Multimedia Educational Issues in a Variety of Learning Contexts

1997 ◽  
pp. 289-303
Author(s):  
J.-P. Soula ◽  
C. Baron
Keyword(s):  
Learning Contexts ◽  
Educational Issues

Theoretical and Methodological Elements of an Inclusive Approach to Education

2020 ◽  
pp. 123-136
Author(s):  
Antonello Mura ◽  
Antioco Luigi Zurru ◽  
Ilaria Tatulli
Keyword(s):  
Inclusive Education ◽  
Collaborative Work ◽  
Qualitative Investigation ◽  
Training Process ◽  
Continuous Training ◽  
Learning Contexts ◽  
Inclusive Learning ◽  
Inclusive Approach ◽  
Slow Evolution ◽  
Methodological Principles

The educative experience of people with disability leads the inter­na­tio­nal debate towards the value of inclusive learning contexts. Nonetheless, the theoretical and methodological principles of an inclusive education approach have to be outlined. Data collected using explorative questionnaires during a five-years survey in an Italian region's schools show a slow evolution of the scholastic context. From the perspective of Special Pedagogy, the qualitative investigation on three macro-dimensions (the diversity perception, the didactic and methodological means, the wellbeing of pupils) reveals an emerging development of solid awareness among teachers. Findings confirm that the inclusion processes at school are attainable only throughout a series of clear methodological elements: 1) a valorising attitude towards diversity; 2) an orienting learning process; 3) a plural and flexible use of both methodologies and strategies; 4) a collaborative work environment; 5) a continuous training process; 6) a deontological approach. These are the principles that allow teachers to support each student in the manifold itineraries of identity fulfilment, encouraging pupils to express their needs and to develop their abilities in a welcoming and participative context.

Multidimensional analysis of the state of Russian studies on the education issues over 1993–2016

2018 ◽  
pp. 50-62
Author(s):  
Дмитрий Рубвальтер ◽  
Dmitry Rubvalter ◽  
Александр Либкинд ◽  
Alexander Libkind ◽  
Валентина Маркусова ◽  
...  
Keyword(s):  
Web Of Science ◽  
The State ◽  
Multidimensional Analysis ◽  
Russian Regions ◽  
Global Flow ◽  
Educational Issues ◽  
Foreign Countries ◽  
High Level ◽  
The Web ◽  
Made In

A multidimensional analysis of the state of Russian studies on the education issues over 1993–2016 was carried out based on the materials of the data contained in the Web of Science (SSCI, A & HCI and SCI-E databases). There were determined the dynamics and trends of a number of relevant indicators, such as the number of Russian publications by year, the share of these publications in the global flow of publications on education issues, the dynamics of the share of publications made in co-authorship with foreign colleagues, etc. A number of distributions of Russian publications on educational issues was compiled and analyzed: by journals, by Russian regions and cities, by organizations and authors of the publications. It was found that most of these distributions were characterized by a high level of non-uniformity. A list of journals (125 titles) in which Russian works on education issues had been published was compiled. Russian organizations (308) and domestic researchers (about two thousand) engaged in studying the issues of education were identified. It was discovered that more than 200 organizations and about 400 academicians from 60 foreign countries had participated in Russian studies on the education issues.

The Primacy of Experience

2019 ◽  
pp. 64-81
Author(s):  
Andrea Schiavio
Keyword(s):  
Ecological Factors ◽  
Assessment Practices ◽  
Flexible Systems ◽  
Phenomenological Philosophy ◽  
The Core ◽  
Learning Contexts ◽  
Grading Systems ◽  
Recent Developments ◽  
Core Issue ◽  
Event Based

This chapter explores a possible alternative to traditional “paper-and-pencil” assessment practices in music classes. It argues that an approach based on phenomenological philosophy and inspired by recent developments in cognitive science may shed new light on learning and help educators reconsider grading systems accordingly. After individuating the core issue in an unresolved tension between subjective-objective methodologies relevant to certain learning contexts, the chapter proposes a possible remedy by appealing to three principles central to “embodied” approaches to cognition. Such principles may help educators reframe cognitive phenomena (learning described as a measurable event based on “information processing”) in terms of cognitive ecosystems (learning understood as a negotiating and transformative activity codetermined by diverse embodied and ecological factors connected in recurrent fashion). Accommodating this shift implies transforming assessment practices into more open and flexible systems that take seriously the challenge of cooperative learning and phenomenological reflections.

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