„QuILT-parallelisms” változatai közötti eltérés
A Miau Wiki wikiből
(Új oldal, tartalma: „=Parallel aspects of the QuILT-activities= As the QuILT-site about the targeted groups (https://miau.my-x.hu/mediawiki/index.php/QuILT-targeted-groups) shows, there ca…”) |
|||
| 3. sor: | 3. sor: | ||
As the QuILT-site about the targeted groups (https://miau.my-x.hu/mediawiki/index.php/QuILT-targeted-groups) shows, there can be parallel courses with theoretical and practical focus where it is also important whether the theoretical or the practical aspects should support the other one?! | As the QuILT-site about the targeted groups (https://miau.my-x.hu/mediawiki/index.php/QuILT-targeted-groups) shows, there can be parallel courses with theoretical and practical focus where it is also important whether the theoretical or the practical aspects should support the other one?! | ||
| − | Assumed, that a group of Students have 2 QuILT-based courses in a parallel way and the first course should be interpreted as a | + | Assumed, that a group of Students have 2 QuILT-based courses in a parallel way and the first course should be interpreted as a practice-driven course then following didactic can be used for a rational co-existence of the parallel courses: |
| + | |||
| + | Focus points of the (first) practical course (maybe together with other Students e.g. from other faculties): | ||
| + | |||
| + | The Students affected through parallelisms should | ||
| + | *use the QuILT-system as in general presented in the descriptions because the QuILT-system is an experience-oriented approach (c.f. learning by doing) where each understanding should come - as far as possible - derived from raw data (c.f. big data + data mining) and less through declarations (of teachers<--conductors and/or other authors of literature items)... | ||
| + | *know in advance that they are affected through parallelisms in order to be willing to search for differences from now on... | ||
A lap 2019. január 28., 18:21-kori változata
Parallel aspects of the QuILT-activities
As the QuILT-site about the targeted groups (https://miau.my-x.hu/mediawiki/index.php/QuILT-targeted-groups) shows, there can be parallel courses with theoretical and practical focus where it is also important whether the theoretical or the practical aspects should support the other one?!
Assumed, that a group of Students have 2 QuILT-based courses in a parallel way and the first course should be interpreted as a practice-driven course then following didactic can be used for a rational co-existence of the parallel courses:
Focus points of the (first) practical course (maybe together with other Students e.g. from other faculties):
The Students affected through parallelisms should
- use the QuILT-system as in general presented in the descriptions because the QuILT-system is an experience-oriented approach (c.f. learning by doing) where each understanding should come - as far as possible - derived from raw data (c.f. big data + data mining) and less through declarations (of teachers<--conductors and/or other authors of literature items)...
- know in advance that they are affected through parallelisms in order to be willing to search for differences from now on...
