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Lecturer(s)
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Řezníček Ondřej, PhDr. Ph.D.
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Kopečková Vladislava, doc. PhDr. Ph.D.
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Course content
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ŠVP and the RVP in the school environment and its self-evaluation. Informatics and project-based learning. Project management in informatics. Teaching areas of digital technology. Teaching the area of information systems. Teaching the area of data and modelling. Teaching the area of algorithmization and programming. Computer science and key competences. Computer science and cross-curricular links. Informatics and cross-cutting themes. Evaluation of projects in informatics. Teacher self-reflection in informatics.
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Learning activities and teaching methods
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Project-based instruction, Instruction based on dialogue, Multimedia supported teaching, Students' portfolio, Group discussion, Skills demonstration, Seminar
- Preparation for an examination (30-60)
- 8 hours per semester
- Graduate study programme term essay (40-50)
- 40 hours per semester
- Team project (50/number of students)
- 12 hours per semester
- Contact hours
- 48 hours per semester
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| prerequisite |
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| Knowledge |
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| students should know output knowledge on the level of the subject KVD/DID2 and KVD/DIDI1. |
| After the course, the student will be able to: - specify the objectives and content in the area of Information Systems, - specify the objectives and content in the area of Digital Technologies, - describe the principles of self-evaluation, - give examples of the use of projects, - name possible problems for students related to project solutions, - describe the phases of a project, - name the risks, benefits and impacts associated with the use of digital technologies. |
| Skills |
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| After the course, the student will be able to: - create an appropriate assignment for an activity that develops the pupils, - create a coherent set of activities covering a selected area of computer science, - integrate cross-curricular topics or cross-curricular relations into a project, if desired, - adapt the inclusion of computing in the curriculum to the specificities of the school, - carry out assessment of the pupils' performance and their own activity, including formative assessment, - discuss the advantages and disadvantages of different forms of assessment in computer science lessons, - to design a project on a given topic. |
| Competences |
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| After the course, the student is able to: - communicate their own professional opinions to professionals and the wider public in a clear and convincing form, - make independent and responsible decisions in new or changing contexts or in a fundamentally evolving environment, taking into account the wider societal implications of their decisions, - acquire learning, problem-solving and digital competences, - develop presentation and communication skills. |
| N/A |
| N/A |
| learning outcomes |
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| Knowledge |
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| find a basis for creation of SVP based on RVP, |
| recognize the principles of self-evaluation, |
| introduce examples of utilization of project, |
| identify possible problems for pupils related to solving projects, |
| describe the project phases, |
| select activities where it is appropriate to use the specified digital technologies in teaching, |
| assign risks associated with excess or insufficient use of digital technologies in the classroom. |
| Skills |
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| evalutate his own lesson and can analyze his own mistakes, |
| defend self-assessment of the quality of the software based on relevant facts, |
| apply their own knowledge to pupil projects evaluation, |
| incorporate cross-cutting themes or cross-curricular links into the project, if desired, |
| customize inclusion informatics SEP specifics of the school, |
| realize the project of the scheduled topic. |
| Competences |
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| N/A |
| N/A |
| N/A |
| teaching methods |
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| Knowledge |
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| Seminar |
| Project-based instruction |
| Lecture supplemented with a discussion |
| E-learning |
| Individual study |
| Self-study of literature |
| Skills |
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| Lecture with visual aids |
| Lecture supplemented with a discussion |
| Seminar |
| E-learning |
| Discussion |
| Self-study of literature |
| Individual study |
| Project-based instruction |
| Competences |
|---|
| Lecture with visual aids |
| Lecture supplemented with a discussion |
| Seminar |
| E-learning |
| Discussion |
| Individual study |
| Self-study of literature |
| Project-based instruction |
| assessment methods |
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| Knowledge |
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| Oral exam |
| Self-evaluation |
| Seminar work |
| hodnocení projektu jiné skupiny |
| Skills |
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| Oral exam |
| Self-evaluation |
| Seminar work |
| hodnocení projektu jiné skupiny |
| Competences |
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| Oral exam |
| hodnocení projektu jiné skupiny |
| Self-evaluation |
| Seminar work |
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Recommended literature
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Brookshear, J. Glenn; Smith, David T.; Brylow, Dennis. Informatika. 1. vyd. Brno : Computer Press, 2013. ISBN 978-80-251-3805-2.
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Filipi, Z., Jakeš, T. Didaktika informatiky 3 (e-kurz). Plzeň: ZČU.
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Fletcher-Wood, Harry. Responzivní výuka: kognitivní vědy a formativní hodnocení v praxi. Přeložil Miroslava KOPICOVÁ. Praha: Euromedia Group, 2021. ISBN 978-80-242-7152-1.
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Kyriacou, Chris. Klíčové dovednosti učitele: cesty k lepšímu vyučování. Praha: Portál. 2012.
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Slavík, Jan, Hajerová Müllerová Lenka a Pavla Soukupová. Reflexe a hodnocení kvality výuky. Plzeň: ZČU, 2020. ISBN 978-80-261-0920-4.
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Stuchlíková, I., T. Janík a et. al. Oborové didaktiky: vývoj ? stav ? perspektivy. Brno, 2015. ISBN 978-80-210-7884-0.
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TOMKOVÁ, Anna, Jitka KAŠOVÁ a Markéta DVOŘÁKOVÁ. Učíme v projektech. Praha: Portál, 2009. ISBN 978-80-7367-527-1.
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