The Care and Feeding of EDEN—The Electronic Deaf Education Network

Subject. The study focuses on the impact of the digital economy determinants of the education transformation. Objectives. The article provides our own approach treating the education capital as a specific asset of the digital economy, which has an acceleration effect and sets up new trends in education through integrative networks. Methods. The study is based on principles of the systems integration, cross-disciplinary and multidisciplinary approaches. Results. The socio-economic progress was found to be determined with properties of human capital, which are solely specific to the digital economy. In new circumstances, it gets more important for actors of global, national, corporate and social networks to more actively cooperate within distributed networks in order to train high professionals, who would have skills in information networks. Thus, they would raise a new form of human capital – the capital of network education (network-based education capital). We describe positive externalities that arise when the educational sector joins communication processes. We illustrate how educational forms evolves, which are typical of a certain phase of the socio-economic development. The education capital was discovered to grow into a specific asset generating the quasi-rent and working as a social ladder only provided more actors are involved into the network. Conclusions and Relevance. Studying the evolution of educational forms through the cross-disciplinary method, we discovered the need for a system approach, which would help substantiate its transformation in the time of the digital economy, and the emergence of network-based education. These are technologies and tools of the digital economy that become unique factors generating the acceleration effect of the educational capital and ensuring the use of diverse network effects for the formation of intellectual capital and their social transformation.

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A dual satellite/terrestrial hybrid implementation of the National Research and Education Network

10.2514/6.1996-989 ◽

1996 ◽

Author(s):

William Curry ◽

Junghwan Kim ◽

Subhash Kwatra

Keyword(s):

Research And Education ◽

Education Network

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An Analysis on the Leadership of Local Education Network

Journal of Lifelong Learning Society ◽

10.26857/jlls.2012.04.8.1.137 ◽

2012 ◽

Vol 8 (1) ◽

pp. 137-163

Author(s):

Ji Hye Lee ◽

Jae-Eun Chae

Keyword(s):

Local Education ◽

Education Network

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Best Education Network Think Tank V Keynote Address: Risk Management for Tourism: Origins and Needs

Tourism Review International ◽

10.3727/154427206779307240 ◽

2006 ◽

Vol 10 (1) ◽

pp. 27-38 ◽

Cited By ~ 2

Author(s):

Scott K. Cunliffe

Keyword(s):

Risk Management ◽

Keynote Address ◽

Think Tank ◽

Education Network

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Dialogic Teaching and Translanguaging in Deaf Education

10.1093/oso/9780190880545.003.0004 ◽

2018 ◽

Author(s):

Ruth Swanwick

Keyword(s):

Language Learning ◽

Learning Experience ◽

Deaf Education ◽

Deaf Children ◽

Learning Needs ◽

Learning And Teaching ◽

Diverse Learning ◽

Language Context ◽

Pedagogical Framework

This chapter proposes a pedagogical framework for deaf education that builds on a sociocultural perspective and the role of interaction in learning. Pedagogical principles are argued that recognize the dialogic nature of learning and teaching and the role of language as “the tool of all tools” in this process. Building on established work on classroom talk in deaf education, the issues of dialogue in deaf education are extended to consider deaf children’s current learning contexts and their diverse and plural use of sign and spoken languages. Within this broad language context, the languaging and translanguaging practices of learners and teachers are explained as central to a pedagogical framework that is responsive to the diverse learning needs of deaf children. Within this pedagogical framework practical teaching strategies are suggested that draw on successful approaches in the wider field of language learning and take into account the particular learning experience and contexts of deaf children.

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