VCL Didactical Design Patterns

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best_practice:local_vcl:unishk [2023/06/19 13:02]
richter 		best_practice:local_vcl:unishk [2023/06/19 13:33] (current)
richter
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-\\ +===== General =====
-\\ +
-## General+
  
 In the winter semester 2021, the VCL was implemented in two different Bachelor Programmes at the Faculty of Natural Sciences and the Faculty of Educational Sciences. The first module was "Basic Botany" for first-year Biology-Chemistry students, while the second module was "Psychology of Language" for second-year Pre-school Education students. During the VCL course 16 students participated in the first module "Basic Botany" in which topics plant cell topics were covered. The 11 students who participated in the second module, "Psychology of Language (Psycholinguistics)," have learned about the nature of language as a human mental process. In the winter semester 2021, the VCL was implemented in two different Bachelor Programmes at the Faculty of Natural Sciences and the Faculty of Educational Sciences. The first module was "Basic Botany" for first-year Biology-Chemistry students, while the second module was "Psychology of Language" for second-year Pre-school Education students. During the VCL course 16 students participated in the first module "Basic Botany" in which topics plant cell topics were covered. The 11 students who participated in the second module, "Psychology of Language (Psycholinguistics)," have learned about the nature of language as a human mental process.
  
-## Course Structure+===== Course Structure =====
  
 **3 Meetings** are conducted (in the end of the week), during which, in the first part explained in the synchronous way general aspects of the lectures and in the second part used **_Miro Board_, _Slido_ and _Tricider Apps_** for discussions. During the lesson the students were presented with specific exercises **3 Meetings** are conducted (in the end of the week), during which, in the first part explained in the synchronous way general aspects of the lectures and in the second part used **_Miro Board_, _Slido_ and _Tricider Apps_** for discussions. During the lesson the students were presented with specific exercises
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 In each module students are divided into supervised groups by two or three e-tutor depending on the module. The module "Basic Botany" had 3 e-tutorials, while the module "Psychology of linguistic (Psycholinguistics) had 2 e-tutorials. Through quizzes conducted in _Kahoot,_ interactivity in _Slido_ students have not only had the opportunity to know their partial assessment, but it has also been possible for them to discuss interactively with each other about ambiguities In each module students are divided into supervised groups by two or three e-tutor depending on the module. The module "Basic Botany" had 3 e-tutorials, while the module "Psychology of linguistic (Psycholinguistics) had 2 e-tutorials. Through quizzes conducted in _Kahoot,_ interactivity in _Slido_ students have not only had the opportunity to know their partial assessment, but it has also been possible for them to discuss interactively with each other about ambiguities
  
-\\ +===== \\ 
-## Assessment of the Students+Assessment of the Students =====
  
 The evaluation of the students is based on their participation in the module, synchronous and asynchronous feedbacks during the week, delivery of the assignments, activity during meetings, knowledge implementation in applications used like Miro board, combined with the results of the exam at the end of the module. In the module “Basic Botany” VCL was 2.5 ECTS (from a total of 7 ECTS) and in “Psychology of language (Psycholinguistics)” the VCL was 2 ECTS (from a total of 6 ECTS) assessment points. The evaluation of the students is based on their participation in the module, synchronous and asynchronous feedbacks during the week, delivery of the assignments, activity during meetings, knowledge implementation in applications used like Miro board, combined with the results of the exam at the end of the module. In the module “Basic Botany” VCL was 2.5 ECTS (from a total of 7 ECTS) and in “Psychology of language (Psycholinguistics)” the VCL was 2 ECTS (from a total of 6 ECTS) assessment points.
  
-### Student assignments+===== Student assignments =====
  
 In "Basic Botany" course students were evaluated with points during the questions developed in Slido, like: "What is the tissue with the highest separation capacity?" or "What is the coverage tissue of secondary origin?". While in Mirro Borard, the plant tissue or support tissue scheme was created together with the students. The individual assignments had to do with issues, like: Complete the diagram with the parts of the microscope; fill in the onion bulb membrane cell parts. In "Basic Botany" course students were evaluated with points during the questions developed in Slido, like: "What is the tissue with the highest separation capacity?" or "What is the coverage tissue of secondary origin?". While in Mirro Borard, the plant tissue or support tissue scheme was created together with the students. The individual assignments had to do with issues, like: Complete the diagram with the parts of the microscope; fill in the onion bulb membrane cell parts.
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 While during the other sessions they were evaluated through a quiz developed in Kahoot with 10 questions, such as: What does Broca's aphasia represent? What is Wernicke aphasia? While during the other sessions they were evaluated through a quiz developed in Kahoot with 10 questions, such as: What does Broca's aphasia represent? What is Wernicke aphasia?
  
-\\ +===== \\ 
-## Students Feedback+Students Feedback =====
  
 Surveys were used to evaluate the course, with one survey collecting student expectations and another collecting feedback after the course. Surveys were used to evaluate the course, with one survey collecting student expectations and another collecting feedback after the course.
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 - The first-year bachelor students had difficulties in learning how to use MS teams and to return assignments, since they had never used this platform before. Not all the participants used desktop, so they were not engaged in the same way. The students of the second module did faced difficulty regarding Platforms because they had also used it during the COVID ’19 period. - The first-year bachelor students had difficulties in learning how to use MS teams and to return assignments, since they had never used this platform before. Not all the participants used desktop, so they were not engaged in the same way. The students of the second module did faced difficulty regarding Platforms because they had also used it during the COVID ’19 period.
  
-## Recommendations+===== Recommendations =====
  
 - The VCL module works better on distance learning or during pandemic times when students do not contact each other during the day in faculties.\\ - The VCL module works better on distance learning or during pandemic times when students do not contact each other during the day in faculties.\\

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