FVP:UPPVJP013 Androdidactics and Gerontodida - Course Information
UPPVJP013 Androdidactics and Gerontodidactics
Faculty of Public Policies in OpavaWinter 2020
- Extent and Intensity
- 13/13/0. 5 credit(s). Type of Completion: zk (examination).
- Guaranteed by
- doc. PhDr. Juraj Kalnický, PhD., Prof. h.c.
Institute of Pedagogical and Psychological Sciences – Faculty of Public Policies in Opava
Contact Person: PhDr. Edita Ondřejová, Ph.D. - Prerequisites (in Czech)
- FAKULTA(FVP) && TYP_STUDIA(B) && FORMA(P)
- 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
- Educational Care for Seniors (programme FVP, EPOS)
- Course objectives
- The course objectives are to provide students with a comprehensive and structured insight into the issues, key concepts and aspects of andragogy and gerontagogy through the definition of the subject, functions, principles and objectives of the theory of education of the elderly, its content, forms, methods and means. Students also gain an analytical overview of individual areas of the educational process, key competences of the subject and object of education, the conditions and principles, the creation of curricula and complex preparation for the educational process, including developmental tendencies. The concept of the course also pursues the development of critical thinking and students’ creativity, including the ability to independently and responsibly make decisions in the field.
In the seminars, students will learn to establish an educational plan on the basis of information on the whole group or on individuals, on their previous experience or previously completed educational sessions. They will learn to set specific objectives, seek appropriate background material, consider the appropriateness of their use in terms of the specificity of different groups of the elderly, tailor the materials to individual educands’ capabilities (e.g. who needs larger font size printed, who is hard of hearing, who has difficulty with fine or gross motor skills, etc.), to the timetable of the whole activity and to the approach, using feedback, etc. - Learning outcomes
- Professional knowledge: Students acquire and demonstrate knowledge of the subject, objectives, content, forms, methods, principles and means available to contemporary theories of adult and senior education, including self-education based on core competencies of the subject and object of the educational process.
Professional skills: Students are well versed in the basic problems of the theory of adult and senior education, especially being able to apply informative and formative teaching methods in the practice of adult and senior education, with an emphasis on their participation and the use of supporting didactic resources and latest technonology They are familiar with the relevant field literature, can locate, interpret and apply the gained information in practice.
General qualification: Students are able to prepare a teaching project, a curriculum (plan, outline, form, method, didactic technique, etc.) for teaching adults and the elderly, as well as for the training of teachers. They they are able to not only use and apply their knowledge and skills in practice, but also to independently develop and seek new knowledge, approaches and methods in relation to the needs of life and work in the field, to react flexibly to current circumstances, choose and adopt the right decisions, assuming responsibility for them as well. - Syllabus
- 1. Definition of key concepts and of the androdidactic and gerontodidactic apparatus.
- 2. The subject of androdidaktiky and gerontodiadactics; the development of educational concepts; theoretical and methodological foundations of the learning process; preferred kinds of teaching adults and the elderly (problem solving, social learning, verbal?); general / vocational training; scope and level of learning; qualifying, expanding?
- 3. The objectives of education of adults and seniors; compliance of social and individual needs; difference of goals according to types of learning - formal, non-formal and informal; new learning paradigm (informative findings detectization, selection, interiorization, exteriorization)
- 4. Content (curricular) focus of adult and senior education according to the type of learning; documents - curricula: syllabuses and curricula, textbooks and other teaching “boxes”
- 5. Principles of curricula and preparation for teaching - selection and arrangement of the curriculum based on the needs and educational opportunities; didactic system (planning of lecturers, forms, methods, means)
- 6. The most widespread organizational forms of adult and senior education - plenary, group and individual; definitions, characteristics, principles of effective application
- 7. Methods of team adult and senior education; participatory approach; characteristics of participatory teaching methods; methods of self-education and self-cultivation; significance and preparedness of environment for self-education
- 8. Learning (information) technology making adult and senior education easier; structured workbook; PC (e-mail, internet - info-database - full texts); tablet, iPod; learning and relaxation rooms; logistics, etc.
- 9. The principles of adult and senior education
- 10. The primary factor of the educational process - adult / senior participant (client); input level, docility; competence; significance of (family) background, motivation to learn - creativity and learning efficiency
- 11. Lecturer - educator (who is meant - what positions: coach, facilitator, animator, coach, counsellor ?.); lecturer self-reflection; observations
- 12. Androdidactic diagnostics; the importance of examining the results of adult and senior education; evaluation; tact; auto-diagnostics of docility in adults - a condition more effective education and cultivation of adults and the elderly; principles
- 13. Meaning and system of counselling in adult and senior education - by types of learning; capability to advise and communicate efficiently and on target; techniques of finding out information; 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.
- Assessment methods (in Czech)
- zkouška
- Language of instruction
- Czech
- Further Comments
- The course can also be completed outside the examination period.
- Enrolment Statistics (Winter 2020, recent)
- Permalink: https://is.slu.cz/course/fvp/winter2020/UPPVJP013