Active Methods of Teaching Learning in Higher Education • HRB4100

 

RESPONSIBLE PROFESSOR(S):

Gerson Alves Pereira Júnior

Alessandra Mazzo

Alessandra de Andrade Lopes

Izabel Cristina Meister Martins Coelho

Manuela Costa Melo

 

CREDITS:

 

WORKLOAD:

Theoretical
(per week)
Practical
(per week)
Studies
(per week)
Duration Total
1h 2h 2h 12 weeks 60h

OBJECTIVES:

Understanding of different teaching-learning methodologies applied in higher education and development the skills for their practical use, identifying the best situations of use of each one of them. 

 

RATIONALE:

The need for change in the teaching of health professions has been felt since the 1950s, when it originated at Case Western Reserve University, Problem-Based Learning (PBL). Since then, several universities, mainly in North America, have adopted similar strategies. In 1960, McMaster University of Canada reformed its BPA-based curriculum and became one of its top showrooms for the world.  

The tendencies of the education area point to the use of active teaching methodologies, which have in the student the center of the teaching-learning process, being the protagonist of their own formation process.  

The active methodologies became a motto to talk about pedagogical innovation. Its theoretical use is as recurrent as the claim that “we need to train critical students.” However, identifying the proper practical application is a challenge. As Paulo Freire said, we need to rethink the distance between what is spoken and what is done to the point of reflecting on what is said.  

Active learning has received considerable attention in recent years. Often presented or perceived as a radical change from traditional education, the topic often polarises the faculty. Active learning has attracted strong advocates among teachers in search of alternatives to traditional teaching methods, while skeptical teachers regard active learning as another in a long line of educational fads. 

The professional must be competent to train new human resources or new professionals to carry out activities related to the health of the population, based on ethical, legal and understanding of the social, cultural and economic reality of their environment, directing their action for the transformation of reality for the benefit of society. For this level of training, it is clear the need for pedagogical models that enable the active construction of knowledge, which should be extended throughout the professional life. The teaching-service-community integration and the use of active teaching-learning methodologies are pointed out as strategies for the training of professionals focused on the world of work and the needs of the population, aiming at meaningful learning. 

Innovation will only come about through a fundamental change in the culture of our schools, led in part by the teachers themselves, depending on their critical and evolving role. It is fundamental, therefore, that the teacher rethink his role of educator, reformulate his thoughts and his practices. 

The proposal of this discipline is to work with the inverted classroom strategy with previous recording of the presentation on the specific themes by a teacher invited to study and prepare the face-to-face activity. In the latter, enrolled students applied the knowledge and will demonstrate the methodology of learning studied, being carried out by a teacher of the postgraduate program advised by the external guest. The enrolled students will attend online at home and go to the classroom to perform the proposed methodology. At this moment of the students’ presence, the invited teacher (who recorded the presentation) will come live by videoconference to guide the activity. 

 

CONTENT:

Study and application of the various methodologies of teaching learning for higher education: 

Computer Based Learning
Problem Based Learning
Clinical Simulation
Case-Based Collaborative Learning (CBCL)
Project-Based Learning
Thinking Design
Concept Mapping
Problem-Based Learning
• Peer Instruction and Just in time teaching
Flipped classroom
• Virtual learning environment
• Gamefication 

 

BIBLIOGRAPHY:

ARAUJO, I. S.; MAZUR, E. Instrução pelos colegas e ensino sob medida: uma proposta para o engajamento dos alunos no processo de ensino-aprendizagem de física. Cad. Bras. Ens. Fís., v. 30, n. 2, p. 362-384, 2013.

BRASIL. Lei nº 9.394 de 20 de dezembro de 1996. Estabelece as diretrizes e bases da educação nacional. Diário Oficial, Brasília, 23 de dezembro de 1996. Seção 1, p. 27.833-41.

BRASIL. Ministério da Educação. Secretaria de Educação Superior. Diretrizes Curriculares para os cursos de graduação. [internet]. Brasília, 2004.

FRANÇA, F. C. de V.; MELO, M. C.; MONTEIRO, S. de N. C.; GUILHEM, D. O Processo de Ensino e Aprendizagem de Profissionais de Saúde: a Metodologia da Problematização por Meio do Arco de Maguerez – 1ª Ed. – Brasília, Coleção Metodologias Ativas, 2016.

KANEKO RMU, et al. Simulação in Situ, uma Metodologia de Treinamento Multidisciplinar para Identificar oportunidades de Melhoria na Segurança do Paciente em uma Unidade de Alto Risco. Rev. bras. educ. med. 2015; vol.39 n.2. p:286-293.

MESTRINHO, M. de G. Modelos de Formação em Enfermagem e Desenvolvimento Curricular: Transição para um novo profissionalismo docente. Pensar Enfermagem vol. 16 n 1. 1º Semestre de 2012. Disponível em: http://pensarenfermagem.esel.pt/files/PE16-2_Artigo1_2-30(1).pdf. Acesso em: 12/08/2013.

VALENTE, J. A. Blended learning e as mudanças no ensino superior: a proposta da sala de aula invertida. Educar em Revista, Curitiba, Brasil, Edição Especial n. 4. Editora UFPR. p. 79-97; 2014.

RUIZ-PRIMO, M.A., Briggs, D., Iverson, H., Talbot, R., Shepard, L.A. (2011). Impact of undergraduate science course innovations on
learning. Science 331, 1269–1270.

LUMPKIN, A., Achen, R., and Dodd,R. (2015). Student perceptions of active learning. College Student Journal 49, 121-133.

FREEMAN, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., and Wenderoth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences USA 111, 8410-8415.

CARR, R., Palmer, S., and Hagel, P. (2015). Active learning: the importance of developing a comprehensive measure. Active Learning in Higher Education 16, 173-186.

BRAME, C.J. and Biel, R. (2015). Test-enhanced learning: the potential for testing to promote greater learning in undergraduate science courses. CBE Life Sciences Education, 14, 1-12.

DETERDING, Sebastian. Gamification: using game design elements in non-gaming contexts. CHI, p. 7-12, 2011.

BARELL, John. Problem-based learning: The foundation for 21st century skills. In: BELANCA, James. 21st Century skills: rethinking how students learn, 174–199. 2010.

 

 

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