QuILT-parallelisms

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 where searching means
  • collecting questions according to the practical aspects
  • evaluating these questions also from the point of view of the theory (it means: is there any characteristics being to generalize)