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 and facing the QuILT-system at first in form of a practical approach 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)...
The same group of Students who have already practical QuILT-experiences and have the possibility to co-operate with other Students on the same level (e.g. MSC) but without any QuILT-experiences should
- play the role of the teacher who may declare experience-based knowledge and/or
- play the role of the conductor who may not make any declarations but should support the derivation of declarations by the Students through the raw/aggregated experiences
