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Lecturer(s)
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Jenková Jana, Mgr. Ph.D.
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Moučka B., RNDr. Ph.D.
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Course content
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Assessment is based on continuous work and active participation in both the on site and online components of the programme. Course credit is awarded on the basis of active participation in lectures, workshops and discussions. Engagement in international teamwork and presentation of outcomes, for example a project proposal, solution design or methodological concept, are also assessed. A short written reflection focused on professional and intercultural learning is required. All requirements must be fulfilled in order to obtain the course credit.
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Learning activities and teaching methods
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- unspecified
- 2 hours per semester
- Contact hours
- 25 hours per semester
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| prerequisite |
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| Knowledge |
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| Znalost anglického jazyka na úrovni B2. |
| English - level B2 |
| Student disponuje základními znalostmi ze svého oboru. Student disponuje základními znalostmi oborové didaktiky. |
| The student has basic knowledge of subject didactics. |
| The student has a basic knowledge of their field. |
| Skills |
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| Student disponuje základními učitelskými dovednostmi: je schopen učební obsah na základní úrovni didakticky transformovat. |
| The student has basic teaching skills: he/she can transform teaching content at a basic level in a didactic manner. |
| Competences |
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| N/A |
| N/A |
| Ability to communicate in English. Requirements depend on the form of the course, determined by agreement with the specific foreign university. |
| learning outcomes |
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| Knowledge |
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| Graduates are familiar with the possibilities of using virtual classrooms in teacher training. Graduates are familiar with the potential of virtual field teaching and its integration into their own instruction. |
| Skills |
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| Graduates can master the basics of the virtual classroom environment. Graduates can design scenarios suitable for a virtual classroom. Graduates can prepare for virtual field teaching. |
| Competences |
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| N/A |
| N/A |
| N/A |
| N/A |
| N/A |
| Graduates have advanced skills in using virtual tools in education. |
| teaching methods |
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| Knowledge |
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| Lecture |
| Lecture supplemented with a discussion |
| Discussion |
| Skills |
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| Lecture supplemented with a discussion |
| Field trip |
| assessment methods |
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| Knowledge |
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| Individual presentation at a seminar |
| Group presentation at a seminar |
| Peer evaluation of students |
| Formative evaluation |
| Assessment is continuous and based on active participation in block teaching sessions and engagement in practical activities within the virtual classroom and virtual field trip environments. Subject-specific knowledge is assessed through peer evaluation and academic discussion of designed teaching scenarios. Emphasis is placed on understanding the principles of using virtual reality in education and on critically reflecting on its benefits and limitations. |
| Skills |
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| Skills demonstration during practicum |
| Formative evaluation |
| Group presentation at a seminar |
| Individual presentation at a seminar |
| Oral exam |
| Subject-specific skills are evaluated by demonstrating practical tasks, particularly operating the virtual classroom environment and designing VR-based teaching scenarios. The assessment focuses on applying theoretical knowledge to authentic teaching situations. |
| Competences |
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| Group presentation at a seminar |
| Peer evaluation of students |
| Generic competences are developed and assessed formatively, especially through teamwork in an international context, reflective practice, and the ability to communicate professional topics in English. |
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Recommended literature
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Bos, D., Miller, S. & Bull, E. Using virtual reality (VR) for teaching and learning in geography: fieldwork, analytical skills, and employability. 2022.
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Detyna, M. & Kadiri, M. Virtual reality in the HE classroom: feasibility, and the potential to embed in the curriculum. 2020.
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Pirker, J. & Dengel, A. The Potential of 360-Degree Virtual Reality Videos and Real VR for Education. 2021.
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Zhang, X., Jiang, S., Ordó?ez de Pablos, P. D., Lytras, M. & Sun, Y. How virtual reality affects perceived learning effectiveness: a task?technology fit perspective. .
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