Important Dates
| Application deadline (no participation fee) | April 11, 2023 |
| Notification of selected applicants | April 20, 2023 |
| Deadline to accept | April 26, 2023 |
| Course start date | May 3, 2023 |
| Course end date | June 11, 2023 |
Course description
This Training Course for Teachers in Ethics (TCTE) has been designed to support and promote quality (bio)ethics education by strengthening the teaching capacities in (bio)ethics and research ethics for teachers who develop their activities at different levels. The TCTE addresses the educative methodology and pedagogical approaches behind ethics and research ethics education.
The teaching of ethics should be approached from a pedagogical perspective and the use of didactic methodologies that aim not only at transmitting knowledge but more important at fostering ethical attitudes. Education in ethics aims to:
- develop critical reflection
- problematize ethical conflicts and dilemmas taking into account their complexity,
- foster dialogue about cultural and universal values, and
- develop the capacity for deliberation and tolerance of the ideas and views of others.
The quality of teaching ethics depends to a large extent on the substantive and pedagogical competencies of the teacher. A good ethics teacher/trainer has to be aware not only of what to teach students but also how to teach. The TCTE especially points to the capacity of a generation of young teachers who can serve as agents to expand and improve the ethics teaching programs in their countries in the near future.
Participation fee:
No participation fee!
Workload:
This is a 5-week course including an introduction to the virtual platform and technical resources.
- Week 0 - Introductory training for the use of the virtual platform (3 days)
- Week 1-4
- Activities
- Week 5
- Preparation of a final project
6 hours per week plus 20 hours for reading materials and the final project.
Total hours: 44
Learning objectives
- Promote capacities, skills and attitudes in teaching ethics;
- Understand the justification of each educative modality and its procedures;
- Train participants in different models, (deliberation, Socratic method, use of cases, problem-based learning, etc. its pros and cons);
- Promote and train on new methodological strategies and tools for teaching ethics;
- Expand the vision on the use of innovative resources, (music, literature, cinema), art as a tool for teaching bioethics;
- Raise awareness about the role of emotions and empathy in the teaching of ethics;
- Promote a better understanding of the ethics curriculum, with the inclusion of topics (human rights, coloniality, hidden curriculum in ethics, critical thinking, etc.);
- Promote the development of new activities and practices through a final project.
Methodology
The course is developed from the lifelong learning education approach and use a critical pedagogical approach through virtual education.
Virtual education (e-learning) represents an educative methodology that has transformed the whole way in which schools and universities are following the process of teaching and learning. This is not only about including new technologies; rather it is a new logic in the way in which the educative process is understood and organized. In fact, virtual education is a new approach, a new way to be and know, that requires open-mindedness from participants as well as from teachers and facilitators.
The pedagogical frame here proposed is the pedagogy of problematization, an educational methodology within permanent education. This is, we believe, the most appropriate methodology to identify crucial ethical problems and fields of study and debate in the cultural context concerned, and to promote knowledge and skills. In particular, it stimulates the development of attitudes of inquiry, dialogue and critical reflection, as well as tolerance, respect for differences, plurality of ideas and of moralities. This is very relevant for teachers/trainers in ethics.
Problematization is understood as education-action in which the teaching-learning process cannot be separated from the reality in which the ethical problems are identified and to which it is returned with a proposed intervention or solution. In this way, respect for cultural diversity and inter- trans-cultural approaches is fundamental. This breaks with the traditional model of an asymmetric education from "top down" and promotes a horizontal and strongly dialogical interaction that expresses a true space of exchange between values, cultural traditions, historical processes and different forms of knowledge.
In this way the educative proposal should be developed taking into account the complexity of times and the real situation of life (from a broad perspective) and global health, which is crossed by social, economic, political, environmental, historical and cultural determinants. The pedagogy of problematization is rooted in the human rights approach and considers gender perspective as a cross-cutting issue.
With virtual modality, the course has the following components:
- General approach to teaching learning in the field of ethics
- Different pedagogical approaches for teaching (bio)ethics, (lectures, use of cases, artistic representations, PBL, etc.)
- Teaching ethics in practice (action): what and how to teach?
- Space to share practical experiences in the teaching of ethics; from the local and sub-regional and regional perspective, (presentations by the participants and comments and feedback made by the facilitators)
Structure
| LECTURES | Each week (1-4) will have ONE SYNCRONOUS AND ONE RECORDED LECTURE |
| FORUM OF DELIBERATION | One per week (1-4) |
| PLENARY SESSIONS | Two sessions - in week 2 and week 4 |
| TASKS AND ASSIGNMENTS | One per week (1-4) |
| FINAL PROJECT | Elaborate an ethics teaching proposal (week 5) |
Preparation
Participants must download and read the mandatory reading for each week and solve the task. It is also expected that the participants will prepare a presentation for the plenary sessions about the way in which they teach. It can be a "model class" or a teaching-learning experience on which they will receive feedback and evaluation from the facilitators. The audience for this presentation will be the group of fellow participants, as well as the facilitators.
Materials
The course offers:
- Lectures (recorded) taught by experts,
- Forums of deliberation and consultation for participants coordinated by facilitators
- Plenary sessions
- Reading material (Mandatory readings)
- Other multimedia resources (videos, music, paintings, literature, etc.)
- Supporting texts (optional readings) and supplementary material
Evaluation
Evaluation Criterion
- Participate at least once in each forum of deliberation (the quality of your intervention will be considered by the facilitator);
- Participate in at least one of the plenary sessions;
- Download the 4 tasks, solve the assignments and upload the activity;
- Elaborate and approve the final project.
Final project
The final evaluation will be through the elaboration of a final group project (no more than 4 participants in each group). The final project will not be a monographic work, but an educative proposal for developing teaching activities (using the pedagogic, methodological and didactic tools given in the course).
Evaluation of the final project:
- Diagnosis of situation and justification of the teaching activity
- Coherence and relevance of the proposal
- Understanding and interpretation of the theoretical framework
- Possibilities to be realized
Virtual classroom and technical requirements
The virtual classroom is organized in different sections, with detailed information about the course (presentation, program, schedule, modality, presentation of the work team, technical requirements, etc.).
The Forum of Deliberation is the core of the pedagogical model, which starts by triggering questions, and continues with the facilitator moderating the opinions and interactions of the participants.
Lectures: Each week will have two lectures; both recorded so participants can watch the video at any moment. The first lecture will be synchronous, so as to allow participants to make questions after the lecture.
Plenary sessions: Two plenary sessions will take place after week 2 and week 4. Participants will present their own teaching experiences.
General library: Includes mandatory readings and optional materials.
Media Tech: Accompanies the entire training course with a careful selection of different media resources.
Art Gallery: A space to use artistic resources to stimulate reflection and promote ethical awareness.
Messaging, news and chat service: These are other means of communication that will be used.
Technical requirements
Browser:
- Chrome
- Internet Explorer 8
- Firefox 3.5 or later
The browser must have enabled the execution of dynamic content on the educational platform pages (Javascript, Java, ActiveX, Flash), as well as the opening of pop-up windows (-popups-).
Media player:
- VideoLAN VLC Media Player 0.8 or later
- Windows Media Player 9.0 or later
- Adobe Reader 9
- Adobe Flash Player 8 or higher
Hardware:
- Microprocessor, RAM and hard disk adequate for the acceptable performance of the operating system and installed software.
- Audio card for the reproduction of multimedia contents with audio, with speakers or headphones.
- Monitor and video card with 1024x768 or higher.
Connectivity:
Broadband Internet connection.
Who is it for
The training course has a capacity of between 30 to 40 participants. The course is aimed at teachers with experience in ethics, bioethics or research ethics teaching. Participants are expected to be affiliated with a university or teach classes in a training center or other institution.
If the number of qualified applicants exceeds 40, we will prioritize women to keep a fair gender balance. We will also aim to achieve a broad regional distribution, with participants representing a variety of countries and continents.
Mandatory requirements:
- Must have an academic degree or other previous training in bioethics, medical ethics, ethics of science, research ethics or of public health ethics and global health ethics.
- Must be teachers of bioethics, medical ethics, ethics of science, research ethics or of public health ethics and global health ethics (in universities or other educational institutions).
Secondary selection criteria:
- Gender equality (50%)
- Regional distribution
Participation fee:
No participation fee!
Application form
This course is currently closed and not accepting applications. If you would like to be notified when the course opens, please complete the form below.
Who will accompany you in this course?
Academic coordinator:
Facilitators:
- Professor Jan Helge Solbakk
- Professor Søren Holm
- Professor Anne Kari Tolo Heggestad
- MA Susana M. Vidal
Coordinator of pedagogic modality and didactic approach:
Technical coordinator of the virtual modality and technical support:
Audiovisual production and video edition:
Administrative coordinator:
Collaborations
This training is coordinated by the Centre for Medical Ethics and the Centre for Global Health, University of Oslo.
Questions? Please contact administrative coordinator: Candelaria Arrieta Martínez at arrietalala@hotmail.com