefit of patients/clients. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | System of pedagogy sciences. General fundamentals and categories of pedagogy. | Lectures | 1.00 | auditorium | |||||
| 2 | Correlations of pedagogic and social processes. Personality as a pedagogical category. | Lectures | 1.00 | auditorium | |||||
| 3 | Organisation and contents of adult education. Andragogy. Life-long learning. | Lectures | 1.00 | auditorium | |||||
| 4 | The importance of educational work in professional activities. Competences and skills. Development on an educational programme. | Lectures | 1.00 | auditorium | |||||
| 5 | Technologies for learning and teaching. | Lectures | 1.00 | auditorium | |||||
| 6 | Digitization of education. Simulations. Real, virtual and mixed reality in medical education. | Lectures | 1.00 | auditorium | |||||
| 7 | Pedagogical strategies for developing thinking (transformative, cooperative, deep learning). Self-regulated and self-directed study process. | Lectures | 1.00 | auditorium | |||||
| 8 | The basic principles of didactics in health care and patients/clients' education. 21st Century life skills and mastery in professional activities. | Lectures | 1.00 | auditorium | |||||
| 9 | Learning abilities and styles, tests and scales for their determination. Emotional intelligence. | Classes | 1.00 | auditorium | |||||
| 10 | Skills to learn, modern learning strategies. Self-directed learning. Thinking processes. Attention. Memorization and remembrance. Thinking. Critical thinking. Problem solving. | Classes | 1.00 | auditorium | |||||
| 11 | Reflection on choosing your profession. Pedagogical and professional ethics in communication with the client. Situation modeling and analysis. | Classes | 1.00 | auditorium | |||||
| 12 | Conversation. Interview. Creating a dialogue. The multifaceted question. Paraphrasing (facts, feelings, significance of the event). Situation modeling and analysis. | Classes | 1.00 | auditorium | |||||
| 13 | Pedagogical research. 1st independent work - defense of a situation solution (presentation on the chosen topic) in a professional environment corresponding to the aim of the research. | Classes | 1.00 | auditorium | |||||
| 14 | Selection, analysis, objective evaluation and structuring of information (scientific and popular science). Information mapping. | Classes | 1.00 | auditorium | |||||
| 15 | Elaboration of a patient education plan in the context of the student's chosen profession. Educational goals, tasks, results to be achieved. | Classes | 1.00 | auditorium | |||||
| 16 | Pedagogical principles of adult education in practice. Presentation of 2nd independent work (project of the educational programme). Assessment of the methods acquired in the study course "Pedagogy". | Classes | 1.00 | auditorium | |||||
| Topic Layout (Part-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 3 | Organisation and contents of adult education. Andragogy. Life-long learning. | Lectures | 1.00 | auditorium | |||||
| 4 | The importance of educational work in professional activities. Competences and skills. Development on an educational programme. | Lectures | 1.00 | auditorium | |||||
| 6 | Digitization of education. Simulations. Real, virtual and mixed reality in medical education. | Lectures | 1.00 | auditorium | |||||
| 7 | Pedagogical strategies for developing thinking (transformative, cooperative, deep learning). Self-regulated and self-directed study process. | Lectures | 1.00 | auditorium | |||||
| 8 | The basic principles of didactics in health care and patients/clients' education. 21st Century life skills and mastery in professional activities. | Lectures | 1.00 | auditorium | |||||
| 9 | Learning abilities and styles, tests and scales for their determination. Emotional intelligence. | Classes | 1.00 | auditorium | |||||
| 12 | Conversation. Interview. Creating a dialogue. The multifaceted question. Paraphrasing (facts, feelings, significance of the event). Situation modeling and analysis. | Classes | 1.00 | auditorium | |||||
| 13 | Pedagogical research. 1st independent work - defense of a situation solution (presentation on the chosen topic) in a professional environment corresponding to the aim of the research. | Classes | 1.00 | auditorium | |||||
| 15 | Elaboration of a patient education plan in the context of the student's chosen profession. Educational goals, tasks, results to be achieved. | Classes | 1.00 | auditorium | |||||
| 16 | Pedagogical principles of adult education in practice. Presentation of 2nd independent work (project of the educational programme). Assessment of the methods acquired in the study course "Pedagogy". | Classes | 1.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | Pursuant to the total amount of the study course (at least 48 hours), within the framework of student's independent work: Active involvement in the classes, incl. student's insights and observations about the personal experience gained during RSU Science Week and RSU conferences in the context of the results of scientific research (20% of the final assessment of the course). 1. Essay "Pedagogy in the context of my chosen profession" (individually, presented orally, submitted in e-studies in Word format, 1-2 pages; 10% of the final assessment of the study course). 2. Presentation of a topical issue in the pedagogy course: (in a group of 2-3 students, presented orally and in the format of a Powerpoint presentation; 20% of the final evaluation of the course). 3. Elaboration of an adult non-formal education programme for the development of their professional competence; presentation to the study group using methods encouraging the perception of information, linking the content of the programme to client/patient education or academic activity (in pairs), presented orally (Powerpoint; 7-10 slides; 10%) and submitted in writing (Word document; pp. 6-8; 30%); a total of 40% final assessment of the study course). 4. Exam: Knowledge test for the study course PEDAGOGY (30% of the final evaluation of the course). Completing the course feedback survey. | ||||||||
| Assessment Criteria: | Engagement in the study process – Involvement in lessons, sharing of experiences, impressions of conferences, analytical vision and evaluation of pedagogical processes in society, etc. Essay "Pedagogy in the context of my chosen profession" (10% of the total assessment) Criteria: 1. Content relevance to the topic, connection with the chosen profession. 2. The argument is structured in the format of an argumentative essay (introduction, part of arguments, conclusion) (at last 3) data, correct references. 4. The personal attitude of the author is expressed. 5. The work is written correctly, there are no spelling, punctuation or careless errors. Presentation of a topical issue in the pedagogy course (selection according to the list of topics proposed). (20% of the total assessment) Criteria: 1. Presentation volume, content relevance to the selected topic. 2. Scientific sources of information have been used. 3. Contains a description of the interactive method related to the subject to be presented. 4. 5-7 questions have been added to the discussion on the selected topic. 5. Presentation skills (time management, verbal and non-verbal communication, audience contact). Development of an adult non-formal education programme. (40% of the total assessment) Criteria: 1. Structure, quality, and design of the submitted program (in Word format; 30%). 2. Professional language, scientific knowledge of sources of information, correct use of references. 3. Program presentation (PowerPoint) and presentation skills (10%). 4. Information (mind, concept, arguments etc.) map and programme. 5. Self-evaluation and program evaluation questionnaire. Exam: Knowledge test on what was learned in the PEDAGOGY course (30% of the final assessment of the study course). According to RSU Study Regulations I 3.9. point, class attendance is mandatory and is recorded. At the end of each lesson, the student additionally submits a worksheet filled in according to the criteria indicated in the e-environment and, if the criteria are fulfilled, receives the grade "passed". | ||||||||
| Final Examination (Full-Time): | Exam (Written) | ||||||||
| Final Examination (Part-Time): | Exam (Written) | ||||||||
| Learning Outcomes | |||||||||
| Knowledge: | 1. Characterise the pedagogical categories within the professional context; assess their utility and potential risk factors. 2. Describe the nature of different pedagogical theories and their usage possibilities for patient/client's health care. 3. Assess the role of personality in running the pedagogical process and in communication with the patient/client. 4. Classify and compare the methodology of didactics in adult pedagogy. | ||||||||
| Skills: | 1. Purposefully select, critically assess and structure the information according to the professional needs. 2. Analyse various didactic approaches, use theoretical knowledge in solving conflicts in specific situations. 3. Choose the most appropriate methods for the demonstration/forwarding of their experience in interdisciplinary (pedagogy, psychology, medicine) view. | ||||||||
| Competencies: | 1. Develop adult non-formal education programme based on recent pedagogical research in compliance with the professional activity. 2. Present the developed curriculum in an argued manner, including information perception promoting and interactive didactics methods in the presentation. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Špona, A. Pedagoģija. Pārdomas. Atziņas (2022). Rīga: RaKa. 216. | ||||||||
| 2 | Krūmiņa, A.A., Mihailovs, I.J. (2020). Izglītības organizācijas pamatjautājumi un izglītošanās iespējas Latvijā. Monogrāfija. Rīga: NordLynx, 204 lpp. | ||||||||
| 3 | Kūle, M. u.c. (2019) Kritiskā domāšana, inovācija, konkurētspēja un globalizācija. | ||||||||
| 4 | Dunn, T.& Kennedy, M. (2019). Technology Enhanced Learning in higher education; motivations, engagement and academic achievement. Computers & Education. 137. 113. 10.1016/j.compedu.2019.04.004. | ||||||||
| Additional Reading | |||||||||
| 1 | Mārtinsone, K., Miltuze, A. u.c. (2015). “Psiholoģija 2. Personība, grupa, sabiedrība, kultūra". Rīga: Zvaigzne ABC, 304. | ||||||||
| 2 | Krūmiņa A.A. (2018). Dizaina domāšana pedagoģijas kontekstā. Sabiedrība, integrācija, izglītība. Starptautiskās zinātniskās konferences materiāli. – IV.daļa. – Rēzekne: RA izdevniecība, 423-434. | ||||||||
| 3 | Krūmiņa, A.A., Lubenko, J. (2016). Web-based intervention for developing long-term health literacy of individuals: Advantages and limitations. JTEFS, Vol.18, Nr.1, 69-83. | ||||||||
| 4 | Brigmane B. (2014) Pieaugušo pašpieredzes veidošanās mācīšanās procesā RPIVA, Promocijas darbs | ||||||||
| 5 | Mārtinsone, K. (red.). (2012). Pieaugušo izglītība. Rīga: RaKa. | ||||||||
| Other Information Sources | |||||||||
| 1 | Davies, M. Concept Mapping, Mind Mapping and Argument Mapping: What are the Differences and Do They Matter? High Education. 2011, 62, 3, 279-301. | ||||||||
| 2 | The Handbook of Transformative Learning: Theory, Research, and Practice (Jossey-Bass Higher and Adult Education Series) Ebrary Academic Complete 2012. | ||||||||
