Abstract
With reference to the subject matter defined in the present paper’s title, the methods applied in the processes of formal practical teaching - programme methods, have been distinguished and aggregated on the basis of the research carried out within the ERASMUS+ project ”The acceleration method of development of transversal competences in the students’ practical training process”. As a case study programme methods of formal teaching have been aggregated as well as informatic tools and applications used while developing the simulated by students in laboratory conditions, a virtual management environment of dispersed RES micro-installations, within the Smart Grid course included into the area of prosumer energy. This simulator reflects the functional and logical structure of the Virtual Power Plant, which integrates the prosumer energy sources.
Highlights
Formal teaching at higher education institutions is usually a formalized institutional form [1, 11], implemented according to programmes that enable to gain qualifications, recognized by the legal system as well as on the labour market
Application of differentiated practical teaching methods in the teaching process, enables students to evaluate the usefulness of presented teaching content and developed competences in “professional life”, in creating and following the “professional career path”
With reference to the subject matter defined in the present paper’s title, the cognitive focus concerns the applied in formal processes of practical teaching – programme methods with the use of differentiated informatic tools and applications
Summary
Formal teaching at higher education institutions (public, non-public and community ones) is usually a formalized institutional form [1, 11], implemented according to programmes that enable to gain qualifications (knowledge, skills and competences), recognized by the legal system as well as on the labour market. Differentiated practical teaching methods are used in the formal teaching processes, which facilitate acquisition of knowledge and skills and their use in professional practice. Application of differentiated practical teaching methods in the teaching process, enables students to evaluate the usefulness of presented teaching content and developed competences in “professional life”, in creating and following the “professional career path”. With reference to the subject matter defined in the present paper’s title, the cognitive focus concerns the applied in formal processes of practical teaching – programme methods with the use of differentiated informatic tools and applications. It should be indicated that a dynamic growth of applying in laboratory classes programme methods with the use of simulation games can be observed (e.g. MMOG class ones - massively multiplayer online game). As supplementary to the already mentioned programme methods of teaching the following ones are used: brainstorming, observation, panel discussion, problem lecture [2]
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