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Uddannelsesdag 2018

  • Tema: førsteårsdidaktik og -pædagogik som led i fastholdelse

Health inviterer alle interesserede til dette års uddannelsesdag, hvor temaet er førsteårsdidaktik og -pædagogik som led i fastholdelse:

  • Hvordan møder vi de nye studerende på de allerførste semestre?
  • Tager vi højde for den faglighed og didaktiske erfaring, de kommer med?
  • Hvordan har uddannelsens struktur, indhold og metode betydning for den studerendes motivation og læring?

Vi har inviteret undervisere fra gymnasieskolen og professionsuddannelserne til at fortælle om deres didaktiske formater. Og studerende, som vil fortælle om deres oplevelse med overgangen til universitetet.


Program

12.00-12.30

Velkomst-snack

12.30-12.35

Velkomst
v. Lars Bo Nielsen, Dekan, Health

12.35-12.45

Introduktion til dagen
v. Charlotte Ringsted, prodekan, Health 

12.45-14.00

Oplæg ved undervisere fra gymnasieskolen (på dansk)

Carsten Munch Nielsen, pædagogisk konsulent VIA

Max Vejen, kemi/biologi/bioteknologi

Mads Katholm, dansk, historie og mediefag

Morten Junget, matematik og samfundsfag

14.00-14.45

Oplæg ved studerende fra Health (på dansk)

Bo Sander Tønning Tønnesen, 2. års studerende, medicin

Emil Peters, 2. års studerende, medicin

Mia Hansen Mandau, sygeplejerske af baggrund og har 2 års erhvervserfaring, sundhedsfag

 

14.45-15.00 Kaffepause

15.00-16.00  

Keynote Presentation (in English)
“Theoretical aspects of curriculum/instructional design tailored to students level of experience” by professor Jeroen Van Meerienboer, Maastricht

 


Keynote Speaker
Professor Jeroen J. G. van Merrienboer, Maastricht University

Theoretical aspects of instructional design tailored to students' level of experience”:

In the beginning of his 1968 textbook, Educational Psychology: A Cognitive View, David Ausubel wrote: "If I had to reduce all of educational psychology to just one principle, I would say this: The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly." In the next 50 years, a lot of research has been conducted on how to take the student's level of experience into account in teaching. In this presentation, I will discuss three prevailing instructional approaches:

1) simple-to-complex sequencing
2) scaffolding
3) moving from inductive to deductive approaches

First, simple to complex sequencing in a "spiral curriculum" builds on the idea of element interactivity, meaning that one particular learning task is difficult for a novice learner who has to treat all task elements separately, but easy for a more experienced learner who can use acquired cognitive schemas to combine these elements in 'chunks'.
Second, scaffolding builds on the expertise reversal effect, meaning that methods that work well for novice learners (e.g. studying worked examples) do not work well for more experienced learners because the methods may interfere with already acquired cognitive schemas.
Third, working from learning tasks to theory typically works well for novice learners who can then use the practical experiences to link the theory to, while working from theory to learning tasks often works better for more experienced learners who are already able to link the theory to their existing cognitive schemas. Theoretical underpinnings, empirical evidence as well as practical applications of these three approaches will be discussed.

Tid og sted

Tid: 13. december 2018, kl. 12.00-16.00
Sted: Søauditoriet (Jeppe Vontillius), Aarhus Universitet

Se kort


Tilmelding

Alle er velkomne – også deltagere uden for Health.
Tilmelding senest 4. december 2018 (af hensyn til forplejning)


Kontakt

Anne Svendsen

Uddannelsesadministrator
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