Please use this identifier to cite or link to this item: http://hdl.handle.net/10174/37062

Title: THINK4JOBS Critical Thinking blended apprenticeships curricula
Authors: Mäkiö, Juho
Mäkiö, Elena
Pnevmatikos, Dimitriοs
Christodoulou, Panagiota
Payan Carreira, Rita
Georgiadou, Triantafyllia
Lithoxoidou, Angeliki
Spyrtou, Anna
Papadopoulou, Penelope
Papanikolaou, Anastastios
Ferreira, David
Rebelo, Hugo
Sebastião, Luis
Simões, Margarida
Antunes, Célia
Arcimavičienė, Liudmila
Poštič, Svetozar
Ivancu, Ovidiu
Kriaučiūnienė, Roma
Vaidakavičiūtė, Agnė
Dumitru, Daniela
Robert, Mihaila
Kappatou, Anastasia
Sechidis, Kostantinos
Amarantidou, Kiriaki
Arvanitakis, Ioannis
Doukas, Dimitrios
Antonogianni, Vasiliki
Auškelienė, Audronė
Rudienė, Asterija
Samukienė, Rita
Silva, Ruben
Margarida, Maximo
Miranda, Sonia
Busker, Wolfgang
Meinders, Andreas
Keywords: Critical Thinking
Blended apprenticeships
Higher Education
Labour Market Organisation
Issue Date: 2022
Publisher: University of Western Macedonia
Citation: Mäkiö, J., Mäkiö, E., Pnevmatikos, D., Christodoulou, P., Payan Carreira, R., Georgiadou, T., Lithoxoidou, A., Spyrtou, A., Papadopoulou, P., Papanikolaou, A., Simões, M., Ferreira, D., Rebelo, H., Sebastião, L., Antunes, C., Arcimavičienė, L., Poštič, S., Ivancu, O., Kriaučiūnienė, R., Vaidakavičiūtė, A., (...), Meinders, A. (2022). THINK4JOBS CRITICAL THINKING CURRICULA: Critical Thinking blended apprenticeships curricula. Greece: University of Western Macedonia. ISBN: 978-618-5613-03-7. URL: https://think4jobs.uowm.gr/results/intellectualoutput3
Abstract: The current Report namely, the third Intellectual Output (IO3) describes 12 Critical Thinking (CT) blended apprenticeships curricula. The development of these curricula was enabled and enhanced through the training that was carried out for Higher Education (HE) Instructors and Labour Market Organisation (LMO) Tutors (IO2). In this training, the participants learned how to promote, develop, support, and assess critical thinking of students in apprenticeships curricula, and how to use the Moodle software to develop a blended course. During this training, a common understanding between HE and LMOs was achieved on the methodology, design and delivery of CT blended apprenticeships curricula. This agreement was sealed by a joint Memorandum of Understanding between every pair of HEI and LMO partners per country. These memorandums specified a specific framework on the expected collaboration between HEs and LMOs for the design and development (IO3), and implementation and evaluation (IO4) of the CT blended apprenticeships curricula. University of Emden/Leer, Germany (HSEL) was the partner who led the delivery of the IO3. The objectives of IO3 were as follows: 1. Develop and describe 12 CT blended apprenticeship curricula developed in the disciplines of the Think4Jobs project partners: Veterinary Medicine, Teacher Education, Business & Economics, and Business Informatics. 2. Identify common CT aspects that are addressed in the CT blended apprenticeship curricula through University-Business Collaboration (UBC), regardless of the disciplines. To reach these objectives, 12 blended apprenticeships curricula were designed, developed, evaluated, and finally implemented as Moodle courses by pairs of HEI and LMO project partners. Based on the descriptions of these courses, common CT aspects that are addressed in the CT blended apprenticeship curricula were identified. The Critical Thinking Blended Apprenticeships Curricula (CTBAC) presented in the current report contribute to the existing research and literature in numerous ways. ● Firstly, they support and foster the cross-sectoral collaboration between Higher Education Institutions (HEI) and Labour Market Organisations (LMO). The participatory design and development of the CTBAC was established at IO2 and was further enhanced in the current Output, as the courses were established considering the state-of-the-art in the fields of pedagogy and the respective disciplines they addressed. At the same time, the curricula were enhanced as labour market experience and requirements were considered during the design and development of the courses. ● Secondly, these CTBAC provide the opportunity to the learner to engage with computer-supported collaborative and individual learning environments. Students could benefit from a synchronous and asynchronous peer-, group- and instructors led- feedback that aimed to facilitate their reflective thinking. Third, the CTBAC aimed not only to improve CT skills, but also to develop other soft skills that are essential for the labour market such as communication, collaboration, and time management. ● Finally, CTBAC have a potential for transferability, as they could be further exploited as “templates” for the development of courses that promote knowledge and transfer soft skills in other disciplines.
URI: https://think4jobs.uowm.gr/wp-content/uploads/2022/03/EN_IO3_Think4Jobs_ebook.pdf
http://hdl.handle.net/10174/37062
Type: book
Appears in Collections:MVT - Publicações - Livros

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