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Lecturer(s)
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Šmelová Eva, prof. PhDr. Ph.D.
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Chudý Štefan, doc. Mgr. Ph.D.
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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
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Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook)
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Learning outcomes
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The students will be able to describe the changes being the cause of the development of lifelong education, explain its nature and basic differences from the concept of lifelong learning, specify individual ways of education within lifelong education, analyse the obstacles to the development of lifelong education, substantiate the benefit of lifelong learning for the individual and the society, explain the concept of learning society, concretise current trends of the theory and practice of lifelong education with regard to specific target groups, assess the degree of applicability of distance learning and e-Learning in the context of lifelong education with regard to their positive and negative features, give arguments supporting the legitimacy and conditions of their application in the school education system and in further education of adults, compare the principles of effectiveness of traditional educational communication and electronic communication, specify adequate instruments for on-line educational communication, modify approaches to the participants in the education according to the results of educational diagnostics, identify new roles of teachers in all levels of education with regard to the requirements of lifelong education and deduce from them the requirements on their further competences, analyse the problems of leisure adult education, education of minorities and senior education, present arguments for the legitimacy, urgency and topicality of these areas for the satisfaction of current and anticipated educational needs of people in a dynamically changing society.
The students will be able to describe the changes being the cause of the development of lifelong education, explain its nature and basic differences from the concept of lifelong learning, specify individual ways of education within lifelong education, analyse the obstacles to the development of lifelong education, substantiate the benefit of lifelong learning for the individual and the society, explain the concept of learning society, concretise current trends of the theory and practice of lifelong education with regard to specific target groups, assess the degree of applicability of distance learning and e-Learning in the context of lifelong education with regard to their positive and negative features, give arguments supporting the legitimacy and conditions of their application in the school education system and in further education of adults, compare the principles of effectiveness of traditional educational communication and electronic communication, specify adequate instruments for on-line educational communication, modify approaches to the participants in the education according to the results of educational diagnostics, identify new roles of teachers in all levels of education with regard to the requirements of lifelong education and deduce from them the requirements on their further competences, analyse the problems of leisure adult education, education of minorities and senior education, present arguments for the legitimacy, urgency and topicality of these areas for the satisfaction of current and anticipated educational needs of people in a dynamically changing society.
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Prerequisites
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unspecified
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Assessment methods and criteria
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Oral exam, Analysis of Creative works (Music, Pictorial,Literary), Analyssis of the Student's Portfolio
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.
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Recommended literature
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ALVERMANN, D. (ed.) . (2007). Adolescents and literacies in a digital world. New York.
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BALOGOVÁ. (2007). Seniori v spektre súčasného sveta. Akcent Print.
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BAREŠOVÁ, A. (2003). E-learning ve vzdělávání dospělých. Praha.
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BEDNAŔÍKOVÁ, I. (2012). Kapitoly z andragogiky 1. Olomouc.
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BEDNAŔÍKOVÁ, I. (2012). Kapitoly z andragogiky 2. Olomouc.
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BEDNAŔÍKOVÁ, I. (2013). Tutor a jeho role v distančním vzdělávání a v e-learningu. Olomouc.
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BEDNAŘÍKOVÁ, I. . (2006). Sociální komunikace. Olomouc.
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BEDNAŘÍKOVÁ, I. (2007). Jak psát "distančně". Olomouc.
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BENEŠ, M. (2008). Andragogika. Praha.
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BÍLEK, M., ŠVEJDA, G. (1997). Technologické otázky vzdělávání. Praha.
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BOČKOVÁ, V. (2002). Vzdělávání-průvodní jev života. Olomouc.
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BURGEROVÁ, J. (2003). Nové technológie v edukácii. Prešov.
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ČORNANIČOVÁ, R. (2007). Edukácia seniorov. Vznik, rozvoj, podnety pre geragogiku. Bratislava.
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DePRYCK, K., MIRANDA, R., PEREIRA, A. et all. (2005). Getting started with Open and Distance Learning. Antwerpen-Apeldoorn.
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HARTL, P. (1999). Kompendium pedagogické psychologie dospělých. Praha.
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HOLMBERG, B. (1989). Theory and Practice of Distance Education. London.
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JARVIS, P. (2004). Adult Education and Lifelong Learning: Theory and Practice. London.
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KOPECKÝ, K. (2006). E-learning (nejen) pro pedagogy. Olomouc.
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LANGER, T., VETEŠKA, J. (2009). Další vzdělávání ve světě migrujícího trhu práce. Praha.
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LONGWORTH, N., DAVIES, W. K. (1996). Lifelong Learning. New vision, new implications, new roles for people, organizations, nations and communities in the 21st century. London.
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MAREŠ, J., KŘIVOHLAVÝ, J. (1995). Komunikace ve škole. Brno.
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PIROHOVÁ, I. (2006). Diagnostika v teórii a praxi edukácie dospelých. Prešov.
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RACE, P. (1998). 500 Tips for Open and Flexible Learning. London.
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SVATOŠ, T. (2002). Kapitoly ze sociální a pedagogické komunikace. Praha.
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ŠERÁK, M. (2009). Zájmové vzdělávání dospělých. Praha.
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ŠIŠKOVÁ, T. (ed.) . (2001). Menšiny a migranti v České republice. Praha.
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THORNE, K., MACKEY, D. (2007). Everything You Needed to Know about Training. London.
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VETEŠKA, J. a kol. (2009). Nové paradigma v kurikulu vzdělávání dospělých. Praha.
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VETEŠKA, J., TURECKIOVÁ, M. (2008). Kompetence ve vzdělávání. Praha.
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ZLÁMALOVÁ, H. (2008). Distanční vzdělávání a eLearning. Praha.
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