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Lecturer(s)
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Poláchová Vašťatková Jana, doc. Mgr. Ph.D.
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Course content
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Basic Scheme of Education Programme Programme target and specific targets, profile of the graduate, performance gap. Phases of creating the education programme. 2. Finding out Education Needs General approach, conception, sources and methods /techniques/ of analytical action, preparing and providing analytical activities including formulating the results. 3. Analysis of the Set of Presumed Participants of Education Homogenous and non-homogenous set of participants of education and education activity project. 4. Analysis of the Contracting Authority Conditions for Education Limitation factors: e.g. money, time, material conditions, availability of competent educators, etc. 5. Formulation of the Final Outcomes of the Education Project as a Programme Target Programme target and characteristics of the teaching targets, hierarchy of individual levels of the targets in the project. 6. Operationalization of the Programme Target Development of the programme target in time down to the level of the partial/specific goals of the individual teaching events, or concrete tasks. 7. Construction of the Syllabus Setting the ways of checking if the specific targets are fulfilled, definition of the curriculum, definition of the education strategies, etc. 8. Teaching Supportive Curriculum Study materials, education aids, etc. 9. Plan for Logistic Cover of the Action Materials, rooms, finance, transport etc. 10. Pedagogical Diagnostics Position and role of the pedagogical diagnostics in planning and controlling the teaching process. 11. Diagnostics of the Results of Education Examination, the oral test scenario, students' development analysis, didactic test (creation and evaluation of the test), kinds of tests according to Byčkovský. 12. Evaluation in Education as a Firm Part of the Education Activity Project Levels of evaluation according Kirkpatrick, using feed-back in context of the project´s quality and the quality of education activity.
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Learning activities and teaching methods
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Dialogic Lecture (Discussion, Dialog, Brainstorming), Activating (Simulations, Games, Dramatization)
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Learning outcomes
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The aim of the course is to provide knowledge for participants about the process of project development for educational event. On the basis they should be able to develop project of at least a three-day training event.
Student demonstrates: - the knowledge of the hierarchy of the steps when the education action project is formulated, - the knowledge of the meaning and the process of the analysis of education needs of the set of the participants in education, - the knowledge of the meaning of the teaching goals as the foundation of the education project, - the knowledge of congruence principle, - the knowledge of the factors, which can limit the creation of the education action project, - the knowledge of basic methods and techniques of pedagogical diagnostics, - the knowledge of the Kirkpatrick ´s evaluation model in education. Student can - distinguish the education needs analysis project from the education event project, - include evaluation of education into the project of education event, - work with the taxonomies of teaching targets in favour to the consistency of the education event project, - create a learning plan and a syllabus of the education event, - estimate financial demands of the projected education event. Student is able to - work out a structure of a project focused on identification of education needs, - work out a written project of at least three-days education event and include the ways of result evaluation into it, including appropriate techniques of evaluation, - evaluate the effectiveness of the education event project and use pre-formulated set of evaluation criteria.
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Prerequisites
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KSA/PVAE1
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Assessment methods and criteria
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Mark
To reach the credit is an inevitable condition to get let to the exam. The credit is gained when the correspondence task is fulfilled - the project of education action. Exam is done as a disputation on the project and related oral exam on predetermined questions.
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Recommended literature
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Kirkpatrick's learning and training evaluation theory. Dostupné na WWW: http://www.businessballs.com/kirkpatricklearningevaluationmodel.htm.
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Vzdělávací program jako základní kategorie dalšího profesního vzdělávání (zavěšeno v UNIFORU)..
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BARTÁK, J. Skryté bohatství firmy. PRAHA : Alfa Publishing, s.r.o., 2006..
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Belcourt, M., Wright, P.C.:. (1998). Vzdělávání pracovníků a řízení pracovního výkonu. 1. vyd.. Praha.
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COLLISON, CH., PARCEL, G. Knowledge management. Praha : Computer Press,a.s. , 2005..
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ČEPELOVÁ, A., ŠAFRANOVÁ,Z. Hodnocení výsledků podnikového vzdělávání a Problémy hodnocení výsledů podnikového vzdělávání. Moderní řízení, 2007, č. 11, s. 34-37..
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DVOŘÁKOVÁ, M. Úvod do evaluace ve vzdělávání dospělých. Olomouc: SDV FF UP, 2004..
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HRONÍK, F. Hodnocení pracovníků. Praha : Grada Publishing, a.s., 2006..
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Hroník, F.:. Rozvoj a vzdělávání pracovníků. 1. vyd. Praha 2007..
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KALHOUS, Z., OBST, O. aj. (2002). Školní didaktika. Portál, Praha.
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OBST, O. Hodnocení výsledků výuky - výběr z kapitoly: 3 Řízení a kontrola výuky. (OBST, O. Didaktika sekundární školy. Olomouc : Vydavatelství UP, 2006.)..
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PRÁŠILOVÁ, M. Tvorba vzdělávacího programu. Praha : TRITON, 2006. 192 s.. Praha.
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PROKOPENKO, J., KUBR, M. aj. Vzdělávání a rozvoj manažerů. Praha : Grada Publishing, 1996..
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