Re-use library archives: Pedagogical case

Ruotsin kielen opiskelua yhteisöllisesti (ruotsin kieli, lukio) [Learning Swedish language by collaborative studies / in Finnish]

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Opetuksellinen ongelma

Kurssin uudelleen suunnittelulla pyrittiin ratkaisemaan kolme ongelmaa: :

  1. Kurssin sisältö (ympäristösanastoa ruotsin kielellä) on lukiolaisille haastava oppia.
  2. Opetuksessa pitäisi nykyistä enemmän integroida oppiaineita ja siihen rohkaistaan.
  3. On tärkeää opettaa opiskelijoille myös työelämätaitoja, kuten yhteisöllistä työskentelyä ja tiedon käyttöä.

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L’orologio Terra (Liceo Scientifico, I anno – Scienze e Matematica) [The Earth Watch / in Italian]

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Il problema pedagogico

Lo scopo del progetto è rendere pratico uno studio che solitamente è slegato dall’osservazione dei fenomeni e dall’esperienza personale ed è, appunto, teorico e quindi non utile nel loro “mondo”. Sono coinvolte  due prime classi del Liceo scientifico opzione scienze applicate, i cui studenti hanno un approccio allo studio prevalentemente teorico; forse a causa di impostazioni didattiche ancora tradizionali, gli stessi studenti sono poco abituati ad un  lavoro di gruppo e a scelte di strategie nell’organizzazione dello studio individuale.

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Un “Fisicario” per Osteopati (Primo anno Scuola Universitaria – Fisica) [The Fisicario / in Italian]

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Il problema pedagogico

Ho pensato di usare l’approccio trialogico per innovare la mia didattica in modo da ottenere da un lato un maggiore coinvolgimento della classe, dall’altro e in conseguenza di questo, una maggiore ritenzione dei concetti, in modo da essere in grado di utilizzarli interdisciplinarmente in ambito osteopatico e biomeccanico. Mi sono infatti reso conto di come, vuoi per l’assenza di un’adeguata preparazione di base, vuoi per la difficoltà di alcuni concetti, gli allievi faticano a comprendere la reale applicazione della mia disciplina nella loro professione e ciò va a scapito della motivazione ad apprendere, a seguire le lezioni e a superare l’esame stesso. Inoltre, ero da tempo insoddisfatto di una modalità frontale e trasmissiva di fare lezione e cercavo un metodo che favorisse partecipazione attiva, lavoro di gruppo e vera costruzione del sapere da parte dei ragazzi.

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Työharjoittelun virtuaalinen tukeminen kampaajakoulutuksessa (Värjäyskäsittelyt, Ammatillinen koulutus) [Supporting internship in hairdresser education virtually / in Finnish]

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Opetuksellinen ongelma

Ongelmana on, miten vastata tulevaisuuden osaamisen haasteisiin niin että sekä opetuksen sisällöt että opetusmenetelmät uudistuvat. Opiskelijoiden pitäisi oppia ns.  elinikäisen oppimisen avaintaitoja, mutta niiden ohjaaminen ei toteudu riittävästi. Myös yhteydet työelämään voisivat olla kiinteämmät niin että ohjausta sekä suunnitellaan että toteutetaan yhdessä työelämän edustajien kanssa.

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Project course in Biosciences (Biosciences, University)

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The Educational Problem

The central reason for creating the course was that in the feedback that the faculty of Bio- and Environmental Sciences had received both from alumni, graduates and employees, the competences of project planning and management were emphasized as important skills in working life. Such competences were taught little in the faculty. There emerged a desire to provide master students with opportunities to learn project work practices and apply theoretical domain knowledge that they have learned during their studies in solving practical real world problems.

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Introduction to research methods (Social Sciences, University)

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The Educational Problem

The described course was an introduction to research methods intended for international students at the beginning of their master’s degree studies. The course was earlier based on individual tasks and short-term group tasks (e.g. group discussions) in contact meetings. Separate small tasks are perhaps not best in supporting the comprehension of research planning as a larger entity. More challenging and concrete co-creational task might also motivate students to engage better in completing the tasks.

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“Scenari pedagogici per Scuole e Università” (Pedagogia, Università) [Pedagogical scenarios course / in Italian]

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Il problema pedagogico

Gli studenti di Psicologia dell’Università La Sapienza lamentano spesso la mancanza di concretezza nei loro corsi di studio, basati prevalentemente su lezioni frontali tenute dai docenti e sullo studio individuale delle varie teorie presentate, senza alcuna possibilità di implementarle, a discapito della motivazione degli studenti stessi a partecipare attivamente al loro processo di apprendimento. Nel mio corso, ho cercato di far fronte a questo problema e offro una modalità pratica e collaborativa di apprendere e applicare ciò che gli studenti imparano.

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Potenziare le competenze dello psicologo (Psicologia e Scuola, Università) [Psychology and School / in Italian]

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Il problema pedagogico

Dopo aver definito i contenuti teorici del programma, la docente ha preso in carico gli aspetti motivazionali, impostando lezioni in termini di attività che rendessero gli studenti costruttori attivi del proprio percorso di apprendimento di strumenti e competenze utili alla professione di psicologi.

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Guide for Combi Oven-Convention Steamer (Physics and Italian, Vocational School)

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The Educational Problem

The experiment was done in physics and Italian language disciplines in a first class of Vocational Education and Training for Cooks and Hotel Managers consisting of 16 students of 14-15 years of age.

Reasons that pushed to start the experimentation:

  1. Difficulties in teaching Physics, because is a new discipline for this kind of institute and with a numbers of hours per week very low (only two). For this reason teacher of Physics involved the teacher of Italian in the experimentation.
  2. The physics teacher was in his second year of teaching; previously he carried out, for about 20 years, design activities for electrical, instrumentation and automation systems, and activities of project management for the planning and construction of plants in the petrochemical industry. The change between the previous job and the school was radical; the teacher noted the "distance" between the education of school and the workplace who knew. For this reason teacher felt the need to identify appropriate tools for teaching in order to bring together these two worlds inexplicably so far.

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Global Networks (Global Networks, Upper Secondary Level Technology School)

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The Educational Problem

The educational problems were:

1. To gain the contribution and motivation of students;

2. To meet the demands of contemporary professional education for:

  • betterment of students’ practical abilities;
  • team work on common assignments;
  • liabilities allocation for the fulfillment of the common tasks;
  • form skills, in students, to assign their own timetable in order to handle specified deadline.

The problem was how to rearrange the Global Networks course in order to:

  • reach practice oriented training during the two school terms,
  • to acquire knowledge in the domain of global networks, networking protocols and technologies,
  • gain better students’ learning achievements.

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ASIC Design (Electronics, Technical University)

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The Educational Problem

The educational challenge was to increase motivation of students to learn, to enhance their professional and digital competences and to meet the requirements of business to future employees for:

  • Abilities to resolve complex problems;
  • Better practical training (experience in using professional software and CAD tools);
  • Working on multidisciplinary tasks, utilizing multiple knowledge sources;
  • Abilities to work in group;
  • Abilities to use rich computer technologies and environments.
  • Networking;

The problem was how to restructure the ASIC Design course in order to:

  • Increase students motivation providing them with practically oriented projects;
  • Increase students’ knowledge and competencies,
  • Increase students’ abilities to work collaboratively with individual responsibility to the quality of common product.

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Transmedia: gamebooks (Italian, Computer Science, History and Law, Vocational School)

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The Educational Problem

According to the Board of Education guidelines regarding the new reorganization of schools, whoever achieves a specialized diploma in Graphic Design and Communication must be competent in interpersonal and mass communication and have know-how as regards technology. Such competences are supported by a common cultural area which offers further insight on the complexity of society, implementing  technical and critical knowledge as well as a willingness towards change, indispensable for our present times.

The class which is taking part in this project is a second-year one, made up of 27 students of the Technical and Technological Institute for Graphic Design and Communication. Their starting levels are diverse and some students also have complicated personal backgrounds which all too often disturb the learning process.

The following situations, supported by documentation, can be highlighted:

  • 1 student with diverse abilities who follows a differentiated school programme
  • 2 students who attended a different school  the previous year
  • 1 student who is in a correctional penitentiary
  • 1 student with specific learning disabilities (dyscalculia)
  • 1 student with severe reduced mobility difficulties which complicate the socialization process

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Electronics for aviation engineering (Electronics, Technical University)

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The Educational Problem

The educational challenge was:

1. To increase engagement and motivation of students
2. To ensure the quality of learning across subject boundaries
3. To develop skills required by employers:

  • Critical thinking, problem solving, data interpretation and analysis, synthesizing information
  • Self-direction, planning, self-discipline, adaptability, initiative
  • Teamwork, collaboration, cooperation
  • Information and communication technology (ITC) literacy
  • Collaboration across Networks

The problem was how to restructure the broad course of Electronics delivered to future aviation engineers in order to:

  • To ensure better knowledge and competencies of the students
  • Take advantage of tech tools to facilitate learning
  • Use cloud services to create a self-paced, learner-centered classroom
  • Organize activities to ensure an enjoyable implementation experience

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Learning Swedish language by collaborative studies (Swedish, Upper secondary school)

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The Educational Problem

There were three education problems to be solved:

  1. For upper secondary students, the content (the vocabulary of environmental issues in Swedish language) is difficult to learn.
  2. Integration of disciplines is strongly needed and encouraged
  3. It is necessary to teach work life competencies, such as collaborative learning and information processing.

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VLSI Design (Electronics, Technical University)

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The Educational Problem

In traditional educational process with face to face teaching, individual student’s tasks and teacher’s guidance for individual students when needed, student cannot obtain necessary competencies. The educational challenge was to meet the requirements of business to future employees for:

  • Abilities to work in group;
  • Networking;
  • Working on multidisciplinary tasks, utilizing multiple knowledge sources;
  • Better practical training (experience in using software and CAD tools);
  • Abilities to resolve complex problems;
  • Abilities to use rich computer technologies and environments.

The problem was how to restructure the VLSI Design course in order to:

  • Increase students motivation providing them with practically oriented projects;
  • Increase students’ knowledge and competencies,
  • Increase students’ abilities to work collaboratively with individual responsibility to quality of common product.

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Semiconductor Devices (Electronics, Technical University)

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The Educational Problem

The educational challenge was

  1. To increase the commitment and motivation of students
  2. To meet the requirements of business for:
    • Better practical training;
    • Team work on common task;
    • Shared responsibility for the quality of the overall product;
    • Distribution of tasks in line with the specified deadline.

The problem was how to restructure the Semiconductor Devices course in order to:

  • Obtain better students’ knowledge and competencies,
  • Obtain better systematic training during the semester,
  • Stimulate circuit design and simulation for project verification,
  • Transfer the initiative towards student-teacher direction.

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Health care organisation and management (Health Informatics / Medical University)

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The Educational Problem

In higher education students are frequently faced with challenges such as how to work effectively in groups, how to produce high quality material when submitting a group assignment and how to deal successfully with deadlines. This need is even higher for students who are in the first year of their studies and who have not worked like this before.

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Computer Aided Design in Electronics (Analog and Digital Circuits Design, Upper Secondary Level Technical School)

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The Educational Problem

The educational problems were:

  1. To increase the interest and motivation of students:
  2. To meet the requirements of modern professional education for:
  • Improvement of students’ practical skills;
  • Group work on common projects;
  • Responsibilities allocation for the execution of the common tasks;
  • Creating skills in students to define their own timetable in order to meet specified deadline.

The problem was how to reorganize the Computer Aided Design course in order to:

  • achieve practice oriented education during the school year,
  • to obtain knowledge in  the fields of schematics and printed circuit design, analog and digital circuit simulation,
  • obtain better students’ learning outcomes

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“Pedagogical scenarios for school and universities” course (Pedagogy, University)

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The Educational Problem

Sapienza Psychology Students always complain about the total lack of concreteness in their course of study, based essentially on professorial lecture and individual study of theories, without any possibility of implementing them, all at the expense of students’ motivation to participate actively in their own learning process. In my course, I tried to overcome this issue and offer a practice way, as well as collaborative, of learning and applying what students have learned.

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