| Beschreibung: |
The course, „The Project Method as a Didactic Strategy for Teaching Statistics in Context,“ spans 32 hours, including seven synchronous sessions, with additional hours for practical work and the final approval project. The cooperation with Professor Terán from Universidad Nacional de Rosario, Argentina, covered the selecting and organising the contents of the course, the presentation of the ideas, the cooperation with the participants, and the evaluation of the participants. The course finally was held at the University of Lujan and online. Objectives of the course include experiencing project method steps, learning from the application experience, and understanding its advantages and limitations. Evaluation involves continuous assessment and a final report on methodology reflections. The analytical program covers topics like introducing virtual teaching strategies, defining the project method, its organisation, virtual challenges, and educational approaches. It explores perspectives on virtual education, methodologies, and educational strategies in higher education. Technological, content-based, and methodological approaches are discussed, emphasising interactivity, teacher role transformation, knowledge management, and teamwork. The significance of flexible education, instructional strategies, and the role of the teacher in virtual environments is explored. Elements necessary for virtual learning environments include computer-mediated communication, didactic tools, flexibility, organisational structure, and teaching methods. The course reflects on the evolving role of teachers, emphasising self-observation,reflection, facilitation, and motivation. The course underscores knowledge as a social construct, emphasising interaction and collaborative learning. Project method pillars and essential consequences areoutlined, aligning with the resurgence of project-based learning in the 21stcentury. The psychological evolution of the project method is explored, acknowledging influential educational theories and a shift to constructivist learning. Project-based learning stages are elucidated, focusing on intention, preparation, execution, and evaluation. The course aims to foster students' critical thinking, making them active contributors to project development. The final section outlines the organisation of the project method in classes, summarising phases like project planning, execution, monitoring, plan implementation, impact measurement, and project closure. |