PANG159 Learning/skills ecosystems

Filozofická fakulta
jaro 2026
Rozsah
0/2. 6 kr. Ukončení: k.
Vyučováno synchronně online
Vyučující
doc. Mgr. Petr Novotný, Ph.D. (přednášející)
doc. (dr. habil.) Balázs Németh, PhD (přednášející), doc. Mgr. Petr Novotný, Ph.D. (zástupce)
Garance
doc. Mgr. Petr Novotný, Ph.D.
Ústav pedagogických věd – Filozofická fakulta
Kontaktní osoba: Mgr. et Mgr. Adéla Zajíčková
Dodavatelské pracoviště: Ústav pedagogických věd – Filozofická fakulta
Omezení zápisu do předmětu
Předmět je nabízen i studentům mimo mateřské obory.
Předmět si smí zapsat nejvýše 10 stud.
Momentální stav registrace a zápisu: zapsáno: 0/10, pouze zareg.: 0/10, pouze zareg. s předností (mateřské obory): 0/10
Mateřské obory/plány
Cíle předmětu
The course's primary objective is to present the transdisciplinary topic of building learning/skills ecosystems to students. Specific forms of such ecosystems are, for example, learning cities, learning regions or learning organizations. Building learning/skills ecosystems requires experts with particular competencies in planning, implementing and evaluating the process in cooperation with diverse stakeholders. At the same time, it is associated with values such as inclusivity and sustainability. It is built around two main axes given by social and educational policy: active citizenship and employability.
Výstupy z učení
Students will understand the learning/skills ecosystem in a historical context and the evolution of the concept.
Students will gain competencies in planning the implementation of the learning/skills ecosystem as a learning city or learning organization.
Students will be competent in stakeholder engagement and coordination, such as establishing the network and defining the roles and responsibilities of stakeholders.
Students can promote learning for diverse learners and make learning accessible and inclusive.
Students will be able to monitor, evaluate and sustain the learning/skills ecosystem.
Osnova
  • Learning/skills ecosystem in a historical context.
  • Planning the implementation of the learning/skills ecosystem as a learning city or learning organization.
  • Stakeholder engagement and coordination.
  • Promoting learning for diverse learners and make learning accessible and inclusive.
  • Monitoring, evaluation and sustainability.
Literatura
    povinná literatura
  • Németh, B. (Ed.). (2020). Learning cities – An influential topic for adult education and learning, drawing attention to inclusion, collaboration and innovation. Studies in Adult Education and Learning, 26(1). ISSN 1318-5160.
  • PASCAL International Observatory. (n.d.). A worldwide perspective on local possibilities. Retrieved from PASCAL Observatory website
  • Longworth, N., & Osborne, M. (2010). Six ages towards a learning region — A retrospective. European Journal of Education, 45(3), 368-401.
  • Németh, B. (2019). Learning cities: Participatory-focused community development in adult and lifelong education. Sysiphus, 7(2), 9-23. ISSN 2182-9160.
  • United Nations. (n.d.). The 17 goals | Sustainable development. Retrieved from UN website
  • UNESCO Institute for Lifelong Learning. (n.d.). UNESCO Global Network of Learning Cities. Retrieved from UNESCO website
  • Osborne, M., Kearns, P., & Yang, J. (2013). Learning cities: Developing inclusive, prosperous and sustainable urban communities. International Review of Education, 59, 409-423. https://doi.org/10.1007/s11159-013-9384-y
  • Jordan, L., Longworth, N., & Osborne, M. (2014). The rise and fall and rise again of learning cities. In G. K. Zarifis & M. N. Gravani (Eds.), Challenging the ‘European Area of Lifelong Learning’: A critical response (pp. 273-284). Springer. ISBN: 978-94
  • LONGWORTH, Norman. Learning cities, learning regions, learning communities : lifelong learning and local government. 1st ed. London: Routledge, Taylor & Francis Group, 2006, xii, 230. ISBN 0415371740. info
Výukové metody
Case studies are used to present real-world scenarios related to learning/skills ecosystems, such as urban planning, community engagement, or educational policy implementations.
Field trips
Collaborative projects.
Metody hodnocení
Various assesment methods will be implemented in the course: Individual reflections, group presentations, field trip reports, assesment of the student projects deliverables, peer evaluation and metrics.
Vyučovací jazyk
Angličtina
Informace učitele
Kurz realizován v rámci EDUC aliance. The course is delivered within the framework of the EDUC alliance.
Studijní opora
https://learning.educalliance.eu/course/view.php?id=360
Další komentáře
Poznámka k ukončení předmětu: Students of the Department of Educational Sciences register for the colloquium, while foreign students register for the exam.
Předmět je vyučován každoročně.
Výuka probíhá každý druhý týden.
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