Neuropedagogy

ΠΡΟΣΚΛΗΣΗ ΣΥΜΜΕΤΟΧΗΣ

Την ΠΑΡΑΣΚΕΥΗ 10 ΜΑΡΤΙΟΥ 2023 και ώρα 5.00-8.00μμ, θα πραγματοποιηθεί στο νέο κτίριο του Τμήματος Μηχανικών Η/Υ & Πληροφορικής Πανεπιστημίου Πατρών (Ρίο) ημερίδα με θέμα «Η Νευροεπιστήμη στη Διδασκαλία και Μάθηση στην Ανώτατη Εκπαίδευση: Το έργο Neuropedagogy».

Στο πλαίσιο της ημερίδας θα πραγματοποιηθούν ομιλίες και παρουσιάσεις σχετικά με:
• Καλές Πρακτικές Διδασκαλίας και Μάθησης στην Ανώτατη Εκπαίδευση,
• Τις Διδακτικές Προσεγγίσεις υπό το πρίσμα της Νευροεπιστήμης,
• Τους Νευρομύθους και τον αντίκτυπό τους στη διδασκαλία και μάθηση
• Τα αποτελέσματα του Ευρωπαϊκού έργου Neuropedagogy,
• To ασύγχρονο μάθημα «Διδακτικές Μέθοδοι, βασισμένες στη Νευροεπιστήμη» και την ψηφιακή πλατφόρμα υποστήριξής του,
• Συμπεράσματα - Συζήτηση

Προσκαλούμε

Μέλη ΔΕΠ, ΣΕΠ, ΕΔΙΠ και ΕΤΕΠ ελληνικών και ξένων πανεπιστημίων, ακαδημαϊκούς διδάσκοντες, λέκτορες, ερευνητές, εκπαιδευτικούς, διδακτορικούς, μεταπτυχιακούς κι προπτυχιακούς φοιτητές,
να δηλώσουν
πρόθεση συμμετοχής συμπληρώνοντας την φόρμα στον παρακάτω σύνδεσμο.

ΕΓΓΡΑΦΗ ΣΤΗΝ ΗΜΕΡΙΔΑ
(ΠΡΟΘΕΣΜΙΑ ως και την Τρίτη 7/3/2023)
https://forms.gle/pqVsajzTyodLWg7u7

Η ημερίδα θα πραγματοποιηθεί αποκλειστικά δια ζώσης στο κεντρικό αμφιθέατρο (ισόγειο) του νέου κτιρίου Τμήματος Μηχανικών Η/Υ & Πληροφορικής Πανεπιστημίου Πατρών (Ρίο). Για το έργο μπορείτε να βρείτε πληροφορίες εδώ: https://www.neuropedagogy.eu/

Για να εγγραφείτε στο ηλεκτρονικό μάθημα «Διδακτικές Μέθοδοι, βασισμένες στη Νευροεπιστήμη», επισκεφθείτε: https://elearn.neuropedagogy.upatras.gr/.

Το πρόγραμμα της Ημερίδας βρίσκεται εδώ https://padlet.com/marianefeli8/it29bt0rym3elcpv

Στους ενδιαφερόμενους συμμετέχοντες στην ημερίδα θα δοθούν Πιστοποιητικά Παρακολούθησης.

Επικοινωνία: Δρ. Μαρία Φραγκάκη, Επιστημονική Υπεύθυνη, email: [email protected] & [email protected], Καθηγητής Ιωάννης Χατζηλυγερούδης, Αναπληρωτής Επιστημονικός Υπεύθυνος, email: [email protected], Δρ. Στυλιανός Μυστακίδης, Ερευνητής, email: [email protected], τηλ: 2610996732, Δρ. Κωνσταντίνος Δημητρόπουλος, Ερευνητής, email: [email protected], τηλ: 6974715318

neuropedagogy Feel free to change the language of the platform by hovering your mouse over the language switcher on the top right corner! Welcome to the online platform of the “Neuropedagogy” project! The objective of this platform is to host the course “Didactic method based on Neuroscience” as well as a...

Learning teaching training activity under is taking place now in Łódź (Poland). First day was devoted to warming up activities and different ice breakers.

Cooperative learning 👩‍💻🧑‍💻👨‍💻 is the educational approach of using groups to enhance learning through working together. Groups of two or more learners work together to solve problems, complete tasks, or learn new concepts.
Such group work is based on the main provisions of cooperation and implies:
📍 the presence of interdependence of the members of the group among themselves, along with the personal responsibility of each member of the group for their success and the success of their partners;
📍 special attention is paid to the social aspects of learning: ways of communication between group members;
📍 the presence of a general assessment of the work of the group (not always in points), which consists of an assessment of the academic results of the work and an assessment of the form of communication of students in the study group.
In Neuropedagogy project 🧠 this will be one of the dydactic methods included in the methodology for training of lecturers.

Knowledge about associative memory 🧠 is one of the revealed training needs of university teachers 👩‍💼. The results of a survey conducted within the Neuropedagogy project show that, depending on the country, the term is known to lecturers to varying degrees 📊. At the same time, when asked "Do you try to teach new concepts using everyday experiences, practical examples and applications?", which is part of what associative memory is, participants almost unanimously answered in the affirmative. The survey was conducted among 1️⃣4️⃣9️⃣ university teachers teaching in various scientific areas. The results are expected to help construct an innovative training methodology in the next phase of the project.

🔎 A survey conducted within the Neuropedagogy 🧠 project among university lecturers in five partner countries has shown that there is a demand for increasing the level of knowledge about 👩‍🏫teaching methods including gamification, flipped classroom or design thinking. 👉These methods allow for increasing students' engagement in the learning process, active participation in it, releasing positive emotions that help in the process of remembering and expanding knowledge. The study was carried out among 1️⃣4️⃣9️⃣ academic teachers teaching in various academic areas. The results are expected to help construct an innovative training methodology in the next stage of the project.

📍Due to the Covid 19 Pandemic, “Neuropedagogy” 3d online transnational project meeting replaced the face-to-face one which would have taken place in Greece. The University of Patras hosted the meeting, and partners took place in two days (4 and 5 of October 2021) interactive, collaborative, creative and meaningful dialogue.
👉The first day was devoted to project’s Training Methodology. During the first day UC Leuven presented ideas and options for the methodology and the implications for the training program structure.
👉The focus of the second day was the selection of both, the project’s online platform which will incorporate the course "Didactic method based on Neuroscience" and the Community of Higher Education Lecturers. All partners were actively engaged in a flipped collaborative activity. A shared dashboard was the collaborative board that gathered all partners ideas about both platform’s technological environment and functionalities.
🤓More about Neuropedagogy 3rd TPM on our project website: www.neuropedagogy.eu

Effective communication including a change of narrative style, dynamics, avoidance of monotonous speech style, and thus increasing students' involvement in academic activities is one of the training needs identified by the Neuropedagogy project survey. The study was carried out in 5 partner countries among 149 university teachers teaching in different scientific areas. The results are intended to help construct an innovative training methodology for the next phase of the project.

Project-based learning (PBL) is a model that organizes learning around projects. Projects are complex tasks, based on challenging questions or problems, that involve students in design, problem-solving, decision making, or investigative activities; give students the opportunity to work relatively autonomously over extended periods of time; and culminate in realistic products or presentations (Jones, Rasmussen, & Moffitt, 1997; Thomas, Mergendoller, & Michaelson, 1999).
Often the term ‘project-based’ is used interchangeably with ‘problembased’, especially when classroom projects focus on solving authentic problems. The nexus for the project may be suggested by a teacher, but the planning and ex*****on of contingent activities are predominantly conducted by learners working individually and cooperatively over many days, weeks, or even months. This process is inquiry-based, outcome-oriented, and associated with conducting the curriculum in real-world contexts rather than focusing on a curriculum that is relegated to textbooks or rote learning and memorization.
Project Based Learning is an approach to teaching that bridge the gap between the school/university and the society, exploring student-teacher-society initiatives and their interactive participation. Project Method refers to authentic themes that cover a greater variety of topics, based on students’ interests, needs, problems and questions.
In Neuropedagogy project this will be one of the dydactic methods included in the methodology for training of lecturers.

Knowing how to use emotions in the teaching process and how to support an appropriate emotional climate during classes is one of the main training needs of university lecturers revealed during the Neuropedagogy Project survey. More than 80 % of the respondents agreed that emotions (of both teachers and students) have an impact on the learning process and almost all respondents are convinced that a lecturer with high communication skills attracts the attention and interest of students by means of emotions, but at the same time almost one third of the respondents are not convinced that they teach in this way. The results show that lecturers seem to know about the usefulness of managing communication together with emotions, but not all seem to apply this knowledge in practice. The survey was conducted among 149 university teachers teaching in different academic areas. The results are expected to help construct an innovative training methodology in the next phase of the project.

The most important training needs of lecturers at universities were identified by the IO1 survey can be found in the article "The training needs of lecturers at today's universities".
The text is available here: https://bit.ly/3z7ahPy



photo: pixabay

According to the Flipped Learning Network, “Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.” (https://flippedlearning.org)
We can visualize this definition as on the picture.

In Flipped Learning, the first introduction to new content, which traditionally takes place in the classroom, is moved outside the classroom. Via a video or text, students are introduced to the new content at home before class (individual space). In the classroom (group space), with the teacher as a coach, students work on the subject matter and deepen their understanding in an (inter)active way.

The innovative added value of Flipped Learning is that this pedagogical model focuses on using available face-to-face time in class in an increasingly efficient way in order to work on the hard stuff in group space-context. In a Flipped Learning environment, the teacher doesn’t take on the role of the sage on the stage, but he can fully engage as the guide on the side who is present in the classroom to help students with their problems. “Flipped Learning is not just an educational method, behind it, there is a deep, human approach to human development that enables everyone to grow to their full capacity” (Reza Najjar). Flipped Learning can be a catalyst for more development-focused and learner-centred education. It can facilitate deep level and profound Learning in the group space in which the teacher - as a coach - challenges his students to higher-order thinking activities, as shown in the image below.

In Neuropedagogy project this will be one of the methods presented from the practical side for teaching university students.

More on flipped learning?
www.flippedlearning.org
www.flglobal.org
flippedlearning.ucll.be

👉 We are in the process of putting together a Good Practice Guide based on neuroscience.
Good Educational Practices are those outstanding and imitable projects that concern the pedagogical work of the teachers, or that constitute innovative experiences created by the teacher to improve the learning of their students through the incorporation of new approaches based on neuroscience.
The objective is to exchange best practices in order to prepare appropriate pathways for the development of training skills required by higher education instructors in their teaching.



photo: pixabay

We share with you the first newsletter of the Neuropedagogy project. You can check what is happening in our partnership, what has already been done and what our plans are for the near future.
The content of the newsletter is available in every partner language of the project on the website neuropedagogy.eu: https://bit.ly/2UB1KGd

We are happy to announce that the first result of the project is already available. IO 1 - "Studies on neuroscience applied to higher education and study to identify training needs" were developed on the basis of a survey conducted in all partner countries of the project and the analysis of the responses of 149 university lecturers. The studies are available in translation into all project languages and in English. All language versions are available here: https://www.neuropedagogy.eu/project-outputs

Wyższa Szkoła Biznesu i Nauk o Zdrowiu w Łodzi Eurofue_uji Innetica UCLL Research & Expertise Русенски университет "Ангел Кънчев" Πανεπιστήμιο Πατρών University of Patras

On Friday, 11th of June, the partners of the Neuropedagogy project met again after a long break due to unusual application deadlines this year for new upcoming projects. The discussion focused on the IO1 summary report. It dealt with the results of a survey of university lecturers in the partner countries regarding their knowledge of and application of neuroscience-related teaching methodologies, as well as examples of application of neuroscience in higher education. The report aims to formulate training needs for university lecturers so that they can improve their teaching skills by applying innovative methodologies in practice. The final version of the report should be available in English in late June/early July.

Upatras Русенски университет "Ангел Кънчев" UCLL Research & Expertise Eurofue_uji Innetica Wyższa Szkoła Biznesu i Nauk o Zdrowiu w Łodzi Centrum Europejskich Inicjatyw Edukacyjnych

Design thinking is a creative problem solving method that can also be applied in higher education. It contributes to generating ideas, creating innovations and building prototypes of solutions. The essence of design thinking is empathy. User needs are the starting point for further steps. The group working on a specific problem and its interdisciplinarity are very important. It allows for different perspectives on the same issue and at the same time provides the opportunity to use the different skills of the participants. This method will be one of several developed and implemented in the process of Neuropedagogy project work. The project aims to improve the didactic methods of university lecturers using knowledge from neuroscience.

Upatras Русенски университет "Ангел Кънчев" UCLL Research & Expertise Eurofue_uji Innetica Wyższa Szkoła Biznesu i Nauk o Zdrowiu w Łodzi Centrum Europejskich Inicjatyw Edukacyjnych



photo: pixabay

On April 13 and 14, 2021, “Angel Kanchev” University of Ruse hosted the 2nd on line transnational partners meeting on Neuropedagogy Project. The meeting was attended by all partners: Wyższa Szkoła Biznesu i Nauk o Zdrowiu, FUNDACION UNIVERSITAT JAUME I-EMPRESA, INNETICA, UC LIMBURG, PANEPISTIMIO PATRON, UC LEUVEN and the host – “ANGEL KANCHEV” UNIVERSITY OF RUSE. Using videos, we took a virtual trip to meeting venue and took a part in online icebreakers activities.
On the first day each of the partners presented their analysis of the Questionnaire results and the desk research. The purpose of the Questionnaire is to identify the training needs of higher education teachers. On the second day, the participants were introduced to the Good Practice Guide by the team of INNETICA and to the Training Methodology, Evaluation and Dissemination by the team of Wyższa Szkoła Biznesu i Nauk o Zdrowiu.
More info and photos on the project website: www.neuropedagogy.eu

Project work is ongoing. The partners are in the process of conducting a survey among university lecturers. With the information we receive, we want to get an answer to the needs of university teachers in the field of teaching, conducting classes and lectures. We want to get as complete a picture as possible, which is why we are asking about emotions and communication, students' attention capacity and engagement, and teaching methodologies used during classes, among other things.
If you would like to join our international academic community and benefit from the results of our work in the first instance during the testing phase, please contact us: [email protected]

Let us invite you to visit our project website, which from now on is already available in all partner languages, i.e. Spanish, Polish, Greek, Dutch, Bulgarian and of course English. At the moment you can find there basic project information. As the work on the products progresses and more results are achieved, the content of the website will change. So enjoy and follow our work on:
https://www.neuropedagogy.eu/

NEUROPEDAGOGY Universities and higher education institutions must be recycled to adapt to the needs of their students and to the current social and employment situation. The information era and the new technologies have brought about a change in our brains, which, thanks to neuronal plasticity (the ability of the...

Neuropedagogy updated their website address.

In November 2020 the partnership of Neuropedagogy project met at the kick off meeting. There were the two days full of fruitful work. The subject matter of the project is addressed to university lecturers. It is about changes in didactics based on the knowledge of neuroscience, which will allow lecturers to conduct classes in a more engaging, interesting way and with the use of new technologies. The project will develop a good practice guide, a teaching methodology and, in the final phase, an online platform where lecturers will be able to benefit from the course and exchange their observations.
Our partners in the project are: Fundacion Universitat Jaume I-Empresa from Spain, Asociacion de Innovacion Emprendimiento y Tecnologias de la Informacion y la Comunicacion Innetica from Spain, University of Ruse Angel Kanchev from Bulgaria, University Limburg from Belgium and University of Patras from Greece. The project is coordinated by the Academy of Business and Health Sciences in Łódź.