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:	Marnitcyna Ekaterina Sergeevna, Kaisheva Ksenia Vladimirovna
Formato:	article
Lenguaje:	EN FR
Publicado:	EDP Sciences 2021
Materias:	educational quality foreign language steam clil art and design students Social Sciences H
Acceso en línea:	https://doaj.org/article/0aecedcfe7cd4cee9c520446ba7b6c30
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spelling	oai:doaj.org-article:0aecedcfe7cd4cee9c520446ba7b6c302021-12-02T17:15:50ZRaising the quality of designers’ professional training through STEAM and CLIL2261-242410.1051/shsconf/202112505012https://doaj.org/article/0aecedcfe7cd4cee9c520446ba7b6c302021-01-01T00:00:00Zhttps://www.shs-conferences.org/articles/shsconf/pdf/2021/36/shsconf_tlm2021_05012.pdfhttps://doaj.org/toc/2261-2424The 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.Marnitcyna Ekaterina SergeevnaKaisheva Ksenia VladimirovnaEDP Sciencesarticleeducational qualityforeign languagesteamclilart and design studentsSocial SciencesHENFRSHS Web of Conferences, Vol 125, p 05012 (2021)
institution	DOAJ
collection	DOAJ
language	EN FR
topic	educational quality foreign language steam clil art and design students Social Sciences H
spellingShingle	educational quality foreign language steam clil art and design students Social Sciences H Marnitcyna Ekaterina Sergeevna Kaisheva Ksenia Vladimirovna Raising the quality of designers’ professional training through STEAM and CLIL
description	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.
format	article
author	Marnitcyna Ekaterina Sergeevna Kaisheva Ksenia Vladimirovna
author_facet	Marnitcyna Ekaterina Sergeevna Kaisheva Ksenia Vladimirovna
author_sort	Marnitcyna Ekaterina Sergeevna
title	Raising the quality of designers’ professional training through STEAM and CLIL
title_short	Raising the quality of designers’ professional training through STEAM and CLIL
title_full	Raising the quality of designers’ professional training through STEAM and CLIL
title_fullStr	Raising the quality of designers’ professional training through STEAM and CLIL
title_full_unstemmed	Raising the quality of designers’ professional training through STEAM and CLIL
title_sort	raising the quality of designers’ professional training through steam and clil
publisher	EDP Sciences
publishDate	2021
url	https://doaj.org/article/0aecedcfe7cd4cee9c520446ba7b6c30
work_keys_str_mv	AT marnitcynaekaterinasergeevna raisingthequalityofdesignersprofessionaltrainingthroughsteamandclil AT kaishevakseniavladimirovna raisingthequalityofdesignersprofessionaltrainingthroughsteamandclil
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Raising the quality of designers’ professional training through STEAM and CLIL

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