Raising the quality of designers’ professional training through STEAM and CLIL
The issues of quality assurance in the process of professional training have always been widely discussed. The current research presents the English for Academic Purposes section of the English language course design based on the STEAM approach and the feedback model for its evaluation. The study ai...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | EN FR |
| Publicado: |
EDP Sciences
2021
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/0aecedcfe7cd4cee9c520446ba7b6c30 |
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| Sumario: | The issues of quality assurance in the process of professional training have always been widely discussed. The current research presents the English for Academic Purposes section of the English language course design based on the STEAM approach and the feedback model for its evaluation. The study aims to assess the role of the English language course in building professional competencies with the help of the STEAM instructional design. Qualitative and quantitative methods, a formative pedagogical experiment, and an online survey were conducted. The study shows that interdisciplinary course evaluation can be based on feedback and outcomes indicators. The content and language integrated learning methods are perceived by the students as relevant. STEAM-based course design motivates students to perform fundraising activities for further professional development and continue improving their English language skills. Thus the English language can become a valid and stable base for further interdisciplinary projects in university education. The research found that the majority of the first-year art and design students learned about MOOCs for the first time and took courses to improve their professional skills during the English Language course. The authors conclude that STEAM and CLIL methodologies have much in common and are positively evaluated by both students and academics. |
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