4 Principles of Practice-Based Learning

Contents:

• What is practical training?
• Practice is possible at any stage of training
• Interdisciplinarity is useful in practice
• It is not practice for practice's sake that is important, but working towards a result
• If there is a customer for training, he should participate in the practical training

The need for practice-oriented learning in universities, colleges, and courses is currently being actively discussed. But what does this really mean? This topic was discussed at the EduTech seminar "Practice-oriented learning: when knowledge becomes skills," which was held at SberUniversity. The main focus of the seminar was how the translation of theoretical knowledge into practical skills can increase the effectiveness of the educational process and better prepare students for real-world work conditions. Practice-oriented learning promotes the development of critical thinking, creativity, and problem-solving skills, which are important in today's labor market.

What is practice in learning?

Before discussing specific cases and principles of organizing practice-oriented learning, the seminar participants needed to agree on terminology. This made it possible to create a common understanding of the topic and improve interaction during the learning process. Clearly defining terminology is an important step for the successful exchange of knowledge and experience, which in turn facilitates more effective learning and skill development.

The moderator of the meeting, Vyacheslav Yurchenkov, Head of the Center for the Development of Educational Technologies at SberUniversity, proposed considering practical training not only as solving real-world problems but also as completing any tasks that encourage students to reflect on their activities. It is important for students to understand the knowledge and skills they are acquiring and how they can be applied in practice. This approach promotes a deeper understanding of the educational process and the development of critical thinking, which is an integral part of modern education.

Without practical training, any educational program loses its appeal and effectiveness, the moderator asserted. The discussion participants unanimously supported this opinion. Practical application of knowledge plays a key role in mastering the material and contributes to a deep understanding of the topics. It's important to integrate practical assignments and projects into the learning process to make it more engaging and productive. Practical assignments are essential not only for skill development but also for achieving other goals and effects. They deepen students' understanding of the material, enable them to apply theoretical knowledge to real-world situations, and develop critical thinking. Furthermore, completing such assignments can help boost self-confidence and improve problem-solving skills. Practical assignments can also foster creativity and innovation, as they encourage thinking outside the box and seeking new approaches to problem solving. Kristina Grahl, Business Development Director at IThub Group, emphasized the importance of practical assignments in the educational process, especially in the context of the International College of Information Technology. She noted that such assignments help students not only absorb theoretical material but also apply it in practice, which contributes to the formation of their own experience. Otherwise, if students limit themselves to lectures and theory alone, they may wonder, "What should I do with the knowledge I've acquired?" Practice plays a key role in learning and enables a deeper understanding of the material, which ultimately improves the quality of education.

In professional development programs for adults, practice is a collaborative process of knowledge creation and problem solving with the instructor, notes Daria Grits, Director of Digitalization of Education at MIPT. Participants in such programs often have significant professional experience and are experts in their fields. They are not looking for ready-made solutions or universal recipes that can be easily applied. For them, learning should be a dynamic process aimed at developing new knowledge and practical experience. This allows not only to deepen the understanding of the subject, but also to adapt the acquired knowledge to the specifics of their professional activities.

Anna Tkachik, Project Director of the Center for Leveled Programs at SberUniversity, She noted that practical tasks play a key role in increasing audience engagement. In an environment where information is overloaded for passive consumption, such as reading and listening, simply providing content is not enough. Active learning is essential to achieve real engagement. However, as Daria Grits emphasized, organizing practical activities often involves an infantile approach from students who expect entertainment and self-care, believing that the learning process should be purely enjoyable.

Daria believes that an effective way to tackle challenges is to tie each assignment to a specific professional problem. This approach allows for the creation of a practice with a clear understanding of the real-world problems it helps solve. This, in turn, provides motivation and incentive for active participation in the learning process.

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The main problem of modern education is that students have lost motivation to study. This is manifested in a lack of effort and desire to delve deeper into the subjects being studied. As a result, educational processes are becoming less effective, and the quality of knowledge is significantly declining. New approaches and methodologies are needed to engage students and restore their desire to learn. It is essential to develop not only academic skills, but also critical thinking and independent information retrieval abilities. This is the only way to overcome current difficulties and ensure a successful future for new generations.

The experts discussed specific examples of organizing practice-oriented learning, in which four key principles were identified. These principles became the basis for the successful implementation of educational programs aimed at developing practical skills in students. Each principle emphasizes the importance of integrating theory and practice, which allows students not only to assimilate knowledge but also to apply it in real-world situations.

Practice is possible at any stage of learning.

Sometimes it makes sense to change the traditional order of learning, where theory precedes practice. This depends on the goals of the practical assignment. In some cases, practical training can serve as a starting point, allowing students to better grasp theoretical aspects. This approach can increase motivation and interest in the material being studied, as well as deepen their understanding of the subject.

If you aim to engage students in active learning through practical assignments, it's best to start right away. This approach is emphasized by Daria Rastorgueva, an educational program architect and co-founder of the educational solutions startup #forcustomer. Practical engagement allows students to better absorb the material and develop the skills necessary for successful academic success and future professional development.

Many students accustomed to passive learning may hide behind their peers when they are required to be active. To inspire student participation, it's important to start from the very first classes, offering them small tasks that encourage self-expression. As early as the enrollment stage, you can offer a simple practical assignment, such as writing a letter to their future self outlining their expectations for the course. This approach helps students adapt to an active learning environment and develops their engagement in the process.

Kristina Grahl provided additional justification for the importance of practical assignments at the initial stage of learning. Teenagers often resist theoretical material because they find it boring. Therefore, at the start of the lesson, it is useful to encourage them to independently solve a problem or find an answer to a question. Although not everyone will be able to cope with the task, such activity helps to increase interest in the teacher's explanations and improve the perception of the material.

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The question of how to teach effectively: whether to first provide theoretical knowledge and then move on to practical tasks, or vice versa, remains relevant. Research shows that both approaches have their advantages. Starting with theory helps build a foundation for understanding, allowing learners to grasp key concepts before applying them in practice. Conversely, starting with practical problems allows learners to better understand how theory applies to real-world situations, fostering deeper learning.

An optimal approach may be a combination of these methods: introducing theory followed by applying what they learn in practice. This balance allows learners not only to retain information but also to learn how to apply it in different situations, significantly increasing the effectiveness of learning. Thus, the choice of teaching method depends on the course objectives, the level of students’ preparation, and the specifics of the subject being studied.

Interdisciplinarity is beneficial in practice

Encouraging students to apply knowledge and skills from different subject areas to solve practical problems is an important aspect of the educational process. This approach promotes a deeper understanding of the material and develops critical thinking. Instead of focusing solely on a single subject, students learn to integrate information and methods from multiple disciplines, enabling them to find more effective and creative solutions. This not only improves the quality of learning but also prepares students for real-life situations that often require a holistic approach and interdisciplinary thinking.

Anna Tkachik illustrates this principle vividly using the mini-MBA program offered by SberUniversity for Sber employees. The program emphasizes group work on real projects, allowing participants to apply acquired knowledge from various disciplines. Students integrate skills in financial management, risk assessment, data analysis, and other important areas. It should be noted that this approach was not developed overnight and was the result of in-depth analysis and optimization of the educational process.

At the initial stage, students in the "Communication and Influence" course, which covers complex negotiation processes, created a negotiation map based on an abstract business situation. As we worked on this, we realized that this assignment could be useful for creating a stakeholder map for the project. Thus, the course fit seamlessly into the group assignment, which contributed to a deeper understanding of interactions with key project participants.

It's not practice for practice's sake that matters, but working toward results

Kristina Grahl, analyzing the experience of IThub College, emphasized the importance of a results-oriented approach in practice-oriented learning, similar to a product-based approach. She views IT education at the college as a product that students receive for successful professional work. Each course and individual lesson are integral parts of this product and should be aimed at achieving specific results. This approach ensures a high level of knowledge and skills necessary for a successful start to a career in the IT field.

When I approached the teachers with a proposal to eliminate homework, they reacted with bewilderment: "How can this be? We won't have time to cover all the material!" However, it is important to understand that simply "handing out material" is not enough. A 60-page lecture doesn't make students smarter. Therefore, we limit the theoretical portion of classes to 15 minutes, after which we move on to practical computer assignments. This approach allows for effective knowledge acquisition and skill development, which is the goal of the educational process. For students, the product-based approach involves solving real-world problems and creating projects in each discipline. Successful completion of the assignment is a prerequisite for credit in the course. If a student masters the material faster than the stipulated time, they have the opportunity to complete the module early. Student performance assessments also include employer feedback, ensuring that knowledge and skills are highly relevant to market demands. This approach promotes the development of practical competencies and prepares students for real-world challenges in the profession.

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Designing learning with an emphasis on results: three key concepts for methodologists

In the modern educational process, more and more attention is paid to the design of learning focused on the final result. Methodologists should be familiar with several key concepts that will help them create effective curricula.

The first concept is goal setting. This involves clearly defining learning objectives and expected results. It is important that these goals are specific, measurable, and achievable. This allows not only to structure the learning process but also to evaluate its effectiveness.

The second concept is adaptive learning. It is important to consider the individual characteristics of students, their level of knowledge, and abilities. Adaptive methods allow for the creation of personalized learning paths, which promotes deeper learning and increases student motivation.

The third concept is performance assessment. An effective assessment system not only verifies knowledge acquisition but also identifies weaknesses in learning. Methodologists must develop tools that accurately reflect student achievement and facilitate their further development. Understanding these concepts will help methodologists create more effective and efficient educational programs that meet the needs of modern society. Experts emphasize that a focus on outcomes in the educational process is more important than specific internship formats. According to Daria Grits, who represents the experience of MIPT, universities traditionally distinguish between various formats: lectures, seminars, internships, and final theses. However, it is worth considering whether some of these formats are excessive for certain curricula. When developing master's programs at MIPT, as Daria notes, an outcome-oriented approach was adopted, and the necessary training formats were selected based on this. This approach allows us to more effectively achieve educational goals and adapt the learning process to the real needs of students.

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Designing higher education using the ADDIE model requires a careful approach to compliance with Federal State Educational Standards (FSES). The ADDIE model, consisting of five stages—analysis, design, development, implementation, and evaluation—can be effectively integrated into the educational process, enabling the creation of high-quality curricula.

The analysis stage is critical to identifying student needs and labor market demands, which will help develop relevant academic disciplines. Design includes developing a course structure and selecting teaching methods that comply with FSES standards. The development process involves creating teaching materials and resources that meet current requirements.

Implementation involves implementing the developed courses into the educational process, taking into account FSES recommendations, ensuring the educational program's compliance with established requirements. Evaluation includes both internal monitoring of training quality and external certification, enabling timely adjustments and improvements.

Using the ADDIE model not only enables compliance with FSES requirements but also enables the creation of innovative educational programs that meet the needs of students and the labor market. Effective design of higher education based on this model contributes to improving the quality of training and enhancing the competitiveness of graduates.

If training has a customer, they must participate in the practical training.

The principle of mastering professional skills is key to all educational programs. At the seminar, this aspect was discussed by experts: Anna Tkachik, representing the mini-MBA at SberUniversity, Kristina Gral, who trains IT specialists at a college, and Daria Grits, representing the online master's programs at MIPT. These professionals shared their experiences and approaches that help effectively develop the necessary skills in a rapidly changing world.

In such situations, the customer is usually a company or organization interested in attracting qualified personnel or finding new solutions to their problems. For practical training to lead to positive results, developing the necessary skills and creating effective solutions, it is important that the customer is actively involved in the process. Let's consider several ways to organize this interaction.

• In the mini-MBA program at SberUniversity, various Sber divisions initially present students with their own business problems to solve or evaluate the ideas they bring to the course. During the program, groups take their projects through several checkpoints (demo days), where they discuss interim results with clients.
• The IThub College program is built on a business-oriented methodology. The educational institution also follows the Federal State Educational Standards, but the specialties established in the standards have been broken down into specific business roles in accordance with how real employers organize their work. Potential employers provide tasks for development within each role.
• In the MIPT programs, which focus on innovation and technological entrepreneurship, students also solve business-related problems. However, they are focused on solving more complex problems than college students, and success often requires the creation of innovative solutions. These types of problems are offered by the university's partners—both corporations and small tech startups. If the student team's solution proves successful, graduates can continue collaborating with the clients, either by working for the company or creating their own startup.

Work on large, practical problems is always carried out in groups, which helps students develop teamwork skills. Even in courses that don't focus on developing soft skills, students learn to collaborate effectively. This is an important aspect of practice-oriented learning, as teamwork significantly enhances professional competence and prepares students for real-world work conditions. Such skills are valued in the labor market and contribute to the successful integration of graduates into the professional world.

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• Unusual practice: how students are assessed for their efforts, not for their results
• Designing professional training: how large courses are created
• The 70:20:10 model - proven practice, serious theory, or just a popular myth?
• How to develop an interactive simulator for developing soft skills