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Lecturer(s)
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Course content
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. Forms of adult education Forms of adult education, their classification terms of the lecturer-participant interaction, of the number of the participants, transmisive vs. constitutive approach in education. 2. Methods of adult education Methods of adult education, their classification terms of their content, of the education milieu, and in the terms of the way their support learning. 3. Information-centred methods General steps of the teaching based on the information-centred methods, lecturer´s role, participants´ role, method of the lecture, lectures with discussions, demonstrations. 4. Methods based on facilitative learning General steps of the teaching based on facilitative learning methods, lecturer´s role, participants´ role, situation methods, staging methods, project teaching, discussion methods. 5. Methods supporting critical thinking General steps of the teaching based on supporting critical thinking, lecturer´s role, participants´ role, brainstorming and brain writing method, small group discussion, text work, seminar. 6. Material didactic aids in adult education Distinguishing material didactic aids from teaching aids, didactic technique, classrooms and their equipment and its using in adult education. 7. Assessment in adult education Assessment as an appraisal of what the participants have learnt, kinds of assessment in adult education, exams as the most frequent technique of assessment in adult education. 8. Evaluation in adult education Evaluation as an appraisal of the quality or value of an educational programme or its parts, types of evaluation, the most frequent methods of evaluation in adult education. 9. Presence in adult education General characteristics of the three main current trends in adult education - the trend towards strengthening the importance of autodidactic, the trend toward higher level of individualism within adult education, and the trend towards strengthening the role of work groups and teams. 10. Distant education and e-learning General characteristics of the distant education and e-learning, advantages and disadvantages, brief overview of their history, organizing DiE and e-learning, the educator and participant in DiE and e-learning. 11. Coaching and mentoring General characteristics of coaching, types of coaching, the process of coaching, the role of the educator (the coach) and the participant (the coached), general characteristics of mentoring, types of mentoring, the process of mentoring, the role of the educator (the mentor) and the participant (protégé). 12. Teambuilding and outdoor training General characteristics of team and teambuilding, the process of teambuilding, the role of the educator and the participant, general characteristics of outdoor training, forms of OT, kinds of games used within OT, the role of the educator and the participant.
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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 subject is dedicated to an introduction of scientific discipline dealing with educational process in (formal and nonformal) education of adults. The key components of this discipline and the context with practice of adult education are introduced, specifically the basic concepts and topics as forms of adult education (classification), methods of adult education (classification, particular methods), material instruments and assessment and evaluation in adult education (types, methods). Finally there are also introduced the contemporary trends in adult education like distance education, e-learning, coaching, mentoring, teambuilding and outdoor training.
The graduate of this discipline will be able to: - define and explain the forms of adult education and their classification, - define and explain the methods of adult education and their classification, - define and explain the term didactic aids in education, - divide didactic aids in the four groups and define them, - name the specifics and options of using particular groups of didactic aids, - define the term assessment and explain the ways of its conception, its principles and methods, - define the term evaluation and explain the ways of its conception, its principles and methods, - name and explain general trends in present adult education, - characterize the role of educator and the participant within each trend, - characterize the possible ways of using current trend within adult education praxis. The graduate of this discipline will be able to use gained knowledge in the adult education praxis, which means: - to choose correctly non-material didactic aids - forms and methods of particular educational event, - to choose correctly material didactic aids of the educational event, - to set up correctly the methods of assessment and evaluation of the educational event. The graduate of this discipline will be able to: - use gained knowledge in the adult education praxis.
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Prerequisites
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KSA/TVVD1
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Assessment methods and criteria
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Mark
Credit is fulfilled under two conditions; one is active participating on the tutorials, and working out the correspondence tasks II and III and gaining positive feed-back to them. To get to the exam it is necessary to gain the credit. Exam takes place as an individual oral test in the range of the topics named in the mandatory literature.
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Recommended literature
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Bočková,V., Nováková,M., Řehák,M. Nárys didaktiky dospělých. Skriptum. 2.dopl. a upr. vyd. Olomouc 1991..
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Petřková, A. Psychologické základy vzdělávání dospělých. Olomouc 2000..
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Petty, G. Moderní vyučování. Praha 1996 - 2.část:Učitelova dílna,s.111-270..
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Prusáková, V. Metodika vzdelávania dospelých. Olomouc 2000..
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Skalková, J. Obecná didaktika.
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Tuma, M. Metódy výchovy a vzdelávania dospelých. Bratislava 1987, Kap.VII, Optimalizácia výchovno-vzdelávacieho procesu, s.139-161; Kap.VIII, Kreativita a kreatívne myslenie vo výchovno-vzdelávacom procese, s.162-184..
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