Redesigning an Unpopular University Course : Ways to Promote Students´ Motivation and Quality of Learning

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14230%2F18%3A00106757" target="_blank" >RIV/00216224:14230/18:00106757 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.seda.ac.uk/resources/files/publications_251_Ch9_Redesigning_an_unpopular_university_course_Kasparkova.pdf" target="_blank" >https://www.seda.ac.uk/resources/files/publications_251_Ch9_Redesigning_an_unpopular_university_course_Kasparkova.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Redesigning an Unpopular University Course : Ways to Promote Students´ Motivation and Quality of Learning

Popis výsledku v původním jazyce

This chapter reports on the innovation that aimed to increase student motivation and to help students achieve higher-order learning outcomes (Krathwohl 2002). Specifically, my colleagues redesigned the course following the logic of constructive alignment, changed its content to be more appealing and students were invited to participate more actively both in and outside of the classroom. In the context of departmental teaching, this innovation provided a new approach centred on student learning. Its novelty was that students presented the ongoing results of their work and reworked their assignments based on feedback from their teachers and peers alike. There was an increased emphasis on the applicability of the results of students’ work. Therefore, students developed competences in line with the current demands of the labour market, such as the ability to present the results in a concise, understandable and interesting way. Students’ feedback and my observation on seminars suggested that the innovation largely met its goals. Notwithstanding the need for further improvements, the innovation was successful and can serve as a starting point when redesigning another course—whether it be at our university or elsewhere.

Název v anglickém jazyce

Redesigning an Unpopular University Course : Ways to Promote Students´ Motivation and Quality of Learning

Popis výsledku anglicky

This chapter reports on the innovation that aimed to increase student motivation and to help students achieve higher-order learning outcomes (Krathwohl 2002). Specifically, my colleagues redesigned the course following the logic of constructive alignment, changed its content to be more appealing and students were invited to participate more actively both in and outside of the classroom. In the context of departmental teaching, this innovation provided a new approach centred on student learning. Its novelty was that students presented the ongoing results of their work and reworked their assignments based on feedback from their teachers and peers alike. There was an increased emphasis on the applicability of the results of students’ work. Therefore, students developed competences in line with the current demands of the labour market, such as the ability to present the results in a concise, understandable and interesting way. Students’ feedback and my observation on seminars suggested that the innovation largely met its goals. Notwithstanding the need for further improvements, the innovation was successful and can serve as a starting point when redesigning another course—whether it be at our university or elsewhere.

Druh

C - Kapitola v odborné knize

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

R - Projekt Ramcoveho programu EK

Rok uplatnění

2018

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

Early Career Academics' Reflections on Learning to Teach in Central Europe

ISBN

9781902435633

Počet stran výsledku

8

Strana od-do

95-102

Počet stran knihy

187

Název nakladatele

Staff and Educational Development Association

Místo vydání

London

Kód UT WoS kapitoly

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