| Course title | Current trends in the theory and practice of lifelong education |
|---|---|
| Course code | KPG/X4CTP |
| Organizational form of instruction | no contact |
| Level of course | Doctoral |
| Year of study | not specified |
| Semester | Winter and summer |
| Number of ECTS credits | 7 |
| Language of instruction | Czech |
| Status of course | Compulsory-optional |
| Form of instruction | Face-to-face |
| Work placements | This is not an internship |
| Recommended optional programme components | None |
| Lecturer(s) |
|---|
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| Course content |
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Lifelong education and lifelong learning. Learning society, learning organization. New trends and target groups in adult education. Didactic aspects and innovations in adult education. Current approaches to the education of educators. The problems of formal, non-formal and informal education and learning in the Czech Republic. Recognition of the results of non-formal and informal learning. National qualification framework and the participation of schools in preparing and implementing the programs of further education. Distance education. The possibilities and limitations of distance education. Historical aspects and comparative approach in distance education. Didactics of distance education. Author?s production for distance education. eLearning and its methodology. eLearning as a support for classic teaching. eLearning in adult education. eLearning didactics. The role and competence of tutor in distance education and eLearning. Educational communication influenced by modern information and communication technologies.Changing role and competence of teachers in the context of lifelong education. Further education and the development of educational competence of university teachers. Leisure adult education.The solution of the problem of didactic amateurism in leisure adult education. Animator programmes and experience forms of leisure adult education. Minority education. Education of disadvantaged groups of population. Education programmes for people endangered with social exclusion. Senior education ? a way to a quality in life of elderly people. Seniors as the object of education. Senior educational institutions. The role of consulting services in the education of seniors. Pro-senior education as a way to intergenerational understanding.
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| Learning activities and teaching methods |
| Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook) |
| Learning outcomes |
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Study participants will be able to describe the changes that are the cause of the development of lifelong learning, clarify its essence and fundamental differences from the concept of lifelong learning, specify individual educational paths within lifelong learning, analyze obstacles to the development of lifelong learning, justify the benefits of lifelong learning for individuals and society, explain the concept of a learning society, to concretize the current trends in the theory and practice of lifelong learning taking into account specific target groups, to assess the degree of usability of distance education and eLearning in the context of lifelong education with regard to their positives and negatives, to argue the justification and conditions of their application both in the school education system , as well as in the further education of adults, compare the principles of effectiveness of traditional pedagogical communication and electronic communication, specify adequate tools for online pedagogical communication, modify approaches to education participants according to the outputs of pedagogical diagnostics, identify new roles for teachers in all spheres of education with regard to the requirements of LL and derive from them the requirements for their further competences, analyze the issue of adult interest education, minority education and senior education, argue the justification, urgency and topicality of these areas for meeting the current and expected educational needs of people in a dynamically changing society.
Knowledge of current theories and methods of lifelong learning. Critical assessment of theories and methods. Knowledge of theories of lifelong learning in relation to the theories of contemporary society. |
| Prerequisites |
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unspecified
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| Assessment methods and criteria |
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Oral exam, Student performance
Independent creative activity in fulfilling individual theoretical and practical tasks in creating a personal study portfolio. A concept of a scientific paper reflecting the relation of the topic of the dissertation to the elective course. |
| Recommended literature |
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| Study plans that include the course |
| Faculty | Study plan (Version) | Category of Branch/Specialization | Recommended semester | |
|---|---|---|---|---|
| Faculty: Faculty of Education | Study plan (Version): Education (DC22) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Education (DC25) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Education (DC19) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Education (DC20) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Education (DC21) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Education (DC25) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Education (DC21) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Education (DC24) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Education (DC23) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Education (DC23) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Education (DC22) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Education (DC24) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |