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ПОСІБНИК ЯК ЗАСІБ ОРГАНІЗАЦІЇ Й РЕАЛІЗАЦІЇ ІНТЕРАКТИВНОГО НАВЧАННЯ МАЙБУТНІХ ЛІКАРІВ І ПРОВІЗОРІВ

100%
Анна Д.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 5(69)
256-275
EN
In the article, attention has been focused on unilateral and multilateral forms of communication that are present during teaching future doctors and pharmacists the disciplines of naturally scientific preparation. The interactive technologies (technology of educational dialogue, problem-dialogical teaching, educational discussion), which are used in the process of formation of information technology competences (IT competence) of the future specialists during teaching the disciplines of naturally scientific preparation using the created manuals, have been determined. The role of manuals, which are created for teaching the disciplines of naturally scientific preparation, during the implementation of interactive technologies in the process of formation of the IT competence of the future specialists has been clarified. Attention has been focused on the fact that the thematic, heuristic, rhetorical, carnival dialogues have occurred in the process of formation of the IT competence of the future doctors and pharmacists during teaching the disciplines of naturally scientific preparation using the created manuals. We have found out that in order to form the IT competence of the future specialists during teaching the disciplines of naturally scientific preparation motivation, critical, conflict, self-representative, autonomous, reflexive, creative in content, spiritual dialogues and dialogue that realizes itself are used. We have concluded that training dialogue in the process of formation of the IT competence of the future doctors and pharmacists during teaching the disciplines of naturally scientific preparation using the created manuals performs cognitive, communicative, value, revealing, creative and reflexive functions. We have found out the features of problem-dialogical technologies and their use with the aim of formation of the IT competence of the future specialists who study the disciplines of naturally scientific preparation. Attention has been focused on the use of academic discussion during the formation of the IT competence of the future doctors and pharmacists as a mandatory element of process of interactive teaching the disciplines of naturally scientific preparation. We have concluded that the use of manuals, which have been created to study the disciplines of naturally scientific preparation, provides control of cognitive activities of the future specialists during the formation of the IT competence and aimed to develop a new type of thinking of subjects of the educational process, which is based on the knowledge,skills and formed IT competence.
2
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Laboratorium Wczesnej Edukacji jako przykład „paradygmatu” metodyki interaktywnej

84%
Kruk J., Zdanowicz-Kucharczyk K.
Problemy Wczesnej Edukacji
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2013
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vol. 9
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issue 3(22)
6-16
EN
The text contains a realization example in the field of early childhood education methodology which aims to show the possibilities of interactive teaching application guidelines at an early stage of education for teachers and students. Indicating a need for such solutions is often signaled by those teachers who, rather than looking for pre-defined scenarios and clear directions, are interested in the confirmation of their own pedagogical intuition and of theoretical support for their work. Interactive methodology can thus meet the expectations of those teachers who are not discouraged by the initial difficulties and prefer to go their own path. The article is a presentation of the theoretical and methodological assumptions of the research project, which is the source of the described concepts.
3
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Interaktywna edukacja filozoficzna: Na Targowisku Ujawnień

84%
Kuczyńska K., Wachowiak S.
Analiza i Egzystencja. Czasopismo Filozoficzne
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2014
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issue 25
159-173
EN
The text consists of the theoretical introduction Interactive philosophy teaching, written by Katarzyna Kuczyńska, followed by a presentation (with a commentary) of the philosophical workshop script At the Fair of Disclosures, created by Sebastian Wachowiak. The theoretical part refers to the idea of philosophy as a form of human activity that stays in a strict correlation with everyday life. Using the idea as a referential point, the author distinguishes the following issues: (a) the process of philosophical thinking, (b) the results of this process – philosophical knowledge, (c) the knowledge of philosophy, as well as intellectual competence, crucial for developing one’s philosophical culture. She also provides an interactive model of teaching philosophy at school as the one she considers the most favorable. According to the given point of view, interactive philosophy teaching: (a) points out the correlation of philosophical questions with existential experience of the individuals; (b) creates environment for active philosophising for the students (the didactic situation aims at initiating the knowledge manufacturing process rather than simply reproducing the knowledge).Sebastian Wachowiak’s script At the Fair of Disclosuresis an example of creating educational situation within the interactive model of philosophy teaching. The goal of the lesson is to deepen the students’ understanding of identity as a category described through its public and social as well as intimate and private dimension (to show the mulltidimensionality of human life in public and social space); to recognise the moral threats resulting from the identity exposure. During the first part of the lesson, while the students are participating in the designed didactic game, the issue selected in accordance to the above criteria becomes the object of students’ experience. The second part of the lesson is a discussion which aims at stimulating the students intellectually and engaging them in active philosophising. The script closes with the author’s commentary, in which he refers to the experience gained during the realisation of the presented didactic idea on the one hand, and on the other explicates the interactive nature of the designed didactic situation.
4
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Using Moodle as a Response System for higher education in Poland: Benefits and challenges

84%
Bąkała A., Molenda M.
Informatyka Ekonomiczna
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2020
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issue 4 (58)
33-49
EN
The paper explores learners’ responses to a new course format introduced in the Faculty of Philology at the University of Łódź. The course contained an interactive component with online tasks conducted in real time in the classroom. Instead of using dedicated Response Systems, we adopted Moodle LMS to verify whether it may be successfully used in that capacity. It may be concluded that despite its dated UI this system is still a viable option for offering interactive in-class instruction. The results of the student survey indicate that the course was well-received, although not all of its components were equally appreciated by the students. In particular, there was a significant difference between the reception of Open-Ended and Close-Ended questions. This difference might be explored from various perspectives, e.g. convenience vs learning effort or memorization vs acquiring skills The paper offers pedagogical implications which may help deal with the aforementioned problems.
PL
Artykuł bada reakcje słuchaczy na nowy format kursu wprowadzony na Wydziale Filologicznym Uniwersytetu Łódzkiego. Kurs zawierał interaktywny komponent z zadaniami online w czasie rzeczywistym w sali wykładowej. Zamiast korzystać z dedykowanych systemów odpowiedzi, autorzy wykorzystali zadania Moodle LMS (Learning Management System), aby sprawdzić możliwość zastosowania ich w tym charakterze. Można więc stwierdzić, że pomimo niedostatków interfejsu użytkownika, ten i podobne systemy są nadal dobrą opcją dla interaktywnych zajęć prowadzonych stacjonarnie. Wyniki ankiety przeprowadzonej wśród uczestników wskazują, że kurs został ogólnie dobrze przyjęty, choć nie wszystkie jego elementy zostały w równym stopniu docenione przez studentów. W szczególności wydaje się, że istnieje znaczna różnica w odbiorze pytań otwartych i zamkniętych zastosowanych w kursie. Różnica ta może być rozpatrywana z różnych perspektyw, np. wygoda a niezbędny wysiłek włożony w naukę, zapamiętywanie informacji a nabywanie umiejętności. W artykule przedstawiono implikacje pedagogiczne, które mogą pomóc w rozwiązaniu powyższych problemów.
5
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Porovnání aparátu řízení učení mezi klasickou a elektronickou učebnicí

84%
KROTKÝ J., MACH P.
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2015
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vol. 6
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issue 2
32-38
CS
Článek se věnuje výzkumu struktury a strukturních komponent elektronické, multimediální a interaktivní učebnice pro základní školy. Autor pracuje s metodou J. Průchy [1998] pro měření didaktické vybavenosti klasických učebnic. Před aplikací je tato metoda inovována o nové komponenty a stávající komponenty jsou revidovány směrem k jejich přenositelnosti na nové medium. Tato inovovaná metoda je aplikována na reprezentativní vzorek sedmi českých elektronických učebnic pro základní školy. Zjištěné hodnoty jsou porovnávány se vzorkem patnácti klasických, papírových učebnic. Autoři se zaměřují především na aparát řízení učení a představují moderní didaktické požadavky na současnou učebnici.
EN
The article is dedicated to a research of structure and structure components in electronic, multimedia and interactive text books for primary schools. Authors uses J. Průcha methodology [1998] to measure educational facilities of classical text books. Prior its application, the method is innovated by new components and existing components are reviewed from the point oftheir possibility to be transferred to new medium. This upgraded method is applied to a representative sample of seven Czech electronic text books for primary schools. The obtained values are compared with a sample of 15 classic, paper text books. Authors focuses especially on the component or tools of learning management and they represent modern teaching requirements of current text book.
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