Veidlapa Nr. M-3 (8)
Study Course Description
Didactic Methods
Course Code
LSPA_618
Branch of Science
Educational sciences; University Pedagogy
ECTS
3.00
Target Audience
Biology; Business Management; Civil and Military Defense; Clinical Pharmacy; Communication Science; Dentistry; Health Management; Information and Communication Science; Juridical Science; Law; Life Science; Management Science; Marketing and Advertising; Medical Services; Medical Technologies; Medicine; Nursing Science; Pedagogy; Person and Property Defence; Pharmacy; Political Science; Psychology; Public Health; Rehabilitation; Social Anthropology; Social Welfare and Social Work; Sociology; Sports Trainer
LQF
Level 6
Study Type And Form
Full-Time
Study Course Implementer
Course Supervisor
Aira Aija Krūmiņa
Structure Unit Manager
Uģis Ciematnieks
Structural Unit
Department of Sports Theory
Contacts
Riga, 5 J. Asara Street, vppk@rsu.lv, +37167061587
About Study Course
Objective
To deepen students' comprehension of didactics methods, to develop the skill in using the didactics methods creatively, critically and efficiently in their own professional growth as well as in the maintenance and strengthening clients' health.
Preliminary Knowledge
Not required.
Learning Outcomes
Knowledge
1.Describes and systematizes didactic techniques.
Individual work and tests
Description of didactic methods • Test
2.Explains the theoretical guidelines and meaning of interactivity.
Individual work and tests
Test • Description of didactic methods
3.Understands the importance of different types and styles of learning in communicating with the client/patient.
Individual work and tests
Discussion with a specific didactic orientation
Skills
1.Apply the learned didactic techniques to acquire new knowledge and skills.
Individual work and tests
Description of didactic methods
2.Demonstrate playmaking and project development and advocacy skills in simulated environments.
Individual work and tests
Discussion with a specific didactic orientation
3.Differentiate and choose didactic methods appropriate to the client’s situation, his or her study and professional needs.
Individual work and tests
Description of didactic methods • Test
Competences
1.Using the prepared informative material (description of the method), channel the method with a specific didactic orientation to the selected lecture theatre in the study group.
Individual work and tests
Description of didactic methods
2.Purposefully structure and conduct a discussion with a specific didactic orientation on a previously agreed topic in the study group;
Individual work and tests
Discussion with a specific didactic orientation
Assessment
Individual work
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Individual work |
-
|
-
|
|
In accordance with the total amount of the study course, within the scope of the student’s independent work (at least 64 hours): prepare independently and purposefully for classes, including: • strengthen lecture material, • read additional information sources, • engage in discussions, problem/case analysis, role play, etc. • acquire interactive study methods, • keep up to date with industry and specialty developments. |
||
Examination
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Description of didactic methods |
40.00% from total grade
|
10 points
|
|
Individually develop a conceptual description of two didactic methods (conversation/dialogue, role play, 1-2 pp each according to the criteria/plan given), including an evaluation of the practical use of the method in a specific target group. |
||
|
2.
Discussion with a specific didactic orientation |
30.00% from total grade
|
10 points
|
|
In a small group (2-3 students), to conduct a discussion in a study group, including elements of several (3-5) didactic games and methods. |
||
|
3.
Test |
30.00% from total grade
|
10 points
|
|
Test for theoretical material acquired in the study course |
||
Study Course Theme Plan
FULL-TIME
Part 1
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Didactics – the theoretical basis for learning (study) process. Change of paradigms in the selection of methods. Basic principles of present-day didactics in compliance with higher education requirements. Didactic methods for the development of professional and transversal skills in the context of future skills..
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Didactics – the theoretical basis for learning (study) process. Change of paradigms in the selection of methods. Basic principles of present-day didactics in compliance with higher education requirements. Didactic methods for the development of professional and transversal skills in the context of future skills..
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Theoretical basis for learning – behavioral, cognitive, constructive, cooperative, human, etc. approaches. Learning by doing. Learning for proficiency.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Theoretical basis for learning – behavioral, cognitive, constructive, cooperative, human, etc. approaches. Learning by doing. Learning for proficiency.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Concept of interactivity. Basic principles of interactive learning. Self-directed (self-guided, self-regulated) learning.
Types of learning (Flipping or Re-designed, Cooperative, Transforming, Deep, etc. learning).
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Concept of interactivity. Basic principles of interactive learning. Self-directed (self-guided, self-regulated) learning.
Types of learning (Flipping or Re-designed, Cooperative, Transforming, Deep, etc. learning).
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Conversation and interview. Interview and questioning techniques (STAR, structured, guided, case studies, conceptual, motivating, stress, etc.). Diverse / purposeful questioning.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Conversation and interview. Interview and questioning techniques (STAR, structured, guided, case studies, conceptual, motivating, stress, etc.). Diverse / purposeful questioning.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Small group discussions. Types of discussions (Open, Focus Group, "For and Against", "Six Thinking Hats", Dotted, Pyramid, etc.).
Discussion in the digital environment.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Small group discussions. Types of discussions (Open, Focus Group, "For and Against", "Six Thinking Hats", Dotted, Pyramid, etc.).
Discussion in the digital environment.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Basic principles for the development of a client / patient education plan, non-formal education program and / or group educational project.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Basic principles for the development of a client / patient education plan, non-formal education program and / or group educational project.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Demonstration of purposeful / diverse questioning skills and dialogue making skills in the study group. Situation game "Student - simulated client / patient".
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Discussions with a certain didactic orientation of preparation and conducting on a previously agreed topic in the study group onsite and / or remotely.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Game as a didactic method. Role plays. Simulation games. Playing as a professional and transversal skill.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Client / patient education plan / program / project in my professional activity - idea development, presentation and defense in a study group.
|
Total ECTS (Creditpoints):
3.00
Contact hours:
32 Academic Hours
Final Examination:
Exam (Written)
Bibliography
Required Reading
1.
Strods G. (2012). Studentu pašnoteikšanās veicināšana kooperatīvās mācīšanās procesā augstskolā. Promocijas darbs. LU. (akceptējams izdevums)
2.
Grozdanka Gojkov G., Stojanović A., Gojkov-Rajić A. (2015). Didactic strategies and competencies of gifted students in the digital era.
3.
Močinić S.N. (2012). Active teaching strategies in higner education. Metodički obzori 15, vol. 7, (2), 97-105. (akceptējams izdevums)
4.
Self-Regulated Learning and Academic Achievement: Theoretical Perspectives. (2013). Second edition. Ed. by Zimmerman B. J. & Schunk D. K., 336. (akceptējams izdevums)
5.
Taylor, E.W., Cranton, P. (2012). The Handbook of Transformative Learning: theory, research, and practice, San Francisco Jossey-Bass a Wiley Imprint. 588. (akceptējams izdevums)
Additional Reading
1.
Daniela, L. (Ed.) (2019). Didactics of Smart Pedagogy. Springer International Publishing, 478 p.
2.
Gamification for Education: Review of Current Publications (2018). Chapter pp 453–464
3.
Fullan, M., & Langworthy, M. (2014): A rich seam: How new pedagogies find deep learning. London: Pearson, pages 68‐73.
4.
Scott G.(2013) Improving learning and teaching quality in higher education. South African Journal of higher Education, 27 (2), 275-294.
5.
Vos N., Van der Meijden H., Denessen E. (2011) Effects of constructing versus playing an educational game on students motivation and deep learning strategy use. Computers & Education, 56, 127-137.
6.
Krūmiņa, A. A., Mihailovs, I.J., (2020). Izglītības organizācijas pamatjautājumi un izglītošanās iespējas Latvijā. Rīga: “NordLynx”, 203.
Other Information Sources
1.
Game-Based Learning: What it is, Why it Works, and Where it's Going.
2.
Human rights education handbook. Effective practice for learning, action and change. Method 6. Discussion.
3.
Izglītība mūsdienīgai lietpratībai: mācību satura un pieejas apraksts.
4.
Diekelmann, N. L. (2003). Teaching the Practitioners of Care: New Pedagogies for the Health Professions. University of Wisconsin Press.