Бакалавриат
2024/2025
Создание индивидуальной среды обучения в классе
Статус:
Курс по выбору (Психология)
Направление:
37.03.01. Психология
Кто читает:
Департамент психологии
Где читается:
Факультет социальных наук
Когда читается:
4-й курс, 1 модуль
Формат изучения:
с онлайн-курсом
Онлайн-часы:
24
Охват аудитории:
для своего кампуса
Язык:
английский
Кредиты:
3
Контактные часы:
6
Course Syllabus
Abstract
Этот онлайн-курс представляет собой обзор современных педагогических, психологических и философских теорий и подходов, сопровождаемый большим практическим блоком по проектированию персонализированной среды обучения в классе.
Expected Learning Outcomes
- Students understand the theoretical principles of student-oriented curriculum design (constructivism, connectivism, information-age education, personalized learning, universal design for learning)
- Students can analyze their teaching style and preferences
- Students are able to identify teacher’s and learner's perspective in education through deconstructing the elements of learning-centered syllabus
- Students are able to write appropriate learning objectives for there lesson
- Students understand at least one Taxonomy (Bloom’s, De Fink, Biggs)
- Students know several instructional strategies (active learning, group-based, assessment-based, organizational instructional strategies)
- Students can choose appropriate approaches to motivate students in their classroom (guided discovery, problem-based learning, project-based learning, flipped classroom)
- Students understand approaches to motivate students (inductive and deductive approaches)
- Students are able to use the rubrics for assessing assignments
- Students are able to choose or/and create progress maps for their course
- Students are able to use the constructive alignment model to create their curriculum
- Students can manage how to increase the learner’s feeling of autonomy in the learning environment
- Students can organize teaching materials in student-friendly way
- Students develop their vision on how to make their communication more student-friendly
- Students understand the basic principles to collect the feedback
- Students can debug and implement their project materials into their practice
Course Contents
- Theoretical bases and principles to create personalized learning environment in the classroom
- Curriculum design, Instructional strategies and Learning outcomes
- Understanding the mechanisms (drivers) of competence formation
- Assessment and progress maps
- Managing a personalized lesson environment
- The criteria for the program evaluation. Final project. Course overview
Assessment Elements
- test 1First attempt score for the test "Theoretical bases and principles to create personalized learning environment in the classroom"
- test 2First attempt score for the test 2 "Curriculum design, Instructional strategies and Learning outcomes"
- test 3First attempt score for the test "Understanding the mechanisms (drivers) of competence formation"
- test 4First attempt score for the test "Assessment and progress maps"
- test 5First attempt score for the test "Managing a personalized lesson environment"
- group projectThe group project "Creating a personalized learning environment for General Psychology learning" (in pairs). Full guide provides in smartLMS.
Interim Assessment
- 2024/2025 1st module0.5 * group project + 0.1 * test 1 + 0.1 * test 2 + 0.1 * test 3 + 0.1 * test 4 + 0.1 * test 5
Bibliography
Recommended Core Bibliography
- Dale H. Schunk. (2013). Learning Theories: Pearson New International Edition : An Educational Perspective. Pearson.
- Lin, L., & Atkinson, R. K. (2016). Educational Technologies : Challenges, Applications and Learning Outcomes. Hauppauge, New York: Nova Science Publishers, Inc. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1385397
Recommended Additional Bibliography
- Bouw, E., Zitter, I., & Bruijn, de, E. (2020). Designable elements of integrative learning environments at the boundary of school and work : A multiple case study. Learning Environments Research. https://doi.org/10.1007/s10984-020-09338-7
- Cabaleiro-Cerviño, G., & Vera, C. (2020). The Impact of Educational Technologies in Higher Education. GIST Education and Learning Research Journal, 20, 155–169.
- Yörük, T. (2021). Practitioners’ Opinions on Student Assessment Process in Distance Education in the Context of Educational Technologies. Shanlax International Journal of Education, 9(2), 12–17.