UPPVJP013 Androdidactics and Gerontodidactics

Faculty of Public Policies in Opava
Winter 2024
Extent and Intensity
13/0/0. 5 credit(s). Type of Completion: zk (examination).
Teacher(s)
PhDr. Pavel Kliment, Ph.D. (lecturer)
Guaranteed by
doc. PhDr. PaedDr. Kamil Janiš, CSc.
Institute of Pedagogical and Psychological Sciences – Faculty of Public Policies in Opava
Contact Person: PhDr. Edita Ondřejová, Ph.D.
Timetable
Fri 11. 10. 8:05–9:40 C306, Fri 18. 10. 11:25–12:10 C201, Fri 25. 10. 13:05–15:30 C306, 15:35–16:20 C306, Fri 1. 11. 12:15–13:50 C204, Fri 8. 11. 13:05–14:40 C306, Fri 29. 11. 13:05–13:50 C306
Prerequisites
FAKULTA(FVP) && TYP_STUDIA(B) && FORMA(P)
Basic orientation in terminology used within social science disciplines.
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
The aim of the course is to provide the student with a comprehensive and structured insight into the issues, key concepts and aspects of androdidactics and gerontodidactics through the definition of the subject, functions, laws and objectives of the theory of adult and senior education, its content, forms, methods and means. The student will also gain an analytical overview of the individual aspects of the educational process, the key competences of the subject and object of education, the conditions and principles, the curriculum development and the complex preparation for the educational process, including developmental tendencies. The concept of the course also aims at the development of critical thinking, creativity of the student, including the ability to make independent and responsible decisions in the given field.
Learning outcomes
Subject knowledge:The student will acquire and demonstrate knowledge of the subject, objectives, content, forms, methods, principles and means of contemporary theory of adult and senior education, including self-learning based on targeted key competences of the subject and object of the educational process.
Professional skills:The student is able to orientate himself/herself in the basic issues of the theory of adult and senior education and, in particular, is able to apply informative and formative teaching methods in the practice of adult and senior education with emphasis on their participation and the use of didactic aids and state-of-the-art technology. He/she is reliably oriented in the relevant literature, can search, interpret and apply the information obtained in practice.
General competences. He/she is able not only to use and apply his/her knowledge and skills in practice, but also to develop them independently and to seek new knowledge, approaches and methods in relation to the needs of life and work in the field, to react flexibly to current circumstances, to choose and take the right decisions, including responsibility for them.
Syllabus
  • 1. Definition of key concepts and categorical andro and geronto - didactic apparatus
  • 2. Subject matter of androdidactics and geronto-didactics; development of educational concepts; theoretical-methodological foundations of the learning process; preferred types of adult and senior learning (problem solving, social learning, verbal?); general/professional education; scope and level of learning; qualifying, extending?
  • 3. Goals of adult and senior learning; matching social and individual needs; differentiation of goals by types of learning - formal, informal and informal; new paradigm of learning (informative-cognitive detection, selection, interiorization, exteriorization)
  • 4. Content (curricular) orientation of adult and senior education by types of learning; documents - curricula: curricula and syllabuses, textbooks and other learning "canned"
  • 5. Principles of curriculum development and preparation for teaching - selection and arrangement of curriculum based on needs and didactic possibilities; didactic system (planning of lecturers, forms, methods, means)
  • 6. The most widespread organizational forms of adult and senior education - plenary, group, individual; definition, characteristics, principles of effective application
  • 7. Methods of team-based learning for adults and seniors; participatory approach; characteristics of participatory learning methods; methods of self-development and self-cultivation; importance and readiness of the environment for self-development
  • 8. Learning (info) technologies facilitating adult and senior education; structured workbook; PC (e-mail; internet - info-databases - fulltexts); tablet, iPod; learning and relaxation spaces; logistics, etc.
  • 9. Principles of adult and senior education
  • 10. Primary agent of the educational process - adult participant/senior (client); entry level, achievement; competence; importance of (family) background, motivation to learn - for creativity and effectiveness of learning
  • 11. Lecturer - educator (trainer, facilitator, animator, coach, counsellor); lecturer self-reflection; hospitalization
  • 12. Androdidactic diagnostics; the importance of examining the results of adult and senior education; evaluation; tact; self-diagnosis of the adult's docility - a condition for further effective education and cultivation of the adult and senior; principles
  • 13. The meaning and system of counseling in adult and senior education - according to types of learning; competence to counsel and communicate effectively and purposefully; techniques of information discovery; forecasting and marketing in androdidactics
Literature
    required literature
  • ČAPEK, R. Moderní didaktika. Praha: Grada, 2015. ISBN 978-80-247-3450-7. info
  • KALNICKÝ, J. Androdidaktika a gerontodidaktika [online]. Opava: Slezská univerzita v Opavě, Fakulta veřejných politik v Opavě, 2019. Dostupné z:https://elearning.slu.cz/course/index.php?categoryid=45
  • KALNICKÝ, Juraj. Determinanty efektivnosti edukačního procesu (Determinants of Educational Process Effectivenes). 1st. ed. Ostrava: Repronis, s.r.o. Ostrava, 2017, 92 pp. ISBN 978-80-7329-428-1. info
  • KALNICKÝ, J. Didaktický přínos edukačních metod s vyšší participací edukantů. Ostrava: Repronis, 2017. ISBN 978-80-7329-430-4. info
  • KALNICKÝ, Juraj. Od androdidaktiky ke gerontodidaktice (From Androdidactics to Gerontodidactics). 1st ed. Ostrava: Repronis, s.r.o. Ostrava, 2018, 121 pp. n/a. ISBN 978-80-7329-443-4. info
  • PRŮCHA, J. Andragogický výzkum. Praha: Grada, 2014. ISBN 978-80-247-5232-7. info
    recommended literature
  • MUŽÍK, J. Řízení vzdělávacího procesu - Andragogická didaktika. Praha: Wolters Kluwer, 2011. ISBN 978-80-7357-581-6. info
  • KUBR, M., PROKOPENKO, J. Vzdělávání a rozvoj manažerů. Praha: Grada, 1996. ISBN 80-7169-250-6. info
  • PRŮCHA, J. - VETEŠKA, J. Andragogický slovník. 2., aktualizované vydání 320 s. Praha: Grada, 2014. ISBN 978-802-474-748-4. info
  • TUBBS, N. The New Teacher: An Introduction to Teaching in Comprehensive Education. UK, Routledge, 2014. ISBN 978-1-134-09074-7. info
  • VETEŠKA, J. Kompetence ve vzdělávání. Praha: Grada, 2008. ISBN 80-247-1770-0.
Teaching methods
Monologic, Dialogic, Discussion, Role-playing.
Assessment methods
Oral examination.
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
The course can also be completed outside the examination period.
Teacher's information
Consultation with the teacher during teaching, personal consultation or email consultation by agreement.
The course is also listed under the following terms Winter 2019, Accreditation winter, Winter 2020, Winter 2022, Winter 2023.
  • Enrolment Statistics (recent)
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