Debate, which originated in ancient Greece, originally appeared in the form of disputatio at medieval universities. Recently, Italian school have introduced the methodology as well. The Ministry of ...Education, University and Research (MIUR) and the National Institute for Documentation, Innovation and Educational Research (INDIRE) promote starting debate in primary school, but universities often overlook it (with some rare exceptions). Barring these exceptions, universities do not integrate debate into their didactics as a teaching methodology. This article examines the most characteristic aspects of debate, stressing its adoption in university pedagogy. It explores various ideas and options for adopting debate in lectures, all of which could help expand the set of available alternatives for achieving didactic goals. L’adozione del Debate nella didattica universitaria Il Debate, benché affondi le sue origini nell’antica Grecia, e sia stato impiegato nella forma di disputatio nelle università medievali, è una metodologia di recente introduzione nel panorama scolastico italiano. Promosso dal Ministero dell’Istruzione dell’Università e della Ricerca (MIUR) e dall’Istituto Nazionale di Documentazione, Innovazione e Ricerca Educativa (INDIRE) già a partire dalla scuola primaria, il Debate non trova, se non in qualche raro caso, applicazione in ambito universitario. E soprattutto, quando ciò avviene, il Debate non sembra venire integrato nella didattica universitaria come metodologia didattica tout court. In questo articolo, il Debate sarà presentato nei suoi aspetti peculiari ponendo l’accento sul suo impiego nella didattica universitaria. Particolare attenzione sarà dedicata alle idee e alle varie opzioni per la sua adozione in aula perché capaci di ampliare l’insieme di alternative percorribili dal docente per raggiungere i propri obiettivi didattici.
In this work we discuss the motivation for innovations and need of a teaching tool for the visualization of the natural semantics method of imperative programming languages. We present the
of the ...teaching software, its design, development and use in the teaching process. Our software module is able to visualize the natural semantics evaluation of programs. It serves as a compiler with environment that can visually interpret simple programming language
statements and to depict them into a derivation tree that represents the semantic method of natural semantics. A formal definition of programming language
used in the teaching of formal semantics and production rules in natural semantics for that language are shown as well. We present, how the presented teaching tool can provide particular visual steps in the process of finding the meaning of well-structured input program and to depict complete natural-semantic representation of an input program.
The essay presents the structure adopted by the University of Applied Sciences and Arts of Southern Switzerland to shape and promote the quality of its educational practices. After a brief ...presentation of Switzerland’s academic panorama, it will be illustrated the mandate and the activities of the Service for didactics and teacher training. Although partial and limited, this represents an example through which we plan to raise awareness about the importance of addressing the didactical dimension within the academic world, as well as to look for the most appropriate and innovative perspectives to enhance the students’ learning. In the conclusions, some possible developmental itineraries are mentioned, in the attempt to advance the reflection about what pedagogy and didactic to apply in the university’s classrooms. Il Servizio didattica e formazione dei docenti della Scuola Universitaria Professionale della Svizzera Italiana L’articolo presenta la struttura messa in esercizio dalla Scuola Universitaria Professionale della Svizzera Italiana per curare e promuovere la qualità delle proprie pratiche d’insegnamento. Dopo una breve presentazione del panorama universitario svizzero, si passa ad illustrare il mandato e le attività del Servizio per la didattica e la formazione dei docenti. Si tratta di un esempio, per quanto parziale e limitato possa essere, di sensibilizzazione all’importanza di occuparsi della dimensione didattica all’interno del mondo accademico, alla ricerca delle prospettive più idonee e innovative per migliorare l’apprendimento del corpo studentesco. Nelle conclusioni si accenna ad alcune possibili piste di sviluppo per cercare di far progredire la riflessione in merito alla pedagogia e alla didattica da applicare nelle aule dell’università.
In this paper, we present a software module developed for the course Semantics of Programming Languages. This software will be part of the intended comprehensive software package to simplify and make ...the teaching of formal principles in theoretical computer science more attractive. During the pandemic, the need to support illustrative and illustrative online teaching increased. Our software is designed to illustrate and visualize the translation of a higher-level language into code for the Abstract Machine, the definition of which is based on the structural operational semantics of programs.
The teaching of practical foundations of computer science is still a big challenge. The course on Data Structures and Algorithms is one of the most important foundational courses that are necessary ...to be included in the curriculum of future IT experts. The content of this course is quite wide and it differs in many universities. In our teaching process, we identified some interesting problems that could be presented more attractively - using the visualizing software. In this paper, we present a purpose, rôle, design and methodology of our developed software tool for the convenience of teaching and studying the problem of the longest common subsequence.
Innovating is not only to do different things, but to do better things. And to keep the changes until the consolidation of the new culture which the changes (when they are changes and not mere ...subtitutes) necessarily convey.
This article deals with some of the theoretical and practical dilemmas which are present in the innovation of the teaching methods in the university. Innovation in teaching has become an institutional demand, subject to many pressures and no fewer contradictions. That is why it is important to be aware of the real possibilities and limitations which set the place for innovation and improvement of teaching in the university. In the framework of that analytic purpose, different innovation models in the university are checked according to their content, their modality and their impact level. Finally, the crucial aspect of any innovation attempt is considered, especially in the university: the training of its teaching staff. Several factors influence in a clear and confirmed way in the effectiveness of the current pedagogical training programs for the university teaching staff: the teacher's mentality (including their pedagogical beliefs and attitudes towards their teaching performance); their time availability (or the density of their agendas); the existence of referents and examples of good teaching practice; their own teaching strategies. The article concludes with the analysis of two basic and urgent challenge of teaching methods and the challenge of the documentation, exchange of experiences and readjustment of teaching practice.
Innovar no es sólo hacer cosas distintas sino hacer cosas mejores. Y mantener los cambios hasta tanto se haya podido consolidar la nueva cultura que los cambios (cuando son cambios y no meros sucedáneos) conllevan necesariamente.
Esté artículo trata de algunos dilemas teóricos y prácticos que están presentes en la innovación de las prácticas docentes en la universidad. Innovar en la docencia se ha convertido en una exigencia institucional sometida a muchas presiones y no pocas contradicciones. Por eso resulta importante tomar ser consciente de las posibilidades y limitaciones reales que enmarcan el espacio de la innovación y mejora de la docencia en la universidad. En el marco de ese propósito analítico se van repasando distintos modelos de innovación en la universidad en función de su contenido, de su modalidad y del nivel de impacto. Finalmente se entra a considerar el aspecto crucial de cualquier intento de innovación, pero más si cabe en la universidad: la formación del profesorado universitario. Varios factores influyen de forma clara y constatada en la efectividad de los actuales programas de formación pedagógico del profesorado universitario: la mentalidad del profesorado (incluyendo en ella tanto sus creencias pedagógicas como sus actitudes hacia el desempeño docente); su disponibilidad de tiempo (o la densidad de su agenda); la existencia de referentes y ejemplos de buenas prácticas; las propias estrategias de formación que se sigan. El artículo concluye con el análisis de dos retos básicos y urgentes que tiene abiertos en este momento la innovación docente: el reto de los métodos docentes y el reto de la documentación, intercambio de experiencias y reajuste de las prácticas.
Process engineering education requires a comprehensive foundation and practical application. To bridge the gap between theoretical education and market requirements, a "Project Planning Course” has ...been offered since 2018 as part of the MSc specialization in Chemical Engineering at the FHNW School of Life Sciences. The course didactics combines the principles of an “agile” teaching mindset and problem-based learning, which optimally support the experience of this module. Students had to work on unresolved real-world problems, make decisions based on incomplete information, and present their work in a board meeting role play with board members from industry. These situations represent typical real-world challenges for future chemical engineers. The results show that most of the students learned to cope with the unconventional teaching methodology. The students’ evaluations of the module have been very positive, especially the fact that the active participation of the students triggers the actual learning process - which means that the essential learning goal has been achieved.
•Develop 21st century skills with team learning, critical thinking and communication.•Learn to deal with uncertainty using trained reasoning and framework documents.•Simulate real life with Board Meeting role plays (“pitch the concept”).•Agile didactics suit engineering tasks and thus its education.
"The volume ""lern.medien.werk.statt"" is dedicated to the discussion of university learning workshops about their different concepts and their different self-image. In addition, the focus is ...explicitly on the topic of university learning workshops and digitality. Theoretical and conceptual connections between the discourses on learning workshops and media education will be explored, as well as possible incompatibilities, in an attempt to answer the following questions: - How can digital media be systematically integrated as tools to support free experimentation in learning workshops? - How can media education and in particular the use of digital media be meaningfully integrated into learning workshop concepts? - How does the work with (digital) media in the learning workshop practice take shape in concrete terms? The series "" Lernen und Studieren in Lernwerkstätten – Impulse für Theorie und Praxis"" is edited by Barbara Müller-Naendrup, Hartmut Wedekind, Markus Peschel and Eva Franz. The editors Barbara Holub, Klaus Himpsl-Gutermann, Monika Musilek-Hofer, Andrea Varelija-Gerber, Nina Grünberger work at the Institute for Interdisciplinary Education (IBS) at the Vienna University of Teacher Education. Katharina Mittlböck (formerly also PH Vienna) works at the University of Innsbruck. "
This work aims to present the software support for teaching in the field of formal semantics of imperative programming languages. The main part focuses on a software tool that provides a visual ...representation of the individual steps of the calculation in categorical semantics, which can also be referred to as graph semantics. The use of software tools in teaching to visually represent computational steps considerably facilitates understanding by students and can also serve as a good basis for supporting distance learning. Our program works in the standard form: after reading the correct user input, a visual representation of the meaning of the program is generated in the form of a category of states, which is displayed as an oriented graph. For better extensibility, the program is implemented as a web application.
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