![\"teachsys\"](\"http:\/\/dri.pwr.edu.pl\/wp-content\/uploads\/2013\/08\/teachsys.gif\")
<\/a><\/p>\nW schemacie widniej\u0105 dwa g\u0142\u00f3wne podsystemy: jednostka nauczania oraz jednostka ucz\u0105ca si\u0119. Obie jednostki mog\u0105 reprezentowa\u0107 indywidualnego nauczyciela\/ucznia lub te\u017c grup\u0119 nauczycieli\/uczni\u00f3w. Strza\u0142ki pomi\u0119dzy systemami oznaczaj\u0105 przep\u0142ywy informacyjne i zmys\u0142owe. Grubo\u015b\u0107 strza\u0142ek jest proporcjonalna do wa\u017cno\u015bci, ale nie do ilo\u015bci przep\u0142ywaj\u0105cej informacji. G\u0142\u00f3wne przep\u0142ywy pomi\u0119dzy jednostkami s\u0105 dwukierunkowe. Tutaj zwr\u00f3c\u0119 szczeg\u00f3ln\u0105 uwag\u0119 na przep\u0142ywy zwi\u0105zane z moj\u0105 filozofi\u0105 nauczania.<\/p>\n
Przekaz informacji o kursie (course information delivery<\/em>) oraz dodatkowe wsparcie uczelni (university support<\/em>) to dwa g\u0142\u00f3wne po\u0142\u0105czenia systemowe. Pozosta\u0142e cztery po\u0142\u0105czenia stanowi\u0105 sprz\u0119\u017cenia zwrotne. Notacja jest nast\u0119puj\u0105ca: [oznakowanie \u2013 jednostka wyj\u015bciowa \u2013 jednostka wej\u015bciowa]. Na przyk\u0142ad, NTLF oznacza p\u0119tl\u0119 Negative Teacher-Learner Feedback<\/em>, oraz opisuje cechy, kt\u00f3re mog\u0105 zmniejszy\u0107 zainteresowanie studenta danym kursem. Podobnie, NLTF oznacza p\u0119tl\u0119 Negative Learner-Teacher Feedback<\/em>, i opisuje cechy, kt\u00f3re mog\u0105 zmniejszy\u0107 motywacje nauczyciela prowadz\u0105cego kurs.<\/p>\n Na jednostk\u0119 nauczania oraz jednostk\u0119 ucz\u0105c\u0105 si\u0119 oddzia\u0142ywaj\u0105 czynniki zdefiniowane tu jako wej\u015bcia systemowe. System edukacji na uczelniach uniwersyteckich r\u00f3\u017cni si\u0119 od innych system\u00f3w nauczania tym, \u017ce zawiera wa\u017cn\u0105 jednostk\u0119 w ca\u0142o\u015bci po\u015bwi\u0119con\u0105 pracy badawczej. Jednostka ta, w znacz\u0105cym stopniu motywuje rozw\u00f3j innowacyjnych metod nauczania. Czytaj wi\u0119cej w wersji angielskoj\u0119zycznej ...<\/p>\n CI delivery and university (institutional) support<\/b><\/p>\n Course information delivery is an important aspect of any type of education but it is the most integral part of university-based higher education. It consists of a supply of prescribed material in a particular relatively narrow field of study, and a set of functions that makes this delivery efficient. The university (institutional) support includes common sources of information such as library collections, access to information technology resources, and organisation of communal and cultural student events. All these institutional resources have a very significant though indirect role in the teaching process. A skilled member of the Teaching Unit takes full advantage of these resources adequately utilising them in the curriculum. The CI delivery and the institutional support are common to all types of higher education systems. However, the university-based system has an additional unit in its structure that is devoted to research (i.e., the research considered in this exposition represents an internationally recognised research group in which the members of the Teaching Unit are actively involved).<\/p>\n Role of the research unit<\/b><\/p>\n As indicated in Figure above, the Research Unit supports the Teaching Unit with a multitude of innovative examples that can be implemented in the CI delivery and subsequently enhance the teaching outcomes. Academics passionate about their research usually transfer their enthusiasm to students, \u201cinfecting\u201d them with new ideas and a desire to investigate the problems in the field rather than just acquiring course information. Those who love performing their research want to share the outcomes with a wider audience. It is my opinion that this important role of the Research Unit is not sufficiently recognised in a number of universities in which there appears to be a void between those units and teaching units, especially where undergraduate teaching is concerned.<\/p>\n In some cases, the Research Unit can be substituted by active university collaboration with an industry partner. However, experience shows that top-level industry based research have more constrained legal aspects in terms of the intellectual property and commercial sensitivity of research outcomes. The role of such collaborative units in teaching is often less visible and indirect.<\/p>\n Factors affecting the Teaching Unit<\/b><\/p>\n The Teaching Unit does not work in isolation. A large number of important factors affect its performance and its teaching effectiveness. In particular, I have identified several such factors that in my opinion influence the performance of the Teaching Unit in the greatest extent.<\/p>\n Factors affecting the Learning Unit<\/b><\/p>\n The Learning Unit is also affected by a large number of external factors. Several of them have a particularly strong influence on the learning performance of the unit.<\/p>\n NLTF: Negative Learner\u2212Teacher Feedback\u00a0\u00a0\u00a0 <\/b><\/p>\n The negative feedback from the Learning Unit to the Teaching Unit includes components such as:<\/p>\n These attributes can significantly decrease the teacher\u2019s motivation in performing his\/her duties and even affect other Learning Units in the process.\u00a0<\/b><\/p>\n PLTF: Positive Learner\u2212Teacher Feedback<\/b><\/p>\n The positive feedback from the Learning Unit to the Teaching Unit includes components such as:<\/p>\n These attributes make the process of CI delivery uninterrupted and often enhance its quality.<\/p>\n NTLF: Negative Teacher\u2212Learner Feedback<\/b><\/p>\n The negative feedback from the Teaching Unit to the Learning Unit includes components such as:<\/p>\n The above listing consists of attributes that, if observed, should be strongly discouraged and eliminated from the structure of the Teaching Unit.<\/p>\n PTLF: Positive Teacher\u2212Learner Feedback<\/b><\/p>\n The positive feedback from the Teaching Unit to the Learning Unit includes components as:<\/p>\n These attributes should be cultivated in and even taught if necessary to the Teaching Unit.<\/p>\n Conclusions<\/b><\/p>\n I recognise teaching as the integral part of an academic life. I have a passion to teach. For the last decade, my strong involvement in world-class research devoted to biomedical signal and image processing and its applications to optometry and ophthalmology has significantly amplified this passion. I also understand the concepts of university-based teaching and try, whenever it is practically possible, to follow my personal teaching philosophy as outlined above. However, my latest teaching experience shows that the number of students falling into the category of those who have unwillingness to learn has become alarmingly large. Those students may not be ready for university-based higher education and could perform better in other higher educational institutions.\u00a0 It is my opinion that changing teaching methodologies to accommodate such students in the university ranks can lead to diminished basic standards of our future graduates.\u00a0 Although I am fully aware of the present economical situation of many universities worldwide, as a passionate teacher I strongly oppose the compromise of university standards.\u00a0 On a positive note, it is pleasant to notice that the number of students \u201cinfected\u201d by my passions steadily increases.<\/p>\n \u00a9 D. R. Iskander 2011-2018<\/p>","protected":false},"excerpt":{"rendered":" The university systems in many countries allow faculty members to teach without formal pedagogical qualifications, such as the Graduate Diploma in Higher Education. Thus, most academics, including myself, develop their own \u201cteaching philosophies\u201d based on our personal teaching experiences, research work, careful observations, cultural backgrounds, discussions with our colleagues, and self-education. The outcomes of such …<\/p>\n\n
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