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University of Zielona Góra Faculty of Education, Sociology and Health Sciences

INFORMATION PACK

PEDAGOGY

MA DEGREE STUDIES

Academic year 2010/2011

European Credit Transfer System (ECTS)

PART II.A COURSE INFORMATION

II.A.1 MA degree studies

The Faculty of Education, Sociology and Health Sciences runs two-level courses. The MA degree studies in pedagogy are two-year (4-term) courses. The courses follow the standards of the Ministry of Science and Higher Education (the directive of July 12, 2007, annex no 78). The minimum number of teaching hours for full-time studies is 800, and for part-time studies it is 60% of 800. The student is obliged to obtain at least 60 ECTS points for each academic year, and 27-33 points for each term.

The graduates are awarded an MA degree under the following conditions :

they have completed all the scheduled courses and have collected minimum 120 ETCS points,

they have submitted their MA thesis,

they have passed their MA examination.

II.A.2 Admission requirements

The Faculty offers a wide range of MA pedagogy courses. Candidates for MA degree courses at The Faculty of Education, Sociology and Health Sciences must have a BA degree. For more details see http://www.uz.zgora.pl/pl/studia/rekrutacja.html or contact the recruitment division of the University of Zielona Góra

UNIWERSYTET ZIELONOGÓRSKI SEKCJA REKRUTACJI 65-762 Zielona Góra al. Wojska Polskiego 69, room101R, I floor Monday - Friday 8:00-14:00

telephone: (068) 328 32 70 , 328 29 36, 328 29 37

[email protected], [email protected]

II.A.3 Key learning outcomes

Graduates: have systematised general knowledge in philosophy, psychology, sociology and

pedagogy and know extended terminology of these sciences; have detailed knowledge of the studied specialisation and methodology of pedagogy

which can be developed and applied in professional activities; have detailed knowledge of contemporary achievements, research centres and

schools in relation to selected areas of pedagogy; know concepts related to knowledge of culture; are familiar with concepts and oppositions related to ethical reflection; understand the basic paradigms of scientific knowledge and the specific character of

quantitative and qualitative research; understand and apply different types of knowledge in research processes as a

description of social reality, they know the functions and tasks of basic institutions of public life, and types of social order, they understand the problems of their generation;

recognize different psychological models of development and awareness determinants;

have knowledge of the development of pedagogy and educational practice and the variability and complexity of relations between educational theory and practice;

understand relations between the society and education; understand the differences between the genesis, content and effects of various

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conceptions of teacher education, they understand diverse socio-cultural contexts and sources of normative overload of the teacher role, they can look critically at contemporary possibilities and limitations of the teacher's role in a critical way;

can independently acquire knowledge and broaden their research skills, analyse cultural texts;

provide tools and methods of analysis of the present day in terms of anthropology; can use basic logic concepts, particularly those used in the pedagogical literature;

they are able to critically evaluate arguments and theoretical positions, they use basic formal tools to assess the correctness of the definitions, classifications and reasoning;

are able to analyse contemporary ethical dilemmas; correctly use the conceptual categories of contemporary pedagogy, build a

conceptual map for the selected orientation of teaching and pedagogy, properly formulate practical and research problems embedded in philosophical, theoretical and historical context;

are able to analyse the works of other authors, synthesize ideas and views, select methods and construct research tools, prepare and present results to try to solve non-standard problems and tasks of pedagogy; they are able to apply selected research orientations in their own research, they have their own critical attitude towards selected research tools;

are able to analyse the processes of mental development and subsequent developmental periods, they can use their knowledge in educational interactions;

assess the level of development and recognize developmental changes in all spheres, they support the development of other individuals;

using communication channels and techniques they can communicate with experts of pedagogy both in Polish and in a foreign language; they can popularize the knowledge about education and cultural products, use IT in research and popularization of the knowledge;

take up the role of the animator in the public sphere; know how to recognize risk and marginalized groups in order to work for their

emancipation; know how to recognize and diagnose the learning needs of people of different social

backgrounds (local and professional) and different ages (young people, adults and seniors);

can develop an adult education programme for these environments and ages, organize the educational process and education in adult learning institutions (different strategies, different methods, different organization);

know how measure the effects of education and describe scientifically the educational level of adults;

can create make practical teaching projects; are able to analyse practical solutions applied in various educational systems; have the ability to work in a team and manage the team work; know how to formulate and express their own views and ideas on important social

and ideological issues demonstrating the independence of thought; they are able to formulate critical opinions about culture products on the basis of scientific knowledge and experience;

- are able to use their own views and other authors' opinion to give arguments, draw conclusions and summarise;

- are aware of their knowledge and skills, understand the need for constant education and personal development; they have the real need for professional self-development;

- are active in taking independent professional activities; - are aware of cultural relativism in the perspective of globalization and the loss of

communication barriers; - regularly participate in cultural life; they are interested in events, news in art; they develop

and cultivate their own cultural preferences; recognize the importance of humanities for the preservation and development of social ties

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at various levels. Depending on their specialisation, the graduates have a thorough knowledge and practical skills in the fields of culture animation, media education, pre-school and early education, care and prevention in social maladjustment, social care and resocialisation.

II.A.4 Graduate profile

“The graduates of MA courses have an interdisciplinary theoretical knowledge of pedagogy oriented to the specialisation they have studied. They are able to conduct research, identify and solve theoretical and practical problems connected with their specialisation. They are prepared to do Ph.D. courses. They are ready to work in various areas of educational activities. Those who have studied teachers' specialisations can work as fully qualified teachers (pursuant to educational standards for teachers) at school or they can work in educational institutions, culture centres, kindergartens, counselling centres, government agencies, social prevention institutions or correction centres. The graduates are able to plan individual teaching system and manage educational institutions”. (Annex no 78 to Ministry of Higher Education Directive of 12 July 2007 on educational standards).

The students can choose one of the following specialisations in order to improve their professional competences1:

Culture animation

The graduates are equipped with the skills and knowledge on the theory and practical application of culture and animation, pedagogy of leisure, film, theatre, dance, and media culture. They are able to organise events, run classes for amateur art groups, encourage individuals to develop, and activate local communities so that they change into creative communities. They can plan animation activities for cultural institutions. The graduates are able to prepare concepts of animation projects and realise animation projects. The graduates can be employed in cultural institutions local governments and state administration, local media (press, radio, television), educational institutions, service (photographic, film, concert) agencies, advertising agencies, private art schools and other institutions of art education, as well as in the marketing departments of private and public companies. The graduates of culture animation can also work as independent artists.

Media and IT education

The graduates can solve theoretical problems independently and are able to conduct research into media and information technology, and designing multimedia educational packs. They are able to interpret multimedia as well as to understand and create a coherent image of media as a source of information. They use their IT knowledge as a tool for intellectual work. They can also design, implement and critically evaluate multimedia. The graduates of teacher courses are fully qualified ICT teachers. They can also be employed in cultural and educational institutions, local government organizations, mass media, publishing companies, etc.

Pre-school and early school education

The graduates of pre-school and early school education acquire teachers' competences in the following ranges:

A. Thorough understanding of human, the role of education in human development and a thorough understanding of the child and the child's activity.

B. Knowledge of the analysis (its methodological aspect) of reality in which pupils function ; its application in researching and selecting methods in order to explore specific situations of

1 The descriptions of graduate profiles for individual specialisations are not equal to qualifications to do jobs defined by specific acts

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the child and factors of the child's educational achievements.

C. Learning strategies of pedagogical activity, which are essential for contemporary education, and learning how to apply them in practice. It is connected with a thorough understanding of integration as the main idea of the education of young children analysed in the wider context and in the light of world tendencies.

Care and prevention of social maladjustment

The graduates of this specialization are equipped with the skills and knowledge required to work in a widely understood social environment. The graduates are prepared to work with children, youth, and the elderly; to co-operate and provide pedagogical support for parents (foster parents); to co-operate with services supporting children and families, and local educational institutions; to work with individuals at risk from social maladjustment and their families (foster-families); to plan and perform preventive work at schools and in social environment. Psychological and pedagogical knowledge, practical activities and therapeutic workshops give the graduates practical skills to work with children at risk from social maladjustment. The graduates are prepared to provide basic diagnosis of disorders to undertake therapeutic activities. They are individuals of high social sensitivity, empathy and tolerance.

Social care and sociotherapy The graduates are prepared to diagnose and solve theoretical and practical problems of social care. They acquire basic competences to lead socio-therapeutic and educational groups. The graduates are trained to work in various institutions of social care and education, in prevention agencies and counselling services.

Resocialisation and specialist counselling Apart from thorough pedagogical knowledge the graduates learn to plan local and school preventive strategies and acquire skills to implement them. They are prepared to conduct pedagogical research and do post-graduate or Ph.D. courses

The graduates are qualified to do resocialisation work in every environment and all types of institutions, e.g.: courts (custody officers), youth centres, resocialisation centres, addiction centres, sociotherapy centres, detention centres, or prisons.

The course is started if at least 15 candidates have been accepted.

II.A.5 Admission requirements for other studies

MA graduates can expand their knowledge by doing post-graduate or Ph.D. studies. For more details on post-graduate and Ph.D. courses see:

http://www.dk.uz.zgora.pl/studia_dok.php

II.A.6 Course structure and ECTS points

MA degree studies cover subjects shared by all the specialisations, pursuant to the standards of education designed for pedagogy courses, and the subjects related to the specialisation chosen by the student.

Subjects studied by all the specialisations:

No of hours

ECTS points

Basic subjects Logic 30 4 Methodology of social research 30 4 Contemporary problems of psychology 30 4 Contemporary issues of sociology 30 4

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Contemporary concepts of philosophy and ethics

30 4

Cultural anthropology 30 4 180 24 Specialised subjects Adult education research 30 4 Statistical methods in pedagogy 30 4 Pedagogy 30 4 Teacher development - Pedeutology 30 4 Comparative pedagogy 30 4 150 20 Other subjects Health education and health promotion 30 4

The detailed schedule of courses for each term of full-time and part-time courses can be found in the tables.

Faculty detailed ECTS regulations 1) 1 point is awarded for a course which requires from average students approx 30 hours of work to achieve educational outcomes 2) additional 1-3 points are awarded for a course which requires from students extra 25 – 75 hours of work and students take an examination at the end of the course 3) additional 1-3 points are awarded for a course which requires from average students between 25-75 hours of work to achieve educational outcomes 4) 0-2 points are awarded for each week of student training depending on their type.

II.A.7 Grading and examination regulations

At the end of each course students get final course grades. In some cases, for example courses run as monographic lectures, students complete the course without being given the final grade. The courses in which students are obliged to get the final course grade or take the final examination are listed in the tables. Examinations can be written or oral.

The principles and methods of course completion are specified in the University Regulation (see: http://www.uz.zgora.pl/pl/studia/regulamin-studiowUZ-2010.pdf .)

II.A.8 Final examination

The graduates of MA courses are awarded a master's degree. Before taking their MA examination students are obliged to complete all the scheduled courses and submit their master's thesis.

MA examinations are oral. During the examination students have to prove their knowledge of the theoretical issues of pedagogy as well as the knowledge of the content of their MA thesis, which should be a research thesis. Students ought to be able to analyse and synthesize the phenomena they have studied for their MA thesis, as well as generalize and conclude. The final grade consists of three components: the master's examination grade, master's thesis grade and average grade for all the courses students have taken. (University Regulation, §68)

II.A.8 Faculty ECTS coordinator

dr Elżbieta Kołodziejska

al. Wojska Polskiego 69, room no 127, 65-001 Zielona Góra tel.: +48 (68) 328 4745

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Wydział Pedagogiki, Socjologii i Nauk o Zdrowiu

Kierunek: pedagogika

PART II.B

CATALOG OF SUBJECTS ECTS

FOR PEDAGOGY

MA DEGREE STUDIES

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SPIS TREŚCI BASIC SUBJECTS ................................................................................................................ 10

Logic .................................................................................................................................................. 11 Methodology of Social Research....................................................................................................... 12 Contemporary Problems in Psychology ............................................................................................ 13 Adult education research ................................................................................................................... 15 Pedagogy........................................................................................................................................... 17 Comparative Pedagogy ..................................................................................................................... 19 Teacher development -pedeutology .................................................................................................. 21

SPECJALIZATION SUBJECTS............................................................................................. 23

Art and pedagogical workshop .......................................................................................................... 24 Organisation and direction of mass events ....................................................................................... 28 Electronic forms of diagnosis and evaluation .................................................................................... 29 IT in Distance Learning I i II Technologie ....................................................................................... 30 Multi-media communication ............................................................................................................... 31 Methodology of creating educational computer programs ............................................................... 33 Personal Data and Copyright Protection ........................................................................................... 34 Techniques of computer animation ................................................................................................... 36 Programming Languages .................................................................................................................. 38 Project-methodology I i II ................................................................................................................... 39 Social and cultural contexts of the Digital revolution ......................................................................... 40 Formulating Integrated Programmes................................................................................................. 44 Education and educational policy ...................................................................................................... 46 Special Needs Education................................................................................................................... 48 Theoretical Aspects of integration in Teaching.................................................................................. 50 Human resources management ........................................................................................................ 55 counselling and Helping Faculty........................................................................................................ 56 Criminology and the elements of criminalistics.................................................................................. 57 Legal aspects of post-penitentiary assistance................................................................................... 58 Legislative basis of resocialization .................................................................................................... 59 Post-penitentiary assistance.............................................................................................................. 60 Prevention in social maladjustment ................................................................................................... 61 Resocialization and therapy of addicts .............................................................................................. 63

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BASIC SUBJECTS

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LLL OOO GGG III CCC

Course code: 08.1-WP-PED-LOG

Type of course: compulsory

Entry requirements: Basic skills of ordered thinking

Language of instruct ion: Polish

Director of s tudies: mgr Dariusz Sagan

Name of lecturer : mgr Dariusz Sagan

Form of ins t ruct ion

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Ful l - t ime studies

Class 30 1 Credits with appraisal

Part- t ime studies


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COURSE CONTENTS: 1) The branches of semantics; 2) Names; 3) Relation of names extentions 4) Definitions; 5) Logical divition; 6) Logical statements; 7) Symbols of logic of statements; 8) Deductive incference; 9) Syllogistic logic;10) Causes of misunderstandings; 11) How to convince; 12) Nondeductive inferences

LEARNING OUTCOMES: Competence in elementrary issues of logic; strict and efficient thinking

ASSESSMENT CRITERIA: test

RECOMMENDED READING: Ajdukiewicz K., Język i poznanie, t. II, Warszawa 1985. Borkowski L., Elementy logiki formalnej, PWN, Warszawa 1972. Malewski A., ABC porządnego myślenia, Warszawa 1957. Marciszewski W. (red.), Logika formalna. Zarys encyklopedyczny z zastosowaniem do informatyki i lingwistyki, Warszawa 1987. Marciszewski W. Mała encyklopedia logiki, Wrocław – Warszawa – Kraków 1988. Pawłowski T., Tworzenie pojęć i definiowanie w naukach humanistycznych, Warszawa 1978. Schopenhauer A., Erystyka czyli sztuka prowadzenia sporów, Almapress, Warszawa 2000. Stanosz B., Wprowadzenie do logiki formalnej, PWN, Warszawa 1998. Widła T., Zienkiewicz D, Logika, C.H. Beck, Warszawa 2006. Ziembiński Z., Logika praktyczna, PWN, Warszawa 1994.

OPTIONAL READING:

REMARKS:

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MMM EEE TTT HHH OOO DDD OOO LLL OOO GGG YYY OOO FFF SSS OOO CCC III AAA LLL RRR EEE SSS EEE AAA RRR CCC HHH

Course code: 14.0-WP-PED-MBS


Entry requirements:Student should complet the course of methodology of pedagogic or methods and techniques of social research;


Director of s tudies: Dr hab. Ewa Narkiewicz-Niedbalec;

Name of lecturer : Dr hab. Ewa Narkiewicz-Niedbalec; Class: mgr Artur Kinal


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Lecture 15 Passing the exam

Class 15 1

Credits with appraisal

Part- t ime studies


Class 15 1


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COURSE CONTENTS: Methodological assumptions of two orientation of social research: positivist and humanistic; Contemporary classification of knowledge and how it was shaped; Substantiation of empiricism and rationalism as two ways to contemporary constructivism; Substantiation of cumulative and revolutionary conception of development of the knowledge; Substantiation of the paradigms: positivistic, humanistic and postmodernistic; Procedure of explanation: explanation and “interpretative approach” (understanding); Scientific theory and their functions (structural and functional perspective); Types of propositions – (hypothesis, historical generalizations and laws of science);

LEARNING OUTCOMES: Students should know a basic notions of methodology of social research; They should be able choose and justify the method and tools in their own research project;;

ASSESSMENT CRITERIA: Passing the exam (50 % + 1 point);

RECOMMENDED READING: Amsterdamski Stefan (1983), Między historią a metodą. Spory o racjonalność nauki, PIW, Warszawa. Chalmers Alan, (1997), Czym jest to, co zwiemy nauką? Rozważania o naturze, statusie i metodach nauki. Wprowadzenie do współczesnej filozofii nauki, (tłum.) Grobler Adam, (2006), Metodologia nauk, Wydawnictwo Aureus, Wydawnictwo Znak, Kraków. Kuhn Thomas S., (1968), Struktura rewolucji naukowych, tłum. H. Ostromęcka, PWN, Warszawa. Nowak Stefan, (1985), Metodologia badań społecznych, PWN, Warszawa. Sady Wojciech, (2000), Spór o racjonalność naukową. Od Poincarcarégo do Laudana, Wydawnictwo Funna, Wrocław. Sztompka Piotr (1973), Teoria i wyjaśnianie. Z metodologicznych problemów socjologii, PWN, Warszawa. Wójcicki Ryszard, (1991), Teorie w nauce, cz. 1, IFiS PAN, Warszawa.

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CCC OOO NNN TTT EEE MMM PPP OOO RRR AAA RRR YYY PPP RRR OOO BBB LLL EEE MMM SSS III NNN PPP SSS YYY CCC HHH OOO LLL OOO GGG YYY

Course code: 14.4-WP-PED-WPP


Entry requirements: -------------


Director of s tudies: Dr Jerzy Herberger

Name of lecturer : Dr Jerzy Herberger


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Class 15 2


Part- t ime studies


Class 15 2


COURSE CONTENTS: Neopsychoanalytical theories of development and mother-infant relationship. Agression and Violence. Their derivatives in practice: lobbing, stalking Disadaptation in the contemporary approach. PTSD, burn-out syndrome. Mental disorders in contemporary approach – modification of disorder clasification, change in understanding psychoses and neuroses. Contemporary personality disorders understanding. Disfunctional family in system approach. Modern Communications theories: transactional analysis and NLP. Psychotherapy – contemporary approach. Human resources and social capital theory.

LEARNING OUTCOMES: Contempotrary knowledge of theoretical problems import ant within import ant psychology branches – clinical, developmental, general u

ASSESSMENT CRITERIA: grade

RECOMMENDED READING: R. Carson, Psychologia zaburzeń, Gdańsk 2002. J. Strelau, Psychologia, Gdańsk 200-2003 (tomy I-III). B. Wojciszke, Człowiek wśród ludzi, Warszawa 2003.

OPTIONAL READING:

REMARKS:

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AAA DDD UUU LLL TTT EEE DDD UUU CCC AAA TTT III OOO NNN RRR EEE SSS EEE AAA RRR CCC HHH

Course code: 05.5-WP-PED-AD

Type of course: Stały-compulsory

Entry requirements:Social pedagogy, social psychology, developmental psychology, general sociology.


Director of s tudies: dr Małgorzata Olejarz

Name of lecturer : Dr Małgorzata Olejarz


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COURSE CONTENTS: Adult education research as a discipline of studies on education. Adulthood – basic notional category of adult education research. Conditionings of adults’ educational activeness in the light of adult education research theories. Models of educational work with adults. Notions of professional development of adults. Lifelong education and its areas. Biographical perspective in adult education research theory and practice. Selected institutions of adult education. Modern contexts and challenges of adult education.

LEARNING OUTCOMES: Knowledge of issues concerning lifelong education of adults. Knowledge of processes of adult learning from the perspective of selected adult education research theories. Knowledge of rules and models governing work with adults; competence in critical and creative thinking about education of adults;

ASSESSMENT CRITERIA: Lecture – passing grade in the exam, classes – passing grade in the test/group presentations of selected adult education research issues

RECOMMENDED READING: Wprowadzenie do andragogiki, T. Wujek (red.), Warszawa 1996 Solarczyk – Ambrozik E., Kształcenie ustawiczne w perspektywie globalnej i lokalnej, Poznań 2004. Czerniawska O., Szkice z andragogiki i gerontologii, Łódź 2007. Illeris K., Trzy wymiary uczenia się. Poznawcze, emocjonalne i społeczne ramy współczesnej teorii uczenia się, Wrocław2006. Kargul J. Obszary pozaformalnej i nieformalnej edukacji dorosłych. Przesłanki do budowy teorii edukacji całożyciowej, Wrocław 2005. Malewski M., Andragogika w perspektywie metodologicznej, Wrocław 1990. Malewski M., Edukacja dorosłych w pojęciowym zgiełku. w: Pedagogika i edukacja wobec nowych wspólnot i różnic w jednoczącej się Europie, E. Malewska, B. Śliwerski (red.), Kraków 2002. Malewski M., Modele pracy edukacyjnej z dorosłymi, w: Andragogiczne wątki, poszukiwania i fascynacje, E. Przybylska (red.), Toruń 2001. Malewski M., Teorie andragogiczne, Metodologia teoretyczności dyscypliny naukowej, Wrocław 1998.

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[10] Dyskursy Młodych Andragogów, 2-9, red. J. Kargul, M. Olejarz, Zielona Góra.

OPTIONAL READING:

REMARKS:

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PPP EEE DDD AAA GGG OOO GGG YYY

Course code: 05.0-WP-PED-PedO


Entry requirements:Basic knowledge of the scope of the admission to pedagogy


Director of s tudies: Dr hab. Mirosław Kowalski;

Name of lecturer :Dr hab. Mirosław Kowalski; Dr Anita Famuła – Jurczak; Dr Robert Fudali


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Part- t ime studies


Class 15 1


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COURSE CONTENTS: general pedagogy and remaining subdyscypliny pedagogic (borderlands of scientific disciplines); pedagogy as the anthropological and humanistic research; scientific status of general pedagogy; general pedagogy but of civilization transformations; multitude contemporary pedagogii and of diversifying their reception; general pedagogy but the educational practice; the uprising and the evolution of the identity of pedagogy; multifaceted-ness of basic pedagogic notions: study of language of pedagogy scientific and methodological contemporary thinking taking the premise away about general pedagogy..

LEARNING OUTCOMES: acquainting students with the development of pedagogy and the educational practice (in it also educational) and changeabilities and complexities of the relation between the theory and the educational practice; getting tied abilities around: with correct being a servant oneself with notional categories of contemporary pedagogy; building the notional map for beloveds of pedagogic orientations and pedagogii; correct with formulating practical problems; creating directives and plans of the practical educational operation; formulating research problems settled in the philosophical, theoretical and historical context.

ASSESSMENT CRITERIA: Active participation in classes, positive ranking the test Lectures examination

RECOMMENDED READING: Adamski F. (red.),Człowiek – wychowanie - kultura, Kraków 1993. Arends I.R., Uczymy się nauczać, Warszawa 1998. Denek K., Aksjologiczne aspekty edukacji szkolnej, Toruń 1999. Gnitecki J., Zarys pedagogiki ogólnej, Poznań 1999. Gnitecki J., Wprowadzenie do pedagogiki ogólnej, Poznań 2007.

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Gnitecki J. (red.), Pedagogika jako formacja intelektualna refleksji we współczesnym dyskursie humanistycznym, Poznań 2005. Hejnicka – Bezwińska T., Pedagogika ogólna, Warszawa 2008. Kunowski S., Podstawy współczesnej pedagogiki, Warszawa 1993. Kwieciński Z., Śliwerski B., Pedagogika, T. 1, T. 2, Warszawa 2003. Kwieciński Z., Między patosem a dekadencją, Wrocław 2007. Okoń W., Nowy słownik pedagogiczny, Warszawa 1997. Śliwerski B., Współczesne teorie i nurty wychowania, Kraków 2001. Śliwerski B., Pedagogika. Podstawy nauk o wychowaniu, Gdańsk 2006. Schulz R., Lecture y z pedagogiki ogólnej, T.1, Toruń 2003.

OPTIONAL READING:

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CCC OOO MMM PPP AAA RRR AAA TTT III VVV EEE PPP EEE DDD AAA GGG OOO GGG YYY

Course code: 05.7-WP-PED-PedP


Entry requirements:The basic notions and knowledge concerning the comparative pedagogy in the system of the humanities (the comparative aspect).


Director of s tudies: Dr Ryszard Małachowski

Name of lecturer : Dr Ryszard Małachowski , Dr Inetta Nowosad


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COURSE CONTENTS: Cultural, philosophical, terminological and empirical rudiments of chosen sciences and modern pedagogics in Greek antiquity. The place of comparative pedagogy in social science: the object and the field of scientific exploration. The principles and directions of the comparative research: the theoretical self-consciousness of comparative pedagogy - general rules and principles. Approximate comparative researches in school system: the subject matter and the directions of research, applying of them. The institutionalization and globalizing of pedagogical comparative researches: the analytic institutions, statistics, documentation and sources of information. The evaluation of school achievements in international context ( the IEA: conditions as well as implications of education of pupils and teachers in Europe). Comparative pedagogy and methodological problems: development of sciences and epistemological problems of pedagogical researches (implications of changeability and development). Requirements of formal and methodological correctness of comparative researches. Research institutions as well as associations of comparative pedagogy. The comparative analysis of school systems in Europe: pre-school, primary school, secondary school and college (university) scholarization (German system - after unification, Austrian, Belgian, French – the 5th Republic, Belgian and British educational system: England and Wales, Scotland, Northern Ireland, Spanish school system, Polish (after 1989 year), Norwegian, Swedish, Danish, Dutch, Greek, Italian, American, Canadian and Japanese educational systems The perspectives of European education in 21st century in comparative context: the egalitarianism and the exclusivity of scholarization, unemployment and the labour market, failures of education in global dimension.

LEARNING OUTCOMES: Competences and knowledge in the field of understanding of origin, development and the bases of comparative pedagogy; of the object of empirical recognition, the theoretical and methodological self-consciousness, of applying of general patterns, principles and methods of researches and the place in the social science, the practical affiliation of achievements. Research institutions: obtaining of the knowledge concerning the institutions that carry out the multiphase comparative and statistical researches as well as understanding of the principles of using their experience of pedagogical work.

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ASSESSMENT CRITERIA: Conditions of credit: the presence in classes and obtainment of positive grades in evaluation of written work, oral answers, active participation in didactic process, practical affiliation of theoretical knowledge

RECOMMENDED READING: Adamczyk M. J., Ładyżyński A., Edukacja w krajach rozwiniętych, Stalowa Wola 1999. Dziewulak D., Systemy szkolne Unii Europejskiej, Warszawa 1997. Pachociński R., Pedagogika porównawcza (Podręcznik dla studentów pedagogiki), Białystok 1995. Prucha J., Pedagogika porównawcza, Podręcznik akademicki, Warszawa 2004.

OPTIONAL READING: Małachowski R., Pedagogika w Europie i na świecie, Bibliografia pedagogiczna 1989 – 1998, Warszawa – Zielona Góra 2004. Małachowski R., Pedagogika religijna i jej konteksty, Bibliografia (lata 2989 – 2004), Warszawa – Zielona Góra 2006. Tatarkiewicz W., Historia filozofii, Filozofia starożytn i średniowieczna, vol. 1, Warszawa 1981 (chosen fragments1)

REMARKS:

1 Similarly in other cases, when there are no chapters or the pages of publication given.

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TTT EEE AAA CCC HHH EEE RRR DDD EEE VVV EEE LLL OOO PPP MMM EEE NNN TTT --- PPP EEE DDD EEE UUU TTT OOO LLL OOO GGG YYY

Course code: 05.1-WP-PED-Pd


Entry requirements: History of education, general pedagogy.


Director of s tudies: Dr Ewa Pasterniak-Kobyłecka,

Name of lecturer :Dr Ewa Pasterniak-Kobyłecka, Dr Marzenna Magda-Adamowicz, Dr Iwona Rudek


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4

COURSE CONTENTS: A teacher – profession or mission; Teachers as researchers; The process of communication between a teacher and a student; A teacher seen through the language which he/she uses in a classroom; The ambivalence of the teacher’s role; The teacher’s self – knowledge and its educational functions, academic knowledge and teacher’s individual knowledge; The authority – its variability and constancy; Teachers’ professional burning out

LEARNING OUTCOMES: Student understanding differences between the genesis, content and effects of different educational concepts of teachers education; introducing independent development of prosocial behaviour, reflection over teaching pedagogic practice; understanding of various, social-cult contexts of vocational role; critical assessment of current possibilities and limiting of teachers role; understanding of sources of normative understanding of role.

ASSESSMENT CRITERIA: The main condition to get a pass are sufficient marks in written or oral tests conducted, doing exercises.

RECOMMENDED READING: Day Ch., Rozwój zawodowy nauczycieli. Uczenie się przez całe życie, GWP, Gdańsk 2004. Kobyłecka E., Nauczyciel wobec współczesnych zadań edukacyjnych, “Impuls”, Kraków 2005. Kwiatkowska H., Pedeutologia, Wydawnictw Akademickie i Profesjonalne, Warszawa 2008. Nauczyciel –Tożsamość – Rozwój, red. M. Szymański, Wydawnictwo AP, Kraków 2007. Speck O., Być nauczycielem, GWP, Gdańsk 2005. Współczesność a kształcenie nauczycieli, red. H. Kwiatkowska, T. Lewowicki, S. Dylak, WSP ZNP, Warszawa 2000.

OPTIONAL READING: Czerepaniak-Walczak M., Aspekty i źródła profesjonalnej refleksji nauczyciela, Edytor, Toruń 1997. Kuźma J., Nauczyciele przyszłej szkoły, Waydawnictwo AP, Kraków 2001. Kwiatkowska H., Tożsamość nauczycieli. Między anomią a autonomią, GWP, Gdańsk 2005. Lewowicki T., Problemy kształcenia i pracy nauczycieli, Wydawnictwo ITE, Warszawa – Radom 2007. O humanizacji pracy zawodowej nauczyciela, red. E. Kobyłecka, Wydawnictwo Naukowe PTP Oddziałw Poznaniu.

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Współczesność a kształcenie nauczycieli, red. H. Kwiatkowska, T. Lewowicki, S. Dylak, WSP ZNP, Warszawa 2000.

REMARKS:

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SPECJALIZATION SUBJECTS

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AAA RRR TTT AAA NNN DDD PPP EEE DDD AAA GGG OOO GGG III CCC AAA LLL WWW OOO RRR KKK SSS HHH OOO PPP

Course code: 05.9-WP-PED-WPA


Entry requirements: -


Director of s tudies: Jarosław Dulęba

Name of lecturer : Jarosław Dulęba


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Studia stacjonarne

Konwersator ium 45 2 Credits with appraisal

Studia niestacjonarne


6

COURSE CONTENTS: The workshops aim at practical applications of artistic activity within multimedia art. The aforementioned artistic activity encompasses a variety of art forms (visual theatre, elements of traditional theatre, dance, performance, and visual arts).

LEARNING OUTCOMES: The ability to practically apply the artistic and workshop techniques, as well as the ability to work as part of a team and with a team. The ability to create a relationship conducive to teamwork while, at the same time, promoting individual creativity.

ASSESSMENT CRITERIA: The presentation of artistic activity

RECOMMENDED READING: Zeidler – Janiszewska A. ( red. ) ( 1992 ) „ Oblicza postmodernyerny . Teoria i praktyka uczestnictwa w kulturze współczesnej” . Warszawa : Wydawnictwo UW Zieliński K. ( 1981 ) „Osobowość a twórczość”. W Dąbrowski K. „Zdrowie psychiczne” . Warszawa : PWN

OPTIONAL READING: A. Jawłowska (1988) WIĘCEJ NIŻ TEATR Warszawa PIW

REMARKS:

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OOO RRR GGG AAA NNN III ZZZ AAA TTT III OOO NNN AAA NNN DDD DDD III RRR EEE CCC TTT III OOO NNN OOO FFF MMM AAA SSS SSS PPP EEE RRR FFF OOO RRR MMM AAA NNN CCC EEE

Kod przedmiotu: 16.2-WP-PED-OrgI

Typ przedmiotu: compulsory

Wymagania wstępne:

- knowledge of organization/direction of cultural performance and sports and entertainment performance, - knowledge of basic legal acts regarding organization of performance , - ability to plan and task effectively .

Język nauczania: Polish

Odpowiedzia lny za przedmiot: Jan Fręś Ph.D.

Prowadzący: Jan Fręś Ph.D.

Forma zajęć

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Punkty ECTS

Studia stacjonarne

Ćwiczenia 30 3 Zaliczenie z oceną


Ćwiczenia 8 3 Zaliczenie z oceną

6

COURSE CONTENTS: Creating an offer for a client (for example for local government) Creating an estimate of costs for a performance Scenario and programme of a performance Rules of directing cultural, artistic and recreational performance Permits for organization of a performance Rules of safety of mass performance Marketing and PR of mass performance Sponsoring of mass performance - ability to plan and task effectively .

LEARNING OUTCOMES: Getting to know the tasks of an organizer of mass performance (cultural, sports) according to actual legal state and rules of directing such performance,

ASSESSMENT CRITERIA: Presentation of student's own project and scenario of mass performance .

RECOMMENDED READING: B. Jung: Zarządzanie i marketing w kulturze i rekreacji. Wyd. Temper, Warszawa 1995. Organizacja imprez sportowych. Red. B. Ryba, PMKS, Warszawa 1996. J. Strugarek: Organizacja i prowadzenie imprez sportowych, rekreacyjnych i turystycznych. UAM, Poznań 2007. Ustawa z dn. 20 marca 2009 r. o bezpieczeństwie imprez masowych – „Dziennik Ustaw” 2009, nr 62.

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OPTIONAL READING: B. Dobrzańska: Propozycja festynu sportowo-rekreacyjnego. „Lider” 2002, nr 1. J. B. Bigham, S. Windhaus: Dobra organizacja. Praktyczny poradnik dla tych, którzy nie lubią tracić czasu. Warszawa 2001. Teoria i metodyka rekreacji. Zagadnienia podstawowe. Red. I. Kiełbasiewicz-Drozdowska, W. Siwiński, AWF, Poznań 2001.

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SSS YYY MMM BBB OOO LLL III CCC CCC UUU LLL TTT UUU RRR EEE III NNN TTT HHH EEE RRR AAA PPP YYY

Course code: 14.7-WP-PED-KST

Type of course: Compulsory

Entry requirements: ------------


Director of s tudies: Mgr Tatiana Maciejewska

Name of lecturer : Mgr Tatiana Maciejewska


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5

COURSE CONTENTS: Therapeutic art influence ( amateur creativity and psychical health ). Different fields of art in therapy: history of opinions about medicinal music influence, choreotherapy, educational and sociotechnical function of theatre ( other fields art in art therapy ).

LEARNING OUTCOMES: Student will know some techniques which used symbolic culture in therapy. He will know different opinions about therapeutic art influence on human being. He will learn drama techniques and strategies, simple vivid techniques and also techniques which are used in choreotherapy and relax.

ASSESSMENT CRITERIA: Active participation in classes

RECOMMENDED READING: Buchalter S., Terapia sztuką, 2004 Poznań,Kmita J., O kulturze symbolicznej, Warszawa, 1982, Konieczna A., Arteterapia w teorii i praktyce, 2005 Kraków, Kwiatkowska G.E., Arteterapia, 1991,Lublin, Pawłucki A., Osoba w pedagogice ciała, Olsztyn, 2002, Szulc W., Kulturoterapia, 1993 Warszawa, Zalewska D., Kulturoterapia jako edukacja aksjologiczna, w: Edukacja aksjologiczna ,t.I, red. Olbrycht K., 1994 Katowice

OPTIONAL READING:

REMARKS:

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OOO RRR GGG AAA NNN III SSS AAA TTT III OOO NNN AAA NNN DDD DDD III RRR EEE CCC TTT III OOO NNN OOO FFF MMM AAA SSS SSS EEE VVV EEE NNN TTT SSS

Course code: 16.2-WP-PED-OrgI


Entry requirements: ----------


Director of s tudies: Dr Teresa Samulczyk

Name of lecturer : Dr Teresa Samulczyk


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Part- t ime studies


6

COURSE CONTENTS: Planning, stage and sport event organization and direction. Audience animation during garden parties and occasional events. Selection of technical stagy means used to artistic events’ realization. Culture animator – scriptwriter - director. Legal obligations of event organizers. Preparing estimates of costs, event sponsoring, promotion.

LEARNING OUTCOMES: Skills of events’ planning, diagnosing environment needs in that range, preparing events’ scripts, estimates of costs, event promotion, organization and direction.

ASSESSMENT CRITERIA: Preparing events’ scripts, realization or helping in event organizationezy

RECOMMENDED READING: Ogrodowska B., Polishe obrzędy i zwyczaje doroczne, Warszawa 2007 Hubner Z., Sztuka reżyserii, Warszawa 1978 Iłowski S., Widowiska plenerowe, Warszawa 1959

OPTIONAL READING:

REMARKS:

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EEE LLL EEE CCC TTT RRR OOO NNN III CCC FFF OOO RRR MMM SSS OOO FFF DDD III AAA GGG NNN OOO SSS III SSS AAA NNN DDD EEE VVV AAA LLL UUU AAA TTT III OOO NNN

Course code: 05.0-WP-PED-EFDE


Entry requirements:Basic knowledge on ICT. Good command of Microsoft Excel.


Director of s tudies: dr Jacek Jędryczkowski

Name of lecturer : dr Jacek Jędryczkowski

Form of ins truct ion

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Konwersator ium 15 1 1 Credits with appraisal

Part- t ime studies


2

COURSE CONTENTS: Education multimedia in evaluation – basic notions Individualization of teaching-learning process. Evaluation in multimedia educational program. Electronic tests – characteristics. Examples of programs for testing.

LEARNING OUTCOMES: Constructing comprehensive diagnostic tools (electronic tests and questionnaires, interactive didactic games and quizzes). Practical application if tools to testing and questionnaire research.

ASSESSMENT CRITERIA: To pass the course students have to pass all the tests and do all the planned tasks.

RECOMMENDED READING: Gagné R. M., Briggs L. J., Wager W. W., Zasady projektowania dydaktycznego, WSiP, Warszawa 1992 Jędryczkowski J., Prezentacje multimedialne w procesie uczenia się studentów, Wyd. Adam Marszałek, Toruń 2005 Niemierko B., Między oceną szkolną a dydaktyką. Bliżej dydaktyki, WSiP, Warszawa 1997 Niemierko B., Pomiar wyników kształcenia, WSiP, Warszawa 1999 Niemierko B., Ocenianie szkolne bez tajemnic, WSiP, Warszawa 2002

OPTIONAL READING: Juszczyk S., Edukacja na odległość. Kodyfikacja pojęć, reguł i procesów, Wyd. Adam Marszałek, Toruń 2002 Papert S., Burze mózgów. Dzieci i komputery, PWN, Warszawa 1996 Siemieniecki B., (red.), Edukacja medialna, Wyd. Adam Marszałek, Toruń 2002 Sternberg R. J., Psychologia poznawcza, WSiP, Warszawa 2001 Zimbardo P. G., Psychologia i życie, PWN, Warszawa 1999

REMARKS:

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III TTT III NNN DDD III SSS TTT AAA NNN CCC EEE LLL EEE AAA RRR NNN III NNN GGG III III III III TTT EEE CCC HHH NNN OOO LLL OOO GGG III EEE

Course code: 11.3-WP-PED-TIDL

Type of course: obowiązkowy

Entry requirements:Basic abilities to create education multimedia content

Language of instruct ion: język polski

Director of s tudies: Mgr inż. Jarosław Wagner

Name of lecturer : Mgr inż. Jarosław Wagner


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Studia stacjonarne

Laborator ium 45 3 3/4 Credits with appraisal z oceną


Laborator ium 20 2 ¾ Credits with appraisal z oceną

9/10

COURSE CONTENTS: Origin and history of distance learning, E-learning - definitions and basic notions, Pedagogical theories taken advantage in distance learning, E-learning solutions using by company and academic centre, Choice of technological solution, structure of e-learning platform, Didactic aspects of creation electronic contents, Installation and administration of free distance learning systems

LEARNING OUTCOMES: Ability to design and management distance learning course, install and use Content Management System supporting distance learning

ASSESSMENT CRITERIA: preparing distance learning content, ability to management CMS systems, pass an exam

RECOMMENDED READING: Duffy T. M., Kirkley J. R., [2003], Learner Centered Theory And Practice In Distance Education - Cases From Higher Learning, Londyn. Górnikiewicz J. Z., (2004), Studia na odległość w USA i w Polsce na przełomie XX i XXI wieku, Białystok. Howard C., Schenk K., [2003], Distance Learning and University Effectiveness - Changing Education Paradigms for Online Learning, Londyn. Juszczyk S.(2002), Edukacja na odległość. Kodyfikacja pojęć, reguł i procesów, Wyd. Adam Marszałek, Toruń Moore M. G., Andreson W. G., [2003], Handbook of distance education, Londyn

OPTIONAL READING:

REMARKS:

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MMM UUU LLL TTT III --- MMM EEE DDD III AAA CCC OOO MMM MMM UUU NNN III CCC AAA TTT III OOO NNN

Course code: 15.9-WP-PED-KMed


Entry requirements:

Students have to be awarded a passing grade for an exam to complete a lecture and a passing grade for a test and participate in classes to compete classes.

Language of instruct ion: polski


Name of lecturer :dr Jacek Jędryczkowski

mgr Anna Ucińska


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Studia stacjonarne

Lecture 15 1 Passing the exam

Konwersator ium 15 1 2




Konwersator ium 6 1 2


4/6

COURSE CONTENTS: Introduction to basic notions related social communication and social communication systems; Audiovisual culture; Media-Communication Strategy; Persuasive Messages; The Language of Advertising; The Psychology of Advertising; Media Ethics; Sensory stimulation in media message; Forms of communication (Graphics - visual form of message; Audial form of message ; Film– action form of message); Skill of designing and constructing media.

LEARNING OUTCOMES:

ASSESSMENT CRITERIA: Competence of critical analysis of media products. Audiovisual competence and its importance in contemporary life.

RECOMMENDED READING: Dobek-Ostrowska B. Nauka o komunikowaniu. Podstawowe orientacje teoretyczne, Wyd UW, Wrocław, 2001 Dziedzic B.: Konstruowanie i rozumienie znaczeń w komunikowaniu mediowanym komputerowo, Wyd. Adam Marszałek, Toruń, 2005 Goban-Klas T.: Media i komunikowanie masowe. Teorie i analizy prasy, radia, telewizji i Internetu, PWN, Warszawa-Kraków, 2001 Griffin E.: Podstawy komunikacji społecznej, GWP, Gdańsk, 2003 Grzenia J.: Komunikacja językowa w Internecie, PWN, Warszawa, 2006 Jędryczkowski J.: Media masowe w edukacji W: Prezentacje multimedialne w pracy nauczyciela, Oficyna Wydawnicza UZ, Zielona Góra, 2008 Manowich L.: Język nowych mediów, Wyd. Akademickie i Profesjonalne, Warszawa 2006 McQuil D.: Teoria komunikowania masowego, PWN, Warszawa, 2008 Siemieniecki B. (red.): Manipulacja - Media - Edukacja, Wyd. Adam Marszałek, Toruń, 2007

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Smid W.: Język reklamy w komunikacji medialnej, Wyd. CeDeWu, Warszawa, 2008

OPTIONAL READING: De Kerckhove D.: Inteligencja otwarta, Mikom, Warszawa, 2001 Doliński D.: Psychologia reklamy, Wyd. Aida, Wrocław, 2001 McLuchan H.M.: Wybór tekstów, Wyd. Zysk i S-ka, Poznań, 2001 Reeves B., Nass C.: Media i ludzie, PIW, Warszawa, 2000 Zwoliński A.: Słowo w relacjach społecznych, Wyd. WAM, Kraków, 2003 Sorlin P.: Mass Media, Wyd. Astrum, Wrocław, 2001

REMARKS:

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MMM EEE TTT HHH OOO DDD OOO LLL OOO GGG YYY OOO FFF CCC RRR EEE AAA TTT III NNN GGG EEE DDD UUU CCC AAA TTT III OOO NNN AAA LLL CCC OOO MMM PPP UUU TTT EEE RRR PPP RRR OOO GGG RRR AAA MMM SSS

Course code: 05.1-WP-PED-MEPK


Entry requirements: -


Director of s tudies: dr Jarosław Wagner

Name of lecturer : dr Jarosław Wagner


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Studia stacjonarne


Class 15 1 3




Class 6 1 3


2/3

COURSE CONTENTS: Features and functions of educational applications. Methodology of computer-aided learning process. Methodology of computer-aided diagnosis and pedagogical therapy (computer based pedagogical`s diagnostics, therapeutic functions of computer techniques). Design and implementation of educational media (individualization in education process, communications via tools embeded in education application; e-learning).

LEARNING OUTCOMES: Skills and competencies in the field of: designing didactic units that are enriched with modern visual forms.


RECOMMENDED READING: Baron-Polańczyk E.: Multimedialne materiały dydaktyczne. Projektowanie i wykorzystanie w edukacji techniczno-informatycznej, Oficyna Wydawnicza Uniwersytetu Zielonogórskiego, Zielona Góra, 2006 Gagné R. M., Briggs L. J., Wager W. W.: Zasady projektowania dydaktycznego, WSiP, Warszawa, 1992 Juszczyk S., Janczyk J., Morańska D., Musioł M.: Dydaktyka informatyki i technologii informacyjnej, Wyd. Adam Marszałek, Toruń, 2004 Juszczyk S. (red.): Metodyka nauczania informatyki w szkole, Wyd. Adam Marszałek, Toruń, 2002 Kwiatkowski M.: Dydaktyczne funkcje komputerów w kontekście przebiegu czynności poznawczych. W: J. Migdałek, B. Kędzierska, (red.) Informatyczne przygotowanie nauczycieli, Wyd. Rabid, Kraków. 2002 Wenta K.: Metodyka kształcenia medialnego. W: J. Gajda, S. Juszczyk, B. Siemieniecki, K. Wenta, Edukacja medialna, Wyd. Adam Marszałek, Toruń, 2002

OPTIONAL READING: Covington M.V., Teel K.M, Motywacja do nauki, GWP, Gdańsk, 2004 Gajda J.: Media w edukacji, Impuls, Kraków, 2002 Leary M. Wywieranie wrażenia na innych. O sztuce Autoprezentacji, GWP, Gdańsk 2005 Niemierko B.: Ocenianie szkolne bez tajemnic, WSiP Warszawa, 2002 Silberman M. Uczymy się uczyć, GWP, Gdańsk 2005

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PPP EEE RRR SSS OOO NNN AAA LLL DDD AAA TTT AAA AAA NNN DDD CCC OOO PPP YYY RRR III GGG HHH TTT PPP RRR OOO TTT EEE CCC TTT III OOO NNN

Course code: 10.0-WP-PED-ODOP


Entry requirements: Basic knowledge on ICT





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Lecture 15 1 3 Passing the exam


Lecture 6 1 3 Passing the exam

2

COURSE CONTENTS: Protection of personal data; Copying; Copyright education; Copyright infringement; Copyright infringement of software; Auditing information security.

LEARNING OUTCOMES: Knowledge on: The right to privacy is a highly developed area of law in Europe. All the member states of the European Union (EU) are also signatories of the European Convention on Human Rights (ECHR). Article 8 of the ECHR provides a right to respect for one's "private and family life, his home and his correspondence," subject to certain restrictions. Knowledge on: The term copyright protection may refer to two things: (1) The monopoly granted to authors by copyright, as in "The 1996 act provided additional copyright protection," or "Permission is not granted to use these images, which are protected by copyright." (2) Copy protection mechanisms that prevent data, usually digital data, from being copied. The term "copyright protection" is occasionally seen in this usage, but is an error; copy protection is the usual term.

ASSESSMENT CRITERIA: Students have to be awarded a passing grade for an exam to complete a lecture and a passing grade for a test and participate in classes to compete conversation classes.

RECOMMENDED READING: Flisak D., Utwór multimedialny w prawie autorskim, Wyd. Wolters Kluwer Polska sp. z o.o., Warszawa 2008 Hetman J., Ustawa o prawie autorskim i prawach pokrewnych z przepisami wykonawczymi, Wyd. Biblioteka Analiz, 2007 Jędryczkowski J.: Bezpieczeństwo systemu operacyjnego i ochrona danych osobowych W: Furmanek M. (red.) Technologie informacyjne w warsztacie pracy nauczyciela, Oficyna Wydawnicza Uniwersytetu Zielonogórskiego, Zielona Góra, 2008 Karpowicz A., Podręcznik prawa autorskiego dla studentów uczelni artystycznych, Wyd. RTW, Warszawa 2001 Mozgawa M., Poźniak-Niedzielska M., Szczotka J., Prawo autorskie i prawa pokrewne, Wyd. Branta, Bydgoszcz 2006 Prawo autorskie i prasowe z wprowadzeniem, Wyd. C.H. Beck, Warszawa 2007 Szaradowski R. Ochrona danych osobowych. Komentarz do ustawy z dnia 29.08.1997. Wyd. Zachodnie Centrum Organizacji, Zielona Góra 2000

OPTIONAL READING: Rosch W.L., Multimedia od A do Z, Wyd. Intersoftland, Warszawa 1997 [Siemieniecki B. (red.): Manipulacja - Media - Edukacja, Wyd. Adam Marszałek, Toruń 2007

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TTT EEE AAA CCC HHH EEE RRR ’’’ SSS MMM UUU LLL TTT III MMM EEE DDD III AAA WWW OOO RRR KKK SSS HHH OOO PPP

Course code: 05.1-WP-PED-MMWP


Entry requirements: Basic knowledge on ICT.





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2

COURSE CONTENTS: Software Tool (graphics, photography, sound, music, film, animation). Audio & Video Equipment. Collection of multimedia. Didactic film. Multimedia Presentations.

LEARNING OUTCOMES: Knowledge on psychological and pedagogical conditioning of teaching-learning with the use of multimedia information technologies. Evaluation of educational material usefulness. Skill of using educational media in teaching-learning process.


RECOMMENDED READING: Furmanek M. (red.), Technologie informacyjne w warsztacie pracy nauczyciela, Oficyna Wydawnicza Uniwersytetu Zielonogórskiego, Zielona Góra, 2008 Jędryczkowski J., Prezentacje multimedialne w pracy nauczyciela, Oficyna Wydawnicza Uniwersytetu Zielonogórskiego, Zielona Góra, 2008 Chip, http://www.chip.pl/ PC World, http://www.pcworld.pl/ Komputer Świat, http://www.komputerswiat.pl/ Dobre programy - vortal o legalnym oprogramowaniu, http://dobreprogramy.pl/

OPTIONAL READING: Lewowicki T., Siemieniecki B.(red.), Współczesna technologia informacyjna i edukacja medialna, Wyd. Adam Marszałek, Toruń 2004 Reeves B., Nass C., Media i ludzie, PIW, Warszawa 2000

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TTT EEE CCC HHH NNN III QQQ UUU EEE SSS OOO FFF CCC OOO MMM PPP UUU TTT EEE RRR AAA NNN III MMM AAA TTT III OOO NNN

Course code: 11.3-WP-PED-TAK


Entry requirements: Basic computer skills, fundamentals of computer graphics

Language of instruction: Polish




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Studia stacjonarne

Laborator ium 30 3 1. Credits with appraisal z oceną


Laborator ium 12 3 2. Credits with appraisal z oceną

2

COURSE CONTENTS: Producing graphics, animations, special effects, adding text, importing graphics and sounds into Flash presentations. Creating interactive elements (buttons, areas). Fundamentals of ActionScript language. Publishing and exporting presentations

LEARNING OUTCOMES: Skills and abilities connected with designing multimedia animations and presentations using Flash technology.

ASSESSMENT CRITERIA: Completing all ordered tasks, preparing Flash animation/movie.

RECOMMENDED READING: Vogeleer D.: Macromedia Flash 8 Professional księga eksperta , HELION, Gliwice, 2006 Ulrich K.: Flash 8 klatka po klatce, HELION, Gliwice, 2006 English J.: Macromedia Flash 8 oficjalny podręcznik, HELION, Gliwice, 2006 Green T., Chilcott J.: Macromedia Flash 8 Professional oficjalny podręcznik, HELION, Gliwice, 2006

OPTIONAL READING:

REMARKS:

36



PPP RRR OOO JJJ EEE CCC TTT --- MMM EEE TTT HHH OOO DDD OOO LLL OOO GGG YYY III III III III

Course code: 05.1-WP-PED-PrM


Entry requirements:

Basic knowledge on didactic and methodology of informatics and information technology; knowledge and skills related to constructing multimedia – curriculum of „Multimedia information technologies” course.





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Konwersator ium 30 2 3,4

Part- t ime studies


10/9

COURSE CONTENTS: Preparation and planning of a didactic unit with the implementation of electronic Visual forms; Principles of didactic process design; Visualization; Designing and realization of educational multimedia.



RECOMMENDED READING: Baron-Polańczyk E., Multimedialne materiały dydaktyczne. Projektowanie i wykorzystanie w edukacji techniczno-informatycznej, Oficyna Wydawnicza Uniwersytetu Zielonogórskiego, Zielona Góra, 2006 Gagné R. M., Briggs L. J., Wager W., Zasady projektowania dydaktycznego, WSiP, Warszawa 1992 Jędryczkowski J., Prezentacje multimedialne w pracy nauczyciela, Oficyna Wydawnicza Uniwersytetu Zielonogórskiego, Zielona Góra 2008

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PPP RRR OOO GGG RRR AAA MMM MMM III NNN GGG LLL AAA NNN GGG UUU AAA GGG EEE SSS

Course code: 1.3-WP-PED-IPrg


Entry requirements: Basic knowledge on ICT





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3

COURSE CONTENTS: Structure and operation of webpages – basic information about design and administration rules, HEAD markup, Fonts formatting, Hyperlinks, Graphics and multimedia, Tables, Frames, Form, Pointing and numbering, Layers, Cascading Style Sheets, Publication and uploading website on Internet.

LEARNING OUTCOMES: Ability to design and create static webpages using HTML and XHTML language

ASSESSMENT CRITERIA: pass an weekly exam

RECOMMENDED READING: Castro E., Po prostu HTML 4., Wydanie III, Helion 2003. Crowder D., CrowderR., Tworzenie stron WWW. Biblia, Helion 2002. Danowski B., ABC tworzenia stron WWW , Helion , 2003. Castro E., Po prostu HTML, XHTML i CSS. Wydanie VI, Helion 2007. Lemay L., Tyler D., HTML 4. Vademecum profesjonalisty, Wydanie II, Helion 2001. Schultz D., Cook C., HTML, XHTML i CSS. Nowoczesne tworzenie stron WWW, Helion 2008.

OPTIONAL READING:

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38



PPP RRR OOO JJJ EEE CCC TTT --- MMM EEE TTT HHH OOO DDD OOO LLL OOO GGG YYY III III III III

Course code: 05.1-WP-PED-PrM


Entry requirements:

Basic knowledge on didactic and methodology of informatics and information technology; knowledge and skills related to constructing multimedia – curriculum of „Multimedia information technologies” course.





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10/9

COURSE CONTENTS: Preparation and planning of a didactic unit with the implementation of electronic Visual forms; Principles of didactic process design; Visualization; Designing and realization of educational multimedia.



RECOMMENDED READING: Baron-Polańczyk E.: Multimedialne materiały dydaktyczne. Projektowanie i wykorzystanie w edukacji techniczno-informatycznej, Oficyna Wydawnicza Uniwersytetu Zielonogórskiego, Zielona Góra, 2006 Gagné R. M., Briggs L. J., Wager W.: Zasady projektowania dydaktycznego, WSiP, Warszawa, 1992 Jędryczkowski J.: Prezentacje multimedialne w pracy nauczyciela, Oficyna Wydawnicza Uniwersytetu Zielonogórskiego, Zielona Góra, 2008 Juszczyk S., Janczyk J., Morańska D., Musioł M.: Dydaktyka informatyki i technologii informacyjnej, Wyd. Adam Marszałek, Toruń, 2004 Juszczyk S. (red.): Metodyka nauczania informatyki w szkole, Wyd. Adam Marszałek, Toruń, 2002 Niemierko B.: Ocenianie szkolne bez tajemnic, WSiP Warszawa, 2002

OPTIONAL READING: Gajda J.: Media w edukacji, Impuls, Kraków, 2002 Skrzypczak J.: Edukacyjne funkcje mediów w perspektywie metodologicznej, eMPi2, Poznań,1997 Wenta K.: Samouctwo informacyjne młodych nauczycieli akademickich, Wyd. Adam Marszałek, Toruń, 2002 Strykowski W.: Kompetencje nauczyciela szkoły współczesnej, Wyd. eMPi2, Poznań, 2003

39



SSS OOO CCC III AAA LLL AAA NNN DDD CCC UUU LLL TTT UUU RRR AAA LLL CCC OOO NNN TTT EEE XXX TTT SSS OOO FFF TTT HHH EEE DDD III GGG III TTT AAA LLL RRR EEE VVV OOO LLL UUU TTT III OOO NNN

Course code: 14.9-WP-PED-SKRC


Entry requirements:Students are required to acquire the issues of the following courses: Media Philosophy, Media Sociology and Mass Media


Director of s tudies: Prof. UZ, dr hab. Marek Furmanek

Name of lecturer : Prof. UZ, dr hab. Marek Furmanek


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Part- t ime studies


2/1

COURSE CONTENTS: History of civilization development. Industry revolution. Social and cultural consequences of new technologies. Digital revolution. The information society. Globalisation in the era of digitalisation. New information technologies. Internet in a human life and in a society. Social phenomena determined by cultural and civilization by e-technologies. New forms of the social Internet activation (e-education, e-culture, e-existence). The world of games and entertainment in the world of new technologies. Changes of free time, education space, individual career and a society. Chances and risks of a digital revolution. The future of a human being and a community in the information civilization..

LEARNING OUTCOMES: Elementary knowledge of the influence of modern information technologies on social reality and on the caused cultural and civilization changes. Developing skills of a critical analysis and interpretation of the occurring changes.

ASSESSMENT CRITERIA: Students have to be awarded a passing grade for a semester essay on the course issues to complete this course.

RECOMMENDED READING: Barney D.: Społeczeństwo sieci, Wyd. Sic!, Warszawa 2008 Bendyk E.: Antymatrix. Człowiek w labiryncie sieci, Wyd. W.A.B., Warszawa 2004 Castells M. Społeczeństwo sieci, PWN, Warszawa 2008 Dyson E.: Wersja 2.0. Przepis na życie w epoce cyfrowej, Wyd. Prószyński i S-ka S.A., Warszawa 1999 Filipiak M., Wirtualny plac zabaw. Gry sieciowe i przemiany kultury współczesnej, Wydawnictwa akademickie i profesjonalne, Warszawa 2006 Friedman T.L.: Lexus i drzewo oliwne. Zrozumieć globalizację, Dom Wyd. Rebis, Poznań 2001 Goban-Klas T.: Cywilizacja medialna, WSiP, warszawa 2005 Juszczyk S.: Człowiek w świecie elektronicznych mediów – szanse i zagrożenia, Wyd. Uniwersytetu Śląskiego, Katowice 2000 Levinson P.: Miękkie ostrze, Wyd. Muza S.A. Warszawa 1999 Manovich L. Język nowych mediów, Wydawnictwa akademickie i profesjonalne, Warszawa 2006

40



Martin H.P., Schuman H., Pułapka globalizacji. Atak na demokracje i dobrobyt, Wyd. Dolnośląskie, Wrocław 2000 Naisbitt J.: Megatrendy, Wyd. Zysk i S-ka, Poznań 1997 Postman N.: Technopol. Triumf techniki nad kulturą, Wyd. Muza S.A. Warszawa 2004 Rifkin J., Koniec pracy. Schyłek siły roboczej na świecie i początek ery postrynkowej, Wyd. Dolnośląskie, Wrocław 2001 Toffler A., Toffler H.: Budowa nowej cywilizacji. Polityka trzeciej fali, Wyd. Zysk i S-ka, Poznań 1996 Virillo P.: Bomba informacyjna, Wyd. Sic!, Warszawa 2006 Wallace P.: Psychologia Internetu, Dom Wyd. Rebis, Poznań 2001\

OPTIONAL READING:

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41



EEE DDD UUU CCC AAA TTT III OOO NNN AAA NNN DDD EEE DDD UUU CCC AAA TTT III OOO NNN AAA LLL PPP OOO LLL III CCC YYY

Course code: 05.5-WP-PED-OPE

Type of course: compulsory/optional

Entry requirements: Compulsory/niecompulsory


Director of s tudies:

Name of lecturer : Dr Edyta Kahl


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Lecture 30 1 Credits with appraisal

Part- t ime studies


2

COURSE CONTENTS: Educational Policy – the essence, objectives, areas of interest. Types of educational policy. Education and Policy in monocentric order. Education and educational policy transformations in the times of the systemic changes. Educational reform in 1999 – early learning education, primary school, secondary school. Changes to the preschool education. Employment policy. European Union educational Policy.

Current education and educational policy problems. Students’ choice of the issues.

LEARNING OUTCOMES: Appearance and analysis of: - education and educational policy problems in the times of Poland’s limited independence; - the transformation tendencies occurring in the ideas and educating model under the influence of systemic changes; - changes to the educational system as an outcome of the education reform in 1999, with particular consideration of individual level’s objectives and guidelines, dilemmas related to theirs realization and concept of changes to this system; - educational polcy in Poland in the light of European Union considerations; - main tendencies in the educational solutions being taken on currently and their social consequences.

ASSESSMENT CRITERIA: Credit with grade - test verifying the knowledge of the program contents in the range of exercise subjects.

RECOMMENDED READING:

T. Hejnicka–Bezwińska, O zmianach w edukacji. Konteksty, zagrożenia i możliwości. Bydgoszcz 2000. J. Hellwig, Historia wychowania. Poznań 1994. Jak organizować edukację w szkole podstawowej? MEN, Warszawa 2008. D. Klus-Stańska, Sensy i bezsensy wczesnej edukacji. Olsztyn 2005. M. Kwaśniewska, Z. Ratajek (red.), Edukacja elementarna w zintegrowanym systemie szkolnym. Kielce 2004.

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Z. Kwieciński, Socjopatologia edukacji. Warszawa 1992. M. Mazińska, Polityka oświatowa unii europejskiej. Warszawa 2005. R. Muszkieta, Nauczyciel w reformującej się szkole. Poznań 2001 T. Pilch, Przemiany oświaty. Warszawa 1995. J. Radziewicz, Edukacja alternatywna. Warszawa 1992. H. Skałdanowski, Awans zawodowy nauczyciela, Toruń 2000. E. Szefer, Aktualne problemy edukacji wczesnoszkolnej i przedszkolnej. Bydgoszcz 2001. P. Waśko, M. Wrońska, A. Zduniak (red.), Polski system edukacji po reformie 1999 roku. Stan, perspektywy, zagrożenia. Poznań-Warszawa 2005.

OPTIONAL READING: Awans zawodowy nauczyciela: przepisy, procedury, przykłady, Jelenia Góra 2001. T. Hejnicka –Bezwińska, Zarys historii wychowania (1944-1989). Kielce 1996. E. J. Kryńska, S. W. Mauersberg, Indoktrynacja młodzieży szkolnej w Polsce w latach 1945-1956. Białystok 2003. P. Semków (red.), Propaganda PRL. Gdańsk 2004. R. Stankiewicz (red.), Nauczyciel-Opiekun-Wychowawca (tradycje –teraźniejszość – nowe wyzwania). Poznań – Zielona Góra 2002. G.Tadeusiewicz, Edukacja w Europie, Warszawa 1997.

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FFF OOO RRR MMM UUU LLL AAA TTT III NNN GGG III NNN TTT EEE GGG RRR AAA TTT EEE DDD PPP RRR OOO GGG RRR AAA MMM MMM EEE SSS

Course code: 05.5-WP-PED-KPE


Entry requirements: Credit course of Early School Education

Language of instruct ion: Język Polish

Director of s tudies: Dr Agnieszka Nowak-Łojewska

Name of lecturer : Dr Agnieszka Nowak-Łojewska


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Part- t ime studies


6

COURSE CONTENTS: The idea of programme pluralism, analysis of the chosen integrated education programmes. Establishing terminology: the notion of an educational programme, basic view of educational programmes, the criteria of grading education programmes, analysis of the chosen original programmes in the light of the Minister's Act on the conditions of accepting educational programmes for school usage. The criteria of the correctness of programmes: philosophical, psychological, sociological and pedagogical basis of educational programming. Rules of formulating original programmes: requirements, aims and teaching materials. Analysis of teaching and learning models in the context of using them in formulating original integrated programmes. Exercises in formulating original educational programmes: formulating the concept of a programme setting aims and programme's content formulating the procedures of reaching the aim formulating an exemplary class scenario for an educational programme. Presentation and evaluation of original educational programmes: a process of evaluation, evaluation within chool development scope.

LEARNING OUTCOMES: Skills and abilities concerning: finding out the basic rules of formulating programmes for integrated education, learning the typology of educational programmes, setting the criteria of grading the correctness of educational programmes, gaining the skill of formulating original educational programmes on the level of early school education.

ASSESSMENT CRITERIA: Practical Classes: the credit condition is writing an original programme for early school education.

RECOMMENDED READING: Autoewaluacja w szkole (red. ), E. Tołwińska-Królikowska, Warszawa 2002. Dylak S., Wprowadzenie do konstruowania szkolnych programów nauczania, Warszawa 2000. Jakowicka M., Nauczyciel wobec problematyki integracji w edukacji wczesnoszkolnej, [w:] Współczesne tendencje rozwoju pedagogiki wczesnoszkolnej, red. E. Kozak-Czyżewska, D. Zdybel, B. Kępa, Kielce 2005. Komorowska H., O programach prawie wszystko, Warszawa 1999.

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Kruk J., Doświadczenie, reprezentacja i działanie wśród rzeczy i przedmiotów. Projektowanie edukacyjne, Wyd. UG, Gdańsk 2008. Gnitecki J., (red.), Konstruowanie autorskich programów stymulujących i wspierających rozwój, Poznań 2001-2002, 2003, 2004, 2005, 2006. Ornstein A. C., Hunkins F. P., Program szkolny. Założenia. Zasady. Problematyka, Warszawa 1998. Walter D. F., Soltis J. F., Program i cele kształcenia, Warszawa 2000. Waloszek D., Program w edukacji dzieci. Geneza. Istota. Kryteria, Warszawa 2005..

OPTIONAL READING:

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45



EEE DDD UUU CCC AAA TTT III OOO NNN AAA NNN DDD EEE DDD UUU CCC AAA TTT III OOO NNN AAA LLL PPP OOO LLL III CCC YYY

Course code: 05.5-WP-PED-OPE


Entry requirements: ---


Director of s tudies: Dr Edyta Kahl

Name of lecturer : Dr Edyta Kahl


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Lecture 30 1 Credits with appraisal z oceną


Lecture 8 1 Credits with appraisal z oceną

2

COURSE CONTENTS: Educational Policy – the essence, objectives, areas of interest. Types of educational policy. Education and Policy in monocentric order. Education and educational policy transformations in the times of the systemic changes. Educational reform in 1999 – early learning education, primary school, secondary school. Changes to the preschool education. Employment policy. European Union educational Policy. Current education and educational policy problems. Students’ choice of the issues.

LEARNING OUTCOMES: Appearance and analysis of: - education and educational policy problems in the times of Poland’s limited independence; - the transformation tendencies occurring in the ideas and educating model under the influence of systemic changes; - changes to the educational system as an outcome of the education reform in 1999, with particular consideration of individual level’s objectives and guidelines, dilemmas related to theirs realization and concept of changes to this system; - educational polcy in Poland in the light of European Union considerations; - main tendencies in the educational solutions being taken on currently and their social consequences.

ASSESSMENT CRITERIA: Credit with grade - test verifying the knowledge of the program contents in the range of exercise subjects.


T. Hejnicka–Bezwińska, O zmianach w edukacji. Konteksty, zagrożenia i możliwości. Bydgoszcz 2000. J. Hellwig, Historia wychowania. Poznań 1994. Jak organizować edukację w szkole podstawowej? MEN, Warszawa 2008. D. Klus-Stańska, Sensy i bezsensy wczesnej edukacji. Olsztyn 2005. M. Kwaśniewska, Z. Ratajek (red.), Edukacja elementarna w zintegrowanym systemie szkolnym. Kielce 2004. Z. Kwieciński, Socjopatologia edukacji. Warszawa 1992. M. Mazińska, Polityka oświatowa unii europejskiej. Warszawa 2005. R. Muszkieta, Nauczyciel w reformującej się szkole. Poznań 2001 T. Pilch, Przemiany oświaty. Warszawa 1995. J. Radziewicz, Edukacja alternatywna. Warszawa 1992.

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H. Skałdanowski, Awans zawodowy nauczyciela, Toruń 2000. E. Szefer, Aktualne problemy edukacji wczesnoszkolnej i przedszkolnej. Bydgoszcz 2001. P. Waśko, M. Wrońska, A. Zduniak (red.), Polski system edukacji po reformie 1999 roku. Stan, perspektywy, zagrożenia. Poznań-Warszawa 2005.

OPTIONAL READING: 1. Awans zawodowy nauczyciela: przepisy, procedury, przykłady, Jelenia Góra 2001. 2. T. Hejnicka –Bezwińska, Zarys historii wychowania (1944-1989). Kielce 1996. 3. E. J. Kryńska, S. W. Mauersberg, Indoktrynacja młodzieży szkolnej w Polsce w latach 1945-1956. Białystok 2003. 4. P. Semków (red.), Propaganda PRL. Gdańsk 2004. 5. R. Stankiewicz (red.), Nauczyciel-Opiekun-Wychowawca (tradycje –teraźniejszość – nowe wyzwania). Poznań – Zielona Góra 2002. 6. G.Tadeusiewicz, Edukacja w Europie, Warszawa 1997.

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SSS PPP EEE CCC III AAA LLL NNN EEE EEE DDD SSS EEE DDD UUU CCC AAA TTT III OOO NNN

Course code: 05.6-WP-PED-PS


Entry requirements:

Basic knowledge from the general education and theory and system of education In Poland and In the worlds. The right understanding of basic notions connected with pedagogic activities: the care, upbringing, teaching, upbringing education etc. The knowledge of development process of human and environments and stimulating factors or those disturbing the development. The openness for different developmental needs and educational of disabled people.


Director of s tudies: Dr Zdzisława Janiszewska-Nieścioruk

Name of lecturer : Dr Zdzisława Janiszewska-Nieścioruk


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Class 30 2 2


Part- t ime studies


Class 8 2


4

COURSE CONTENTS: Basic assumption of general education and the need/necessity of their modification in special education. Special education, as the subdiscipline of general education; its main issue, aims, rules and division. The rules of education and its right grasp in the concept of special educational needs of disabled people. The characteristic of methods of rehabilitation. Special education in historical aspect – changes in the process of education and rehabilitation. Evaluation in the special education. Modern proeuropean dimension of special pedagogues education.

LEARNING OUTCOMES: The ability to identify and use, in pedagogic work, the significant similarities and differences in education of healthy and disabled people. Recognition of special educational needs of disabled children and teenagers and their difficulties in realization the education process. The knowledge of rules and methods of therapy, as well as rehabilitation and its reflexive and creative use of aimed on cessation of given difficulties in different forms of special (segregate, directive, and integrative) education these people.

ASSESSMENT CRITERIA: Passing mark, exam.

RECOMMENDED READING: Dykcik W. (1997) (red.) Pedagogika specjalna, UAM, Poznań Dykcik W., Szychowiak B. (2001) (red.) Nowatorskie i alternatywne metody w teorii i praktyce kształcenia specjalnego, UAM, Poznań Głodkowska J. (1999) Poznanie ucznia szkoły specjalnej. Warszawa, WSiP

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Kosakowski C. (2003) Węzłowe problemy pedagogiki specjalnej. Akapit, Toruń Sowa J., Wojciechowski F. (2003) Rehabilitacja edukacyjna w zarysie. Zamość, WSZiA Speck O. (2005) Niepełnosprawni w społeczeństwie. GWP, Gdańsk. Gajdzica Z., Klinik A. (red.), Wątki zaniedbane, zaniechane, nieobecne w procesie edukacji i wsparcia społecznego osób niepełnosprawnych. Katowice 2004. Kossakowski Cz., Węzłowe problemy pedagogiki specjalnej. Toruń 2003. Krauze A., Człowiek niepełnosprawny wobec przeobrażeń społecznych. Kraków 2004. Sowa J., Wojciechowski F., Proces rehabilitacji w kontekście edukacyjnym. Rzeszów 2001.

49



TTT HHH EEE OOO RRR EEE TTT III CCC AAA LLL AAA SSS PPP EEE CCC TTT SSS OOO FFF III NNN TTT EEE GGG RRR AAA TTT III OOO NNN III NNN TTT EEE AAA CCC HHH III NNN GGG

Course code: 05.6-WP-PED-TPIK


Entry requirements: Basics of early school pedagogy with methodology and the knowledge on child development psychology


Director of s tudies: Dr Agnieszka Nowak-Łojewska

Name of lecturer :Dr Agnieszka Nowak-Łojewska, dr Iwona Kopaczyńska


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Class 15 1 3


Part- t ime studies


Class 6 3


6

COURSE CONTENTS: Integration as a problem of the modern world, presented in different contexts; contradictions of life processes of a man - integration and disintegration, the idea of globalisation, holistic understanding of the world; connection between the educational changes with superior changes in the world. The idea of integration in education and its place in the reform of 1999; analysis of the regulations concerning integration in the reform documents. Critical analysis of ho w integration is included in the reform documents compared to theoretical achievements. The genesis of integration in early school education. The category of continuation and change in the analysis of the development of educational concepts. Critical judgment of the synthetic system of new upbringing done at the turn of 1950s and 1960s. The rule of combining psychological and logical arrangement of content. Shaping of the concept of integration. Isolating different levels of integration. Modern understanding of integration in education. Descriptive defmition of integration in its contemporary meaning. An integration axis as a uniting factor, the variety of axes. Strategies of integration: problem teaching, functional teaching, children creativity, and a trip. Dilemmas concerning integration in education. Efficiency of using integration in education. Evaluation criteria. Scientific phenomena

LEARNING OUTCOMES: Information concerning theoretical basis of integration teaching in early school years, Education results skills and abilities connected with critical judgment and preparing programmes of and abilities integrated classes for students from Year 1 to 3.

ASSESSMENT CRITERIA: Lecture - the credit condition is presence at the lectures as well as obtaining a Credit positive grade from a written exam on the content of the lectures, at the end of the Conditions I semester. Practical Classes - the credit condition is obtaining positive grades from all practical exercises planned within the teaching programme.

RECOMMENDED READING: 1. Klus-Stańska D., Nowicka M., Sensy i bezsensy edukacji wczesnoszkolnej, WSiP, Warszawa 2005.

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2. Klus-Stańska D., Behawiorystyczne źródła myślenia o nauczaniu, czyli siedem grzechów głównych wczesnej edukacji, [w:] Wczesna edukacja. Między schematem a poszukiwaniem nowych ujęć teoretyczno-badawczych, red. D. Klus-Stańska, E. Szatan, D. Bronk, Wyd. UG, Gdańsk 2007. Kopaczyńska I., Nowak-Łojewska A., Wymiary edukacji zintegrowanej, „Impuls”, Kraków 2007. Kształcenie zintegrowane. Problemy teorii i praktyki, red. M. Żytko, „Żak”, Warszawa 2002.

OPTIONAL READING: Klus-Stańska D., W nauczaniu początkowym inaczej, „Impuls”, Kraków 1999. 2. Uczenie metodą projektów, B. D. Gołębniak, WSiP, Warszawa 2002.

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TTT HHH EEE OOO RRR EEE TTT III CCC AAA LLL BBB AAA SSS III SSS OOO FFF PPP RRR EEE --- SSS CCC HHH OOO OOO LLL PPP EEE DDD AAA GGG OOO GGG YYY

Course code: 05.5-WP-PED-TPEP


Entry requirements:

Knowledge of general pedagogy, developmental psychology, general didactics, rudiments of mathematics, Polish, and children's literature, pre-school pedagogy with methodology


Director of s tudies:

Name of lecturer :dr Anetta Soroka-Fedorczuk; dr Agnieszka Olczak

Form of instruct ion

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Number of ECTS credits

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Lecture 15 1

C lass 30 2 1

Part- t ime studies

Lecture 8

C lass 16 1

5

COURSE CONTENTS: Quality in pre-school education. Quality management in pre-school education. Subjects interested in quality. Quality criteria. The concept of syllabus. Characteristics of syllabus (clarity, openness, teacher's responsibility). The sense of educational programming. Criteria of syllabus correctness. Types of syllabuses. Documents regulating pre-school education. Tendences in attitudes to caretakers of children at pre-school age : parents as caretakers and teachers of their children, organised forms of care, teacher's training institutions, increase in educational level of nursery school teachers. Theories of cognitive development by J. Piaget, L.S. Wygotski and J. Bruner. Principles of pedagogical conduct. Nursery school as a place of symbolic violence. Theory of symbolic violence by P. Bourdieau. The concept of symbolic violence. Signs of symbolic violence at nursery school. Categories of violence.

LEARNING OUTCOMES: Knowledge og pre-school pedagogy and methodology, student training at nursery school.

ASSESSMENT CRITERIA: Lecture – in order to complete the course the student has to attend the lectures and perform the tasks given him/her by the teacher. Laboratory – in order to complete the course the student has to obtain pass notes for all the tasks determined in the syllabus.

52



RECOMMENDED READING: Bourdieau P. : Zaproszenie do socjologii refleksyjnej, Oficyna Naukowa, Warszawa, 2001; Erikson E.: Dzieciństwo i społeczeństwo, Dom Wydawniczy „Rebis”, Poznań, 1997; Falkiewicz – Szult M., Przemoc symboliczna w przedszkolu, Oficyna Wydawnicza „Impuls”, Kraków, 2006; Waloszek D.: Program w edukacji dzieci. Geneza, istota, kryteria, Wydawnictwo Akademickie Żak, Warszawa, 2005; Waloszek D.: Pedagogika przedszkolna. Metamorfoza statusu i przedmiotu badań, Wyd. Naukowe Akademii Pedagogicznej, Kraków, 2006; Zahorska M., red.: Edukacja przedszkolna w Polsce – szanse i zagrożenia, ISP, Warszawa, 2003;

OPTIONAL READING: Nęcki Z.: Komunikacja międzyludzka, Wydawnictwo Profesjonalnej Szkoły Biznesu, Kraków, 1996;

Siarkiewicz E.: Ostatni bastion, czyli jawne i ukryte wymiary pracy przedszkola, Oficyna Wydawnicza „Impuls”, Kraków, 2000; Śliwerski B.:Współczesne teorie i nurty wychowania, Oficyna Wydawnicza „Impuls”, Kraków, 2001; Waloszek D.: Nauczyciel i dziecko. Organizacja warunków edukacji przedszkolnej, Ośrodek Doskonalenia Nauczycieli, Zielona Góra, 1998; Waloszek D.: Edukacja dzieci sześcioletnich w Polsce, Oficyna Wydawnicza UZ, Zielona Góra, 2005;

REMARKS:

53



RRR EEE SSS OOO CCC III AAA LLL III ZZZ AAA TTT III OOO NNN PPP EEE DDD AAA GGG OOO GGG

Course code: 05.6-WP-PED-PRes


Entry requirements:Knowledge from the chosen problems of social maladjustment and special pedagogy


Director of s tudies: PhD Jolanta Lipińska – Lokś

Name of lecturer : PhD Jolanta Lipińska – Lokś


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Class 15 2 1


Part- t ime studies


Class 14 1


8

COURSE CONTENTS: Resocialization pedagogy as a science Models of „healthy” personality Problem of social maladjustment Resocialization diagnosis and prognosis in resocialization Theories and models of resocialization Rules of resocialization Stages and strategies of resocialization process Penitentiary Systems in Poland and round the World The nature and the capabilities of educational treatment in resocialization Legal basics of juvenile resocialization;

LEARNING OUTCOMES: Obtaining the theoretical knowledge form the field of resocialization pedagogy: Obtaining the ability to solve the theoretical and decisional problems from the field of resocialization pedagogy; Focus on pro-social actions and moral improvement through self-cultivation ;

ASSESSMENT CRITERIA: L: positive grade from the exam; Classes: realization of the defined contract;

RECOMMENDED READING: Gąsior H. (1992), Nauczanie społecznie niedostosowanych. Konarzewski K.(1987), Podstawy teorii oddziaływań wychowawczych. Makowski A.(1994), Niedostosowanie społeczne młodzieży i jej resocjalizacja. Pospiszyl K. (1990), Resocjalizacja nieletnich. Doświadczenia i koncepcje. Pytka L. (2001), Pedagogika resocjalizacyjna. Szczęsny W. W. (2003), Zarys resocjalizacji z elementami patologii społecznej i profilaktyki.

OPTIONAL READING:

54



HHH UUU MMM AAA NNN RRR EEE SSS OOO UUU RRR CCC EEE SSS MMM AAA NNN AAA GGG EEE MMM EEE NNN TTT

Course code: 14.9-WP-PED-KZL


Entry requirements: none


Director of s tudies: dr Jerzy Herberger

Name of lecturer : dr Jerzy Herberger


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Class 15 2




Class 6 2


3

COURSE CONTENTS: Theoretical and practical approach to human resources management. Paradigms of adjustment: adjusting humans to work, mutual adjustment, adjusting work to humans. Strategies and aims of a company, company’s mission, strategies of development. Culture of an organisation. Training and promotion.

LEARNING OUTCOMES: Students describe a modified, adjusted to their needs, concept of human resources management. They define company’s aims and mission.

ASSESSMENT CRITERIA: Classes (colloquy) Lectures (examination)

RECOMMENDED READING: H. Król, Kierowanie zasobami ludzkimi, Warszawa 2007.

T. Listwan, Zarządzani kadrami, Wrocław 2000.

Cz. Nosal, Psychologia decyzji kadrowych, Kraków 1997.

OPTIONAL READING:

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CCC OOO UUU NNN SSS EEE LLL LLL III NNN GGG AAA NNN DDD HHH EEE LLL PPP III NNN GGG FFF AAA CCC UUU LLL TTT YYY

Course code: 05.9-WP-PED-PiP

Type of course: optional

Entry requirements: Counselling studies


Director of s tudies: Elżbieta Siarkiewicz PhD

Name of lecturer :Elżbieta Siarkiewicz PhD

Marcin Szumigraj PhD

Form of instruct ion

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Class 30 2 Credit with grade

Part- t ime studies

Class 15 Credit with grade

1

COURSE CONTENTS: Role of counselling in life, daily forms of counselling, counselling on-line, counselling in traditional institutions and unconventional environments, efficiency and quality of counselling, potential development and limitations of counselling, counsellors’ experiences supervision of counsellors’ work

LEARNING OUTCOMES: Student is able to interpret current practice of professional and unprofessional counselling; evaluate and explain popularity of counselling in modern society

ASSESSMENT CRITERIA: research on chosen question

RECOMMENDED READING: Siarkiewicz E., Przesłonięte obszary poradnictwa. Realia- iluzje- ambiwalencje, Zielona Góra 2010 Kukla D (red.)., Wielowymiarowość poradnictwa w życiu człowieka. Wybrane obszary, Warszawa 2009 Hajduk B., Hajduk E., O pomocy skutecznej i nieskutecznej, Zielona Góra 2008 Kargulowa A., (red.) Poradoznawstwo – kontynuacja dyskursu, Warszawa 2009 Zielińska-Pękał D., Refleksje o poradnictwie debiutujących doradców, Zielona Góra 2009

OPTIONAL READING: Siarkiewicz E., Wojtasik B., Być doradcą! Doświadczenia i refleksje, Wrocław 2008

56



CCC RRR III MMM III NNN OOO LLL OOO GGG YYY AAA NNN DDD TTT HHH EEE EEE LLL EEE MMM EEE NNN TTT SSS OOO FFF CCC RRR III MMM III NNN AAA LLL III SSS TTT III CCC SSS

Course code: 10.4-WP-PED-KrKr


Entry requirements: Basis of criminology


Director of s tudies: dr Maciej Małolepszy

Name of lecturer : dr Maciej Małolepszy


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Class 15 4




Class 7 4


7

COURSE CONTENTS: Psychological theory of crime. Social theory of crime. Characteristic of crime in Poland. Basis crime. Economic crime. Organized crime. Juvenile delinquency. Professional crime. Repeated crime. Violence and crime. Victimology. Fear of crime. Criminological diagnosis. Structure of crime: Terrorism. Drugs, Alcohol, Prostitution. Punishment and criminology. Interpretation of crime statistics. Criminological problems of imprisonment. Basis of criminalistic..

LEARNING OUTCOMES: Competition in criminology and criminalistic


RECOMMENDED READING: Błachut J., A. Gaberle, K. Krajewski, Kryminologia, Gdańsk 1999 Hołyst B., Kryminologia, Warszawa, 1999. Falandysz L., W kręgu kryminologii radykalnej, Warszawa 1986. Rau Z., Przestępczość zorganizowana w Polsce i jej zwalczanie, Kraków 2002. Siemaszko A., Granice Tolerancji. Oteoriach zachowań dewiacyjnych. Warszawa 1993. Siemaszko A., Gruszczyńska M., Marczewski M.. Atlas przestępczości w Polsce 3 Warszawa 2003.

OPTIONAL READING:

57



LLL EEE GGG AAA LLL AAA SSS PPP EEE CCC TTT SSS OOO FFF PPP OOO SSS TTT --- PPP EEE NNN III TTT EEE NNN TTT III AAA RRR YYY AAA SSS SSS III SSS TTT AAA NNN CCC EEE

Course code: 10.0-WP-PED-PrPP


Entry requirements: Basis of law


Director of s tudies: Dr Maciej Małolepszy

Name of lecturer : Dr Maciej Małolepszy, Mgr Katarzyna Kijowska


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Class 15 1 3




Class 5 1 3


4

COURSE CONTENTS: General basis of law. Introduction, Recommended reading. Basic elements. Polish system of post-penitentiary assistance. Preparation of prisoners to leaving of prison. The function of probation officers in post-penitentiary system. Welfare work in post-penitentiary system. Centre of Social Integration. Social organization and post-penitentiary work

LEARNING OUTCOMES: Competition in Polish system of post-penitentiary.


RECOMMENDED READING: Barbara Stańdo-Kawecka, Prawne podstawy resocjalizacji, Kraków 2000. Zbigniew Hołda, Kazimierz Postulski, Kodeks karny wykonawczy, Komentarz, Gdańsk 2005. Andrzej Marek, Prawo karne, 7. wydanie, Warszawa 2006.

OPTIONAL READING: Joanna i Zbigniew Hołda, Prawo karne wykonawcze, 2. wydanie, Kraków 2004. Stanisław Pawela., Prawo karne wykonawcze, Zarys wykładu., Kraków 2003.

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LLL EEE GGG III SSS LLL AAA TTT III VVV EEE BBB AAA SSS III SSS OOO FFF RRR EEE SSS OOO CCC III AAA LLL III ZZZ AAA TTT III OOO NNN

Course code: 10.0-WP-PED-PrPR


Entry requirements: Basi of law


Director of s tudies: Dr Maciej Małolepszy

Name of lecturer : Dr Maciej Małolepszy, mgr. Katarzyna Kijowska


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Class 30 2 3

Credits with appraisal z oceną



Class 10 1 3

Credits with appraisal z oceną

7

COURSE CONTENTS: Legal aspects of imprisonment. Constitutional aspects of punishment European law und legislative basis of resocialization

LEARNING OUTCOMES: Competition in legal aspects of resocialization.



OPTIONAL READING: Joanna i Zbigniew Hołda, Prawo karne wykonawcze, 2. wydanie, Kraków 2004. Stanisław Pawela., Prawo karne wykonawcze, Zarys wykładu., Kraków 2003.

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PPP OOO SSS TTT --- PPP EEE NNN III TTT EEE NNN TTT III AAA RRR YYY AAA SSS SSS III SSS TTT AAA NNN CCC EEE

Course code: 05.6-WP-PED-PomP


Entry requirements: general knowledge of basis of law


Director of s tudies: Dr Artur Doliński

Name of lecturer : Dr Artur Doliński, dr Barbara Toroń


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Lecture 15 1 4 Credits with appraisal



4

COURSE CONTENTS: General knowledge of legislative system. Fine, limited freedom punishment, imprisonment, 25 years imprisonment, life imprisonment. Execution of fine Execution of imprisonment punishment. Aims of imprisonment execution. Systems of imprisonment execution. Types of penal institutions. Kinds of penal institutions. Classification of convicted people. Rights and obligations of convicted people. Measures of penitentiary working (work, studying, leisure activities, prizes, disciplinary allowances and punishments)

LEARNING OUTCOMES:

Introduction to use of legislative basis of punishment, measures of punishment, probation measures and precautionary measures, execution of punishment and measures of prevention and combating of demoralization and juvenile delinquency

ASSESSMENT CRITERIA:

Lecture (learning the lecture content) Classes (case studies)


OPTIONAL READING: Joanna i Zbigniew Hołda, Prawo karne wykonawcze, 2. wydanie, Kraków 2004. Stanisław Pawela., Prawo karne wykonawcze, Zarys wykładu, Kraków 2003.

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PPP RRR EEE VVV EEE NNN TTT III OOO NNN III NNN SSS OOO CCC III AAA LLL MMM AAA LLL AAA DDD JJJ UUU SSS TTT MMM EEE NNN TTT

Course code: 05.6-WP-PED-PNS


Entry requirements:Basic knowlegde of social prevention, prevention activities 1st,2nd, 3rd grade in aspects of maladjustment.


Director of s tudies: mgr Lidia Wawryk

Name of lecturer : mgr Lidia Wawryk


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Class 30 2 3. Credits with appraisal z oceną


Class 10 2 4. Credits with appraisal z oceną

6

COURSE CONTENTS: Learning outcomes:the aim rules, forms and function regulations of social prevention and maladjustment. The fundamental components of prophylactic programmes. The basic prevention of form maladjustment: Intervention programme for teenagers and adults using alcohol. the drug abuse-preventing activities – the results of drug addition and prevention programme. Preventing aggressive behaviour. Prevention of violence in family. Educational, preventive and therapeutic activities of destruction sects and destructing groups. The preventing suicides. The procedures for delinquency and demoralization.

LEARNING OUTCOMES: Teaching definitions, directions, tasks of social prevention.

ASSESSMENT CRITERIA: mark of test, active participation in class

RECOMMENDED READING: Gaś Z. Profilaktyka w szkole. Warszawa 2006, WsiP Szymańska J. Programy profilaktyczne. Podstawy profesjonalnej psychoprofilaktyki. Warszawa 2002, CMPP-P Szpringer M.Laurman-Jarząbek E; Drapała Andrzej. Profilaktyka uzależnień i przemocy w rodzinie-diagnoza i propozycje rozwiązań systemowych w środowisku lokalnym. Kielce 2005, Wyd. Stachurski Balcerek-Kałek B. Budowanie szkolnych programów profilaktyki. Warszawa 2003, PWN Deptuła M. Diagnostyka pedagogiczna i profilaktyka w szkole i środowisku lokalnym. Bydgoszcz 2004, Wyd.AB

OPTIONAL READING: lVogler R.E., Bartz W.R. Nastolatki i alkohol. Kiedy nie wystarczy powiedzieć nie?. Warszawa 2002, PARPA Pacewicz A. Dzieci alkoholików. Jak je rozumieć jak im pomagać? Warszawa 1992, MEN Seweryńska A. Uczeń z rodziny dysfunkcyjnej. Warszawa 2004, Pasek M. Narkotyki przy tablicy. Warszawa 2000, Fundacja ETOH Dimoff T., Carter S. Jak rozpoznać, że dziecko sięga po narkotyki ? Warszawa 1994, Wyd. Elma Books Knez R., Słonina W. Saper- jak rozminować agresję? Warszawa 2000, Rubikon

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Olweus D. Mobbing – fala przemocy w szkole. Jak ja powstrzymać?. Warszawa 1998, Jacek Santorski&CO Kurzępa J. Młodzież pogranicza- świnki, czyli o prostytucji nieletnich. Kraków 2001, Oficyna Wydawnicza Impuls Jędrzejewski M. Młodzież a subkultury. Warszawa 1988, Wyd. Żak Cekiera Cz. Ryzyko uzależnień. Lublin 2001, Towarzystwo Naukowe KUL Filipiak M. Od subkultury do kultury alternatywnej. Lublin 1999, Wyd. UMCS Prejs B. Subkultury młodzieżowe. Katowice 2005, Wyd.Kos Prokop J. Uwaga rodzice! Sekty. Warszawa 1994 Abgrall J.M. Sekty. Manipulacja psychologiczna. Gdańsk 2005, GWP Nowakowski P.T. Sekty. Co każdy wiedzieć powinien. Tychy 1999, Maternus Media

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RRR EEE SSS OOO CCC III AAA LLL III ZZZ AAA TTT III OOO NNN AAA NNN DDD TTT HHH EEE RRR AAA PPP YYY OOO FFF AAA DDD DDD III CCC TTT SSS

Course code: 05.6-WP-PED-RiT


Entry requirements:GENERAL KNOWLEDGE OF PEDAGOGY AND PSYCHOLOGY


Director of s tudies: Dr Artur Doliński

Name of lecturer : Dr Artur Doliński, mgr Lidia Wawryk


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Class 15 3




Class 5 3


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COURSE CONTENTS: Causes of drug addiction – biological, psychological and sociological theories explaining reasons for addictive drugs use. Addiction as a disease of will, emotions and control, physical, mental and social dependence . Criteria of addiction according to ICD – 10, term of drug hunger, kinds of drug tolerance. Stages of addiction process according to Glatt. Addictive drugs classes: stimulants, depressants, psychedelics – their look, effects, dangers of using, slang names. Specificity of life in a family with addiction problem – characteristics of a dysfunctional family, codependency and its symptoms, harms occurring in addicted families. Disorders in growing among children living in families with addiction problems. “False” personalities - roles of the children in addicted families and psychocorrection of them. System of drug dependence therapy in Poland: stationary an ambulatory service, self-help groups. Psychological addiction mechanisms: illusion and denial mechanism, addictive feelings regulation, split and diffuse Ego. Working with addicted patient with the use of therapeutic community methods, philosophy of a community as a curing factor, therapy stages, addresses of therapy centers. System of training preparing for work as an addiction therapy instructor and specialist.

LEARNING OUTCOMES: Diagnostics of addiction as a disease, stages of its progress, behaviour of addicts, look of addictive drugs and their influence on a human body, specificity of families with addiction problems, possibilities of psychocorrection of children from families with addiction problems, systems of addiction therapy in Poland and contents of therapeutic programs..

ASSESSMENT CRITERIA:

Classes attendance, positive colloquy grade, credits with appraisal


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Cekiera Cz.: Psychoprofilaktyka uzależnień oraz terapia i resocjalizacja osób uzależnionych, TN KUL, Lublin 1999, Sztander W.: Poza kontrolą, PARPA, Warszawa,1993 Sztander W..: Rodzina z problemem uzależnienia, PARPA, Warszawa 2000 Szymańska J..: Programy profilaktyczne. Podstawy profesjonalnej psychoprofilaktyki, CMPPP MEN, Warszawa, 2000 Kamińska – Buśko B..: Zapobieganie uzależnieniom uczniów, CMPPP MEN, Warszawa, 2000 Kooyman M.: Społeczność terapeutyczna dla uzależnionych, KBdsPN, Warszawa, 2002 Niewiadomska I .: Narkotyki, Lublin 2004 Robinson B.E.: Pomoc psychologiczna dla dzieci alkoholików PARPA , Warszawa, 1998 Krajowe Biuro ds. Przeciwdziałania Narkomanii. Młodzież i narkotyki. Terapia i rehabilitacja. Warszawa 2007

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