Akademik Veri Yönetim Sistemi
UFUK 2020 Projesi, 2019 - 2023
This Project aimed to form joint structures and common understanding on the Project implementation. According to the Project plan and work packages, workshops, intensive courses were carried out and new methods and applications were adapted to the curricula of the HEIs in Nepal and Vietnam. New blended-learning techniques and media platforms for teaching and training for health and social sciences were adapted to the competence based curricula. Participants from program countries were designed and implamented different study units for innovations in HEIs curriculum in terms of objectives, knowledge and skills for competences based curricula. New designing, implementation and evaluation of competence-based, student-centered teaching approaches and qualitative and quantitative assessment methods to current curricula were performed. Contexual requirements for transition from subject-based curriculum were discussed. Blended-learning techniques were adapted in national context in consultation with Academic Committees, Controller of Examinations etc. Skill labs were supported by new technological innovations and text book and supprt material were published. Simulation pedagogy and other materilas to be used in health care were practiced with new field research and skill lab tools. Student exchange programme to Finland, Norway were carried out. Overall Project management were evaluated regarding the coordination of effective WP activities and deliverables, coordination risk management and guiding the reporting as well.
According to the Project plan and work packages, meetings, workshops, intensive courses were carried out and new blended-learning techniques and media platforms for teaching and training for health and social sciences were adapted to the curricula of the HEIs in Nepal and Vietnam. Participants from program countries were designed and implamented different study units for innovations in HEIs’ curriculum in terms of objectives, knowledge and skills for competences based curricula. New designing, implementation and evaluation of competence-based, student-centered teaching approaches and qualitative and quantitative assessment methods to current curricula were performed. Contexual requirements for transition from subject-based curriculum were discussed. Blended-learning techniques were adapted in national context in consultation with Academic Committees, Controller of Examinations etc. Skill labs were supported by new technological innovations and text book and support material were published. Simulation pedagogy and other materials to be used in health care were practiced with new field research and skill lab tools. Student exchange programme to Finland, Norway were carried out. Overall Project management were evaluated regarding the coordination of effective work package activities and deliverables, coordination risk management and guiding the reporting as well.