Objectives and competences
The objective of the learning unit is to acquire additional knowledge in the fields of:
• key learning factors,
• ongoing study strategies,
• active learning strategies for ongoing study,
• the concept of student-centred teaching,
• familiarity with pedagogical approaches focused on the student (flipped learning, problem-based learning, project-based learning),
• understanding topics from the field of pedagogical communication,
• basics of public speaking.
The student tutor will acquire the following competencies:
• critical thinking and analytical skills,
• pedagogical competences,
• communication skills,
• rhetorical and presentation skills,
• transferring theory into practice,
• adaptability and flexibility,
• the ability to self-reflect,
• critical interpretation of the study experience,
• transfer of knowledge and skills to others.
Content (Syllabus outline)
• Selected concepts from the field of didactics (didactic principles, learning factors, established and modern teaching methods).
• The importance of ongoing study.
• Problem solving skills and learning to learn for tutors.
• Tutor competences.
Learning and teaching methods
• Thematic lessons and practical exercises in the learning e-environment,
• discussion meetings,
• practical tutorial work.
Intended learning outcomes - knowledge and understanding
Student:
• evaluates the use of different learning strategies,
• explain the principles of selected student-centred pedagogical approaches,
• lists teaching methods for successful ongoing study,
• knows the techniques of successful management of group dynamics (management of a group of students),
• didactically plans the methodology for carrying out the tutor meeting,
• connects theoretical knowledge from the field of didactics with hypothetical practical situations,
• explain the basic concepts of pedagogical communication,
• test strategies to improve pedagogical communication,
• explain how rhetorical principles are used,
• use rhetorical techniques in creating a persuasive presentation for use in tutoring practice.
Readings
Splošno:
• Zakon o visokem šolstvu
• Statut Univerze v Mariboru
• Navodila o izvajanju tutorskega sistema na Univerzi v Mariboru
• Predpisi s področja izobraževanja in študija
Strokovna literatura:
• Blažič, M., Ivanuš Grmek, M., Kramar, M., Strmčnik, F. (2003). Didaktika. Visokošolski učbenik. Novo mesto: Visokošolsko središče, Inštitut za raziskovalno in razvojno delo.
• Ivanuš Grmek, M., Javornik Krečič, M. (2011). Osnove didaktike. Maribor: Pedagoška fakulteta UM.
• Urbančič, M. in Štefanc, D. (ur). (2021). Priročnik visokošolske didaktike: Priročnik za inovativno načrtovanje in izvajanje visokošolskega pouka. Univerza v Ljubljani.
• Valenčič Zuljan, M. In Kalin. J. (2020). Učne metode in razvoj učiteljeve metodične kompetence. Ljubljana: Univerza v Ljubljani, Pedagoška fakulteta.
• Vršnik Perše, T. (ur.) (2021). Učenje in poučevanje v visokem šolstvu: Spoznanja in izzivi. Univerza v Mariboru.
• Weinstein, C. E., Acee, T. W., & Jung, J. (2011). Self-regulation and learning strategies. New directions for teaching and learning, 2011(126), 45–53.
Prerequisits
There are no specific prerequisits.
KOOD is intended for students who perform tutoring activities.
