University didactics in future perspective

According to the title of this paper three matters especially come into consideration, viz. didactics, the future and the university. For this reason it is necessary to give a brief orientation to each of these. After that an attempt will be made to view university didactics in future perspective

Inclusive University didactics and technological devices: a case study

This paper provides a review of projects related to new technologies used to favour the teaching-learning processes and the inclusive practices in the University context for students with disabilities and with Specific Learning Disorders. Authors present a review of strategies, trajectories and perspectives activated in the national and international scene, aiming to guarantee a significant pedagogical framework of reference. Furthermore, the paper focuses on a meaningful path activated at the University of Macerata, the project Inclusion 3.0, a relevant example of new technologies in support of teaching- learning processes and inclusion practices among all students

Inter university cooperation and social education. multicultural frame and joint curricula

1. No doubt about being upper levels in education a prioritarian way for the universalization of knowledge, as the authors more than once argued (see their Presentation at the previous Conference on Education 2012) 2. Considering the building up of a multicultural frame in education, in today’s world, an unavoidable way and a shared aim across different countries, they synthetically delineate the possible contribution by the university. 3. Discussing the actual state of an inter-university cooperation Sapienza University of Rome/Moscow State University for Psychology and Education (MGPPU), they will comment upon the need for major economical involvement by Ministries of education and instruction, toward the organizing of joint Magister Curricula 4. In fact, is a more extended joint engagement by representatives of different cultures and ethnical communities required for this generalized new form of upper education, bringing about using major economic resources 5. Reference is made to a seminal way for rendering the historical cultural perspective in social science the main mediation, in building up a new “historical cultural” and “social” education, exposed by Rubzov, Margolis and Guruzhapov

Student-Faculty Partnership: The European Framework and the Experience of the Italian Project Employability & Competences.

The article describes the European Framework for Improving Quality of Teaching in Europe and the research carried our at Italian University to explore the student voices in higher education

A study of teacher/student relations in a formal face-to-face university context supported by online tools within an enactive approach

AbstractThe university didactics now requires a re-examination both in terms of objectives, and in terms of didactical formats. If the objective is to enable students to develop a professional habitus, the hypothesis is that the use of a situated approach and the presence of contexts of negotiation supported by new technologies can be effective. This paper analyses the relations that occurred within the “General Didactic” course at the Faculty of Education (University of Macerata) with more than 200 students and identifies the role of interactions in both an online environment and in the face-to-face class context in order to understand the evolution of the system according to an enactive approach

Wisdom and learned knowledge: A problem for university didactics

RESUMEN: En este artículo se plantea un problema actual de la didáctica universitaria. Tradicionalmente, el ejercicio del docente universitario ha estado fundamentado en la transmisión de un contenido, es decir, de un saber sabio, en donde predomina la formación profesional y científica de los profesores. Esta situación está avalada desde el siglo XVII con Comenio. No obstante, otras posturas surgidas a través de la historia, como la de Giroux, Zabalza, Álvarez y Litwin, expresan que la práctica profesional docente a nivel universitario implica no solo un conocimiento científico sobre un saber específico, sino también un conocimiento en didáctica, el cual se manifiesta en el método de enseñanza o saber enseñado. Estos planteamientos –en apariencia opuestos–, cuando son tratados por separado en el contexto de las prácticas de enseñanza, se convierten en un problema para la didáctica universitaria. Sin embargo, con los aportes de Chevallard y Klafki este problema se abre camino a la solución, en tanto se piensa en la traducción de conocimientos como una manera de integrar los contenidos del saber y los métodos de enseñanza en las prácticas docentes del profesor universitario. Así, la didáctica universitaria se concibe de una nueva forma.ABSTARCT: The article looks at a current problem for university didactics. Traditionally, teaching at the university level has been based on the transmission of content; that is, wisdom in which the professional and scientific training of the professor predominates. This situation has been endorsed since the 17th century with the pedagogy of Comenius. However, other positions have emerged during the course of history, such as that of Giroux, Zabalza, Álvarez and Litwin, who claim that professional teaching practice at the university level implies not only scientific knowledge of a specific field, but an understanding of didactics, which is manifest in the teaching method or learned knowledge. These seemingly opposite approaches, when addressed separately in the context of teaching practices, become a problem for university didactics. However, with the contributions of Chevallard and Klafki, this problem opens the way for a solution, insofar as the translation of knowledge is viewed as a way to combine the contents of knowledge with teaching methods in the teaching practices of university professors, thereby casting university didactics in a new light

Editorial: Competence-oriented study - didactic reform of higher education or Bologna-Rhetoric?

The planned and realized at least on a formal level standardization of qualifications in the EU was enforced in 2010. But the ongoing implementation problems and criticisms throw a bad light on the concept of the Bologna process. The key objectives - a faster career and the recognition of achievements over the country's borders - have not been achieved in Germany. An improvement of the reform takes place only on a contextual level, instead of taking into account the core aspect of the programmatic: the competence orientation

Auf uns hört ja keiner! Wie kann die Rolle der Hochschuldidaktik in der Organisation Hochschule erfolgreich gestaltet werden? Ein Werkstattbericht

This report describes the methodology and the results of a workshop on the role of university didactics in bodies of academic governance at the annual conference of the German Association for educational and academic staff development in Higher Education (dghd) in 2019. The workshop was devoted to the question how the role of university didactics in higher education institutions can be shaped successfully. The aim was to discuss university didactics' influence on the strategic development of teaching and learning at the university via the participation in self-governing bodies in comparison to using other paths. One notable insight of the discussion was that the role and functioning of legally proscribed self-governing bodies in institutions of higher learning are sometimes a "black box" for the members of these institutions, notwithstanding the high expectations of their influence on the quality of teaching.Der Werkstattbericht beschreibt die Methodik und die Ergebnisse eines Workshops im Rahmen der dghd 2019 zur Rolle der Hochschuldidaktik in Gremien der akademischen Selbstverwaltung. Ausgangspunkt des Workshopkonzepts war die Frage, wie die Rolle der Hochschuldidaktik in der Organisation Hochschule erfolgreich gestaltet werden kann. Ziel des Workshops war, die Einflussmöglichkeiten der Hochschuldidaktik auf die Gestaltung der Lehre an Hochschulen durch die Beteiligung an Selbstverwaltungsgremien zu diskutieren und anderen Möglichkeiten der Einbindung in die hochschulweite Organisation der Lehre gegenüberzustellen. Dabei hat sich u. a. gezeigt, dass die vom Gesetz vorgegebene Rolle von Selbstverwaltungsgremien für viele Hochschulangehörige eine "Black Box" ist, obwohl die Erwartungen an deren Einfluss auf die Qualität der Lehre hoch sind

Zugänge zur Religionsgeschichte Europas: Ein Beitrag aus der didaktischen Praxis zur Konzeptualisierung religionsgeschichtlicher Einführungsveranstaltungen

Der Artikel stellt einen Zugang zum Thema Religionsgeschichte Europas im Format eines regelmässig an der Universität Basel unterrichteten, wöchentlich stattfindenden, zweistündigen Einführungsseminars vor und erläutert den didaktischen Entwurf der Veranstaltung sowie die diesem Entwurf zugrundeliegenden Überlegungen. Ein Fokus liegt auf den konzeptionellen und didaktischen Herausforderungen, welche mit der Planung und Durchführung religionsgeschichtlicher Einführungsveranstaltungen verbunden sind. Der hier präsentierte Entwurf ist ein Diskussionsvorschlag, um über die didaktischen Zugänge und Werkzeuge der religionswissenschaftlichen Lehre in einen Austausch zu kommen. This article presents an approach to the European history of religions in the format of a weekly two-hour introductory class taught on a regular basis in the Study of Religions at the University of Basel. It explains the course design and elucidates the pedagogical reflections and decisions underlying this design. Discussing the specific conceptual and pedagogical challenges of introductory courses in the history of religions, the presented design aims to further the debate on teaching and university didactics in the Study of Religions

Feedback with technologies in higher education: a systematic review

Il contributo presenta una review sistematica della letteratura riguardante l\u2019attivazione di processi di feedback nelle aule universitarie, attraverso l\u2019utilizzo diStudent Response Systems di varia tipologia. I nove articoli selezionatiattraverso la ricercapuntano a far emergere procedure di feedback pi\uf9 complesse, multidimensionalie multidirezionali, trasformative non solo rispetto agli apprendimenti ma anche al learning design. Strategie di feedback ricorsivo attraverso le tecnologie sono pi\uf9 difficili da attuare e necessitano di ecosistemi formativi complessi, strutturati a partire dapresupposti pedagogici fondati e scientificamente validati. Esse risultano efficaci non solo al fine di migliorare le pratiche e diminuire la dimensione trasmissiva della didattica universitaria, ma anche per strutturare vere e proprie posture dialogiche tra studenti e docentiche conducano ad una co-progettazione dei percorsi di insegnamento-apprendimento, all\u2019allineamento degli obiettivi e ad una co-strutturazione di nuovi costrutti di sapere.This contribution is a systematic review of the literature concerning the activation of feedback processes in university classes through the use of different types of Student Response Systems. The nine articles selected through the search aim at making more complex feedback procedures emerge, both multi-dimensional and multidirectional, transformative, not only in comparison to learning, but also to the learning design. Recursive feedback strategies through technologies are more difficult to realise and need complex training ecosystems, which are structured starting from valid pedagogic requirements and have been scientifically validated. They need active didactic strategies involving the students alongside the action. They are effective, not only in improving the practice and decreasing the transmissive dimension of university didactics, but also in structuring true dialogic postures between students and instructors, leading to a co-designing of the learning-teaching paths, to the alignment of the objectives, and to a co-structuring of new knowledge outcomes