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Pedagogical and Psychological Aspects in eFarmer Education

Dana Linhartová, Pavel Máchal, Alena Krejčí ICV MZLU v Brně. Pedagogical and Psychological Aspects in eFarmer Education. Outline. About us Objectives Achievements Conclusion. Research and development activities in the sphere of study and educational programmes related to :

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Pedagogical and Psychological Aspects in eFarmer Education

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  1. Dana Linhartová, Pavel Máchal, Alena Krejčí ICV MZLU v Brně Pedagogical and Psychological Aspects in eFarmer Education

  2. Outline • About us • Objectives • Achievements • Conclusion

  3. Research and development activities in the sphere of study and educational programmes related to: Teachers’ training – bachelor study programme of “Specialization in Pedagogy”; Further professional courses; Senior education = University of Third Age About us • ICV = Lifelong Learning Institute • MZLU = Mendel University of Agriculture and Forestry in Brno • IVC = University department • MZLU = 4 faculties + 1 university department

  4. Objectives • Primary objective: • to provide information about problematic of adult education to eFarmer research team. • 5 particular objectives: • To explain problematic of adult education. • To specify pedagogical-psychological features of target group of learners. • To characterize basic principles of adult education. • To concretize symbols of distance learning. • To present principles of construction of distance study text.

  5. 1. Adult education • Adult education = integral part of lifelong learning education; • Adult education = sum of educational activities creating knowledge and skills shaping personality of an adult; • Andragogy= science about training and education of adults, leading to adult care, respecting specifics of adult population, dealing with its personalization, socialization and enculturalization; • Andragogical didactic = theory of adult teaching and learning. Basic terminology…

  6. 2. Specifics of educated adult group • Adults have a lot of duties, less time, are easy to get tired; • Their process of thinking is less flexible, but they have a lot of experience; • They prefer practical application rather than abstract teaching; • Motivation for participating in educational activities are: social contact, social stimulation, professional reasons, outer expectations and cognition interests. What we have to respect…

  7. Principle of scientificnes Principle of practical orientation Principle of relevance Principle of didactic reduction Principle of motivation and participation Principle of division of process of education Principle of individual approach Principle of feedback and transfer Application of several basic didactic principles in sphere of adult education: Principle of realization and activity Principle of objective Principle of adequacy Principle of continuance Principle of permanence 3. Didactic principles in adult education

  8. 4. Symbols of distance learning • Full-time form (straight contact of educator and learner); • Combined form (part full-time, part self-study); • Distance learning form (educator and learner are separated in time and space). Forms of adult education…

  9. 4. Symbols of distance learning • Limitation or exclusion of classical teaching process; • Educator provides so-called study supports; • Educator enables so-called tutorial support; • Specific method of course organization; • Technical links used for contacts between educator and learner; • Immediate and remote control secured; • Shift of activeness and responsibility onto learner; • Suitability for multiple educational contents; • Usability in out-of school and commercial education.

  10. 5. Principles of construction of distance study text – part 1 • Text units or chapters should be shorter so that they create relatively independent units. • Particular chapters or units should be clearly numbered. • Stick with didactic structure of text (motivational part, expositional part, control and diagnostic parts). • In chapter preface formulate particular objectivesand key words. • Create short paragraphs, avoid long sentences and unclear formulations. • Use more types of letters.

  11. 5. Principles of construction of distance study text – part 2 • Use marginal items, frames and summaries. • In text leave space for fillingin or notes. • Frequently insert examples, applications, problems solved, problematic questions and short tests. • In ends of chapters give references of pages used. • In ends of text formulate assignments. • In appendix give model solutions of questions, problems and assignments (key).

  12. Conclusion • We learn all life long. • In adult age we do not attend educational institutions, we rather look for alternative ways to achieve knowledge. • E-learning is one of then we may appreciate.

  13. Thank you for your attention. Lifelong Learning Institute Mendel University of Agriculture and Forestry in Brno www.icv.mendelu.cz; icv@mendelu.cz

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