A Rational Framework for Student Interactions with Collaborative Educational Systems

2011 ◽  
pp. 69-91
Author(s):  
Curtis Atkisson ◽  
Edward Brent
Keyword(s):  
Educational Systems ◽  
Student Interactions

scholarly journals Exporting Language Teaching Methods from Canada to China

1984 ◽  
Vol 1 (1) ◽  
pp. 19 ◽  
Author(s):  
Gloria Paulik Sampson
Keyword(s):  
Teaching Methods ◽  
Educational Systems ◽  
Chinese Society ◽  
Esl Teachers ◽  
Student Interactions ◽  
Republic Of China ◽  
Human Interactions ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Language Teaching Methods

ESL specialists at the present time have no conceptual framework to guide them in deciding whether teaching methods developed in one country are appropriate for the educational systems of other countries. Because of the lack of such a framework, three problems are emerging as Canadian and Chinese ESL specialists wrestle with the difficulties involved in exporting Canadian teaching methods to the People's Republic of China. These problems stem from not seeing development as multidimensional, from confusion about the relationship between scientific and educational theories, and from the worldwide presence and ac- THE NEED FOR A FRAMEWORK ceptance of technocratic imperialism. Some responses are suggested to the educational practices of modelling and memorization in China. It is suggested that these practices are not dysfunctional within the current educational theory in China that places high value on certain types of teacher-student interactions and on human interactions mediated by shared values which inhere in the canon of texts known as Marxism Leninism-Mao Zi-Dong thought. It is suggested that the teaching practices ESL teachers observe in China are not trivial or accidental, but inherent and important in the fabric of Chinese society.

A Multi-Component and Multi-Disciplinary Student Design Project Within an International Academic and Industrial Collaboration

2003 ◽  
Author(s):  
Friederike C. Mund ◽  
Anestis I. Kalfas ◽  
Reza S. Abhari ◽  
Yasemin Turcan ◽  
Jean Hourmouziadis ◽  
...  
Keyword(s):  
Design Process ◽  
Undergraduate Students ◽  
Cooling System ◽  
Academic Staff ◽  
Aircraft Engine ◽  
Educational Systems ◽  
Student Interactions ◽  
Secondary Air ◽  
Industrial Needs ◽  
The Impact

The design of modern aircraft engines increasingly involves highly sophisticated methodologies to match the current development pace. International company relations affect the collaboration between design offices all around the world. An important part of academic mission of modern engineering education is to produce graduates with skills compatible with industrial needs. Education may readjust accordingly to meet the higher requirements. However, a realistic scenario of the design process of an aircraft engine cannot possibly be transferred one-to-one into the student education process. A unique attempt to overcome this discrepancy was the International Gas Turbine Project. Within this project, undergraduate students have designed the cooling system of the HPT blades for a 30,000 lb thrust two-spool turbofan aeroengine. This project was collaboration between the Jet Propulsion Laboratory of TU Berlin, the Turbomachinery Group of EC Lyon and the Turbomachinery Laboratory of ETH Zurich. It also involved mentoring industry professionals from Rolls-Royce Deutschland, MTU, SNECMA and Alstom Power. Similar to modern aeroengine company structures, the design tasks included multi-component, multi-disciplinary and international interfaces of different educational systems. The student teams considered various aerothermodynamic and mechanical integrity aspects of the design. Particular attention was paid to design of the compressor, the secondary air system and the HP turbine including blade cooling. The three Universities integrated the project differently into their education curriculum and approached the tasks with different levels of software involvement. In this paper, the technical details of the design process, and the different approaches adopted are presented. Besides the application of turbomachinery-related knowledge, the impact of student interactions on the technical aspects of the project is discussed. The interfaces, including information management and the involvement of industrial partners are also addressed. Team spirit developed between the students from an initial competitive behavior to a final feeling of sitting in the same boat. It was observed that increased effort was required from academic staff in comparison to the conventional academic instruction. Nevertheless, students greatly benefited from the social interaction and an early training-on-the-job tuned to current industrial needs.

scholarly journals Teacher and student interactions and characteristics from critical theorists school

2019 ◽  
Vol 8 (2) ◽  
pp. 313
Author(s):  
Akbar Salehi
Keyword(s):  
Social Class ◽  
Qualitative Study ◽  
Analytical Method ◽  
Human Life ◽  
The Other ◽  
Educational Systems ◽  
Public Hearing ◽  
Student Interactions ◽  
The Way

<p><span>In recent years, critical thinkers have done serious discussions in education and other fields in our lives like social, cultural, political and economical. This paper is going to consider some of the critical thinkers’ theories in order to clarify teacher and student interactions in education. The research is a type of fundamental and qualitative study which frames teacher and student interactions by means of a descriptive – analytical method. Accordingly, we introduce critical teacher as a teacher who includes specific characteristics like emancipation, critical nature and openness. Therefore mentioned teacher attends the role of culture in human life and he resists reproduced by the regime. He is someone who provides the way for public hearing; in addition, he teaches his students how to resist domination. On the other side, a student in this school will not be dominated by the regime by means of its essential tools as probe and questioning. A student has been taught to hear everyone regardless of race, religion and social class. Finally, this paper proposes applying these ideas for educational systems informal and operational ways.</span></p>

Restructuring Educational Systems and Promoting Social Justice for Young People Involved in Drug Trafficking in Brazil

2019 ◽  
Vol 227 (2) ◽  
pp. 139-143 ◽  
Author(s):  
Alex Sandro Gomes Pessoa ◽  
Linda Liebenberg ◽  
Dorothy Bottrell ◽  
Silvia Helena Koller
Keyword(s):  
Sustainable Development ◽  
Social Justice ◽  
Young People ◽  
Latin American ◽  
Drug Trafficking ◽  
Sustainable Development Goals ◽  
Educational Systems ◽  
Economic Changes ◽  
2030 Agenda ◽  
Development Goals

Abstract. Economic changes in the context of globalization have left adolescents from Latin American contexts with few opportunities to make satisfactory transitions into adulthood. Recent studies indicate that there is a protracted period between the end of schooling and entering into formal working activities. While in this “limbo,” illicit activities, such as drug trafficking may emerge as an alternative for young people to ensure their social participation. This article aims to deepen the understanding of Brazilian youth’s involvement in drug trafficking and its intersection with their schooling, work, and aspirations, connecting with Sustainable Development Goals (SDGs) 4 and 16 as proposed in the 2030 Agenda for Sustainable Development adopted by the United Nations in 2015 .

Chaos theory, educational systems, and social justice

2009 ◽  
Author(s):  
Rita Weinberg ◽  
Barbara Smiley Sherman ◽  
Niles P. Engerman ◽  
Jeannie Zeitlin ◽  
Shannon Cribaro-Difatta
Keyword(s):  
Social Justice ◽  
Chaos Theory ◽  
Educational Systems

Where Are the History Books for Palestinian Children?

2017 ◽  
Vol 16 (2) ◽  
pp. 145-175 ◽  
Author(s):  
Rosemary Sayigh
Keyword(s):  
Native Americans ◽  
The Self ◽  
Educational Systems ◽  
Refugee Camps ◽  
Culturally Relevant Education ◽  
Palestinian Children ◽  
The Right ◽  
Authentic Curriculum ◽  
History Books ◽  
Relevant Education

Colonialism deprives colonised peoples of the self-determined histories needed for continued struggle. Scattered since 1948 across diverse educational systems, Palestinians have been unable to control their education or construct an authentic curriculum. This paper covers varied schooling in the Palestinian diaspora. I set this state of ‘splitting through education’ as contradictory to international declarations of the right of colonised peoples to culturally relevant education. Such education would include histories that explain their situation, and depict past resistances. I argue for the production of histories of Palestine for Palestinian children, especially those in refugee camps as well as in Israel and Jerusalem, where curricula are controlled by the settler-coloniser. Black and Native Americans have dealt with exclusion from history in ways that offer models for Palestinians.

Engaged Study of the Qur'an: Gauging its Effect on the Life of the Individual and of Society

2003 ◽  
Vol 5 (2) ◽  
pp. 202-207
Author(s):  
Ruqayya Ṭā Hā Jābir al-cUlwānī
Keyword(s):  
Social Conflict ◽  
Well Being ◽  
Arabic Language ◽  
Modern World ◽  
Educational Systems ◽  
Functional Perspective ◽  
Number Of Factors ◽  
Social Advancement ◽  
Freedom Of Thought ◽  
The Individual

An engaged and perceptive contemplation of the Qur'an forms one of the most important bases for the cultural and social advancement of Muslims in all walks of life, and the absence of such study is one of the reasons behind the general cultural attenuation in the modern world. Reflection is one of the means of the construction and formation of a civilised society. The applied faculty of intellect creates an environment which allows reflective and considered thought to be developed from a functional perspective for the general well-being of society. Meanwhile the effective neglect of such study leads to the proliferation of superstition, dissent and social conflict. Indeed it can even be argued that it diminishes the significance of the laws and conventions which serve as the backbone of society. This paper reveals a number of factors which can impede the achievement of such an engaged study of the text: thus, for instance, thoughtless obedience to societal conventions; shortcomings in educational systems and syllabi; and a failure to encompass the significance of the Arabic language. Furthermore this paper presents several effective suggestions for nurturing students' potential, encouraging an environment which allows freedom of thought, and its refinement.

Sign in / Sign up

Export Citation Format

Share Document