DEPARTMENT OF SOCIOLOGY, ENVIRONMENTAL AND BUSINESS ECONOMICS DEPARTMENT OF SOCIOLOGY, ENVIRONMENTAL AND BUSINESS ECONOMICS New ways of teaching DockSideProject Cambodia: 30. + 31.10. 2018 Judith Andrea Parus 1 October 2018 1
2 Judith Parus
DEPARTMENT OF SOCIOLOGY, ENVIRONMENTAL AND BUSINESS ECONOMICS DEPARTMENT OF SOCIOLOGY, ENVIRONMENTAL AND 3 BUSINESS ECONOMICS 1 October 2018
Your teacher - parus@sam.sdu.dk Dep. Of Soc., Env. And Business economics, Esbjerg 15 years in 3 2012- 2015 Research Assistent municipalities Project management Project Management and the Internal consultant Consultant Role – 10 ECTS – masters degree course 2012 SDU Lecturer-training programme completed 2016 – Permanent position 2016 – Permanent position Paedagogy -Education committee + Project Planning - Paedagogic SEBE group 4 Judith Parus
My University https://www.youtube.com/watch ?v=bxxtQaVbc90&feature=yout u.be 5 Judith Parus
Your teacher - 15 years in 3 municipalities/local government Project management Internal consultant 2012 SDU 6 Judith Parus
Danish inspiration: D-A-D: Everything Glows: https://www.youtube.com/watch?v=vPfC- aX1luE&list=RDbuSOg9Lm_0g&index=14 Volbeat: For evigt: https://www.youtube.com/watch?v=vPfC- aX1luE&list=RDbuSOg9Lm_0g&index=14 Kellermensch: Army Ants: https://www.youtube.com/watch?v=Z8pi7wPtm0g MØ: Final song: https://www.youtube.com/watch?v=WUcXQ--yGWQ In Danish: Minds of 99: Ung Kniv: https://www.youtube.com/watch?v=kAHmT6nrz7E&start_radio=1&list=RDkAHmT6nrz7E&t=59 DEPARTMENT OF SOCIOLOGY, ENVIRONMENTAL AND 7 BUSINESS ECONOMICS
Structure of the 2 days Time 30. October 2018 31. October 2018 9-12 Principles for activating learning, pros and cons Digital tools e.g. Definition on blended learning Poll everywhere Changes in course and exam-form, role of the teacher and Padlet student - Exam form - MCQtests 12-13 Lunch Lunch 13-16 Flipped classroom – the making of small movies within Collaborative learning theory and making room for discussions and exercises in the - Peer feedback classroom - Think-pair-share - Workshops Reflect on your practice
Expectations • My: Dialogue – discussion – participation – interaction • Trust - confidentiality Yours 9 Judith Parus
Principles of active teaching Judith Parus 10
To hear and I forget To do To see and I And I remember remember DEPARTMENT OF SOCIOLOGY, ENVIRONMENTAL AND 11 BUSINESS ECONOMICS 1 October 2018
At the university level • SDU Centre for active teaching and learning: https://www.sdu.dk/en/om_sdu/institutter_centre/c_unipaedagogik • E-learning fund each year for specific project • Yearly conference on active teaching with a book of abstracts 12 Judith Parus
At Faculty level • Head of studies • Studyboard with 5 academic staff members (holds chair) 3 student representatives holds co-chair) • Approve coursedescriptions • An Education committee • See education example: https://www.sdu.dk/en/uddannelse/bachelor/erhvervsoekonomibscode/uddannelsens _opbygning • With further link to course descriptions – e.g. Entreneurship and business 13 Judith Parus
Course description – traditionel • Mathematics and Statistics IT is used as an integral part of the teaching, based on both the “Analysis Tool Pack” add-in in the Excel spreadsheet. Subsidiary the add-in Megastat can be used. The students acquire knowledge of the subject area through independent literature studies supported by lecture sessions (2 hours pr. Week) aiming to provide an overview of the area and links between different parts of the subject. The lectures are also used to enhance the textbook explanations of particularly difficult topics. The students develop skills in applying the scientific methods used in the field by working with assignments in the subject. This process is facilitated by exercise sessions (1 hour pr. Week) enabling students to debate issues when solving assigned problems and get feedback on their own work. 14 Judith Parus
Course Descriptions – Current • Entrepreneurship: • The course consists of a combination of lectures, cases, exercises, assignments, workshops, student projects, dialogue, discussions and questions. • • Digital tools such as e.g. peer grade, Poll-everywhere etc. are used for enhancing interaction and feedback to and among the students. • • Central parts of the curriculum will be dealt and discussed in the lectures. It is crucial however that the students are well prepared and the course contains exercises and assignments that requires reading and preparation before class. The course focuses on combining theory and practice, and the writing workshops and Venture Cup activities plays a central role for interaction, progression, guidance and student oriented learning. 15 Judith Parus
Department structure Vice head of department for education and teaching Also the paedagogic development Managers of the educations – one for each education Overview of education, cohesion, purpose Paedagogic small group with an interest in teaching and paedagogic - Courses at SDU Esbjerg / or only the department - Implementing the paedagogic strategy - E.g. employability into the courses 16 Judith Parus
WORK IN PROGRESS CONTINIOUSLY 17 Judith Parus
The paedagocial triangle Content E- learning Teacher Students 18 Judith Parus
Discussion: • How do you see your role as teachers ? • The role of a teacher? 19 Judith Parus
Role of the teacher • Commitment • Not only the responsibility of the teacher but also the students • Teachers needs a lot of practice e.g. redesigning the course • Blended learning is still with face-to-face with the students – in a combination with E- learning. • You need a clear and transparent line through the lectures • purpose, learning goals • Evaluation after each session – make sure they are on track • Challenge the students Also for the good students 20 Judith Parus
Role of teacher • Beside skills and knowledge of paedagogy and didactics • TECHNICAL SKILLS AND KNOWLEDGE • Different platforms and different programmes • Stressful – difficult to be up-to-date • Rapidly change of technologies • Need of a designed virtual space – eg. BB https://e-learn.sdu.dk/ • Especially with e-learning only • Will you admit that you are new? 21 Judith Parus
Change – for Department and teachers • Sequential adaptation and change to a more digitalized and active teaching • Full programme – make it visible to the students what is going on and see the progress • The students must learn to take responsibility • Feedback and supervision from the teacher • What have they learned so far, expectations towards end goal. • Empower change agents 22 Judith Parus
??? • Can you see yourself there ? • Or do you want to find a new job? 23 Judith Parus
Flipped classroom Blended learning 1 October 2018 24
Why • The students are changing • Rapid technology change • Make a difference to the students • Teaching performance will be a major competitive advantage
Media Richness Theory (1/2) • Rich / fat media • Medias where it is possible with quick and direct feedback • Considered “fuller” because you can interpret sound, surroundings, body language • The recipient is active and prepared to receive • Face-to-face is the richest media • Thin media • Paper memo is the thinnest • E-mail and textmessages is not so thin, because it is quicker to respond PM AND THE CONSULTANT ROLE
Media Richness Theory (2/2) E-learning Structure facilitates Structure facilitates less rich, impersonal media rich, personal media Written Written Chatting FTF meetings Telephone Video unaddressed addressed through conferences documents, documents, skype or e.g. Posters, e.g. Emails facebook rules Blended learning Equivocality reduction (Clarify, reach agreement, decide which questions to ask) Uncertainty reduction (Obtain additional data, seek answers to explicit questions) A- Synchron Synchron Source: Daft and Lengel, 1986 PM AND THE CONSULTANT ROLE
Active teaching and active students • Support and enhance the learningproces of each individuel • Rethink your paedagogy and didactics more than thinking in IT/Programmes/methodology • Digitally enhance learning • Motivation – create cohesion and make the students see it • Cooperation between the students and with the teacher
Blended learning Blended learning is course where is both teaching attendance (physical) and online activities within learning. - Highten the professionel content and knowledge of the students - More active students - Reduce som of the drawbacks of large group of students and lack of rooms - Make the students ready for their job – knowledge of digital solutions (employability) You participate alongside your students. DEPARTMENT OF SOCIOLOGY, ENVIRONMENTAL AND 29 BUSINESS ECONOMICS 1 October 2018
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