scholarly journals Dominant values of professional development education spaces of cross-border regions in the aspect of postmodernism

2020 ◽  
Vol 210 ◽  
pp. 22017
Author(s):  
Nadezhda Bulankina ◽  
Natalja Malahova ◽  
Ekaterina Egorova ◽  
Anna Seredintseva ◽  
Valentina Tsybaneva
Keyword(s):  
New Technologies ◽  
Course Design ◽  
Development Education ◽  
Education Development ◽  
Pedagogical Strategies ◽  
Design Elements ◽  
Border Regions ◽  
Cross Border ◽  
Post Modernism ◽  
The Individual

Based on an extensive review of the current literature and research in terms of axiological approach, this article considers the strategies of post-modernism pluralistic concepts of socio-culture spaces, and discusses the ideas of andragogy supporting the value sphere of the individual of pedagogues, FLT teachers, who are responsible for the creative education development spaces in the classrooms. As a result of the study the authors present a comprehensive model of course design elements as a theory for guiding the use of new technologies in distance education through culture-oriented pedagogical strategies and activities. In conclusion there discussed some of the fruitful examples of the Tutorials in a polyculture & polylingua situation and event spaces of cross-border regions of Russia, in terms of mentoring and fostering a culure-determined learning and a self-determining individual.

scholarly journals LOS PARÁMETROS DE LA EDUCACIÓN PARA EL DESARROLLO INTERCULTURAL Y EL CAMBIO CONDUCTUAL DEL ALUMNADO CON MEDIDAS JUDICIALES

2016 ◽  
Vol 3 (1) ◽  
pp. 267
Author(s):  
Mª Ángeles Delgado Burgoss ◽  
Marlene Jaramillo Argandoña ◽  
Max Del Salto Bello
Keyword(s):  
Social Sciences ◽  
Cooperative Learning ◽  
Behavioral Change ◽  
Curriculum Innovation ◽  
Development Education ◽  
Education Development ◽  
Development Indicators ◽  
The Individual ◽  
Teaching Learning ◽  
Aprendizaje Cooperativo

Abstract:PARAMETERS FOR CROSS-CULTURAL EDUCATION DEVELOPMENT AND BEHAVIORAL CHANGE FOR STUDENTS WITH COURT DECISIONSThe transfer of material from the Social Sciences Secondary Center, associated with a young institute center, was a challenging curriculum innovation aimed to achieve behavioral change for students. Since the beginning of the experiment we were aware that prisoners who were under our intervention came from different cultural spaces, although united by the unit key concept of transgression, which manifested the rejection of authority and their rules; simultaneously were associated with agreed group codes group, which pacified them in the effect-cause relationship of the individual exercise power fed back in their designation, arbitrarily by the group. In this context of spontaneous seeking balance with manifestations of community outbreaks of violence, in many cases of cultural slants and gender behaviors associated with social exclusion spaces, we projected the interdisciplinary programming of Social Sciences, the Human Development Indicators sustainable from Intercultural Gender analysis, with the goal of reaching the changing individual behaviors impact group. To create an inclusive dialogic framework we designed the contents in six themes, which correspond to the elements, deposited at the Imaginary of all cultures: “earth, water, fire, metal, wood and air” they are the referring of their relationship, by gender, with the ecosystem. In correlation to establish overall objectives and competencies, we use the guiding principles of Education for the Intercultural Development and Global Citizenship; finally, the choice of teaching- learning relapsed on cooperative learning, to strength the group cohesion, and contemplates the self-managed evaluation.Keywords: Development education, intercultural, peer teaching, cooperative learning, global citizenship.Resumen:La transferencia de contenidos de las Ciencias Sociales en un Centro de Secundaria, asociado a un Centro de Menores, fue un reto de innovación curricular que tuvo el propósito de lograr el cambio conductual del alumnado. Desde el inicio de la experiencia fuimos conscientes de que los internos sobre los que recaía nuestra intervención procedían de diferentes espacios culturales, y aunque unidos por la clave unitaria del concepto de la transgresión, que manifestaban en el rechazo a la autoridad y a sus normas; simultáneamente, estaban asociados por códigos grupales consensuados, que les pacificaban en la relación causa-efecto del ejercicio del poder individual, retroalimentado en su designación, de forma arbitraria, por el grupo. En este contexto espontáneo de búsqueda de equilibrio comunitario con manifestaciones de brotes de violencia, en muchos casos de sesgo cultural y de género, comportamientos asociados a los espacios de exclusión social, proyectamos la programación interdisciplinar de las Ciencias Sociales, con los indicadores del Desarrollo Humano Sustentable, desde el análisis de la Interculturalidad de Género, con el objetivo de lograr el cambio de las conductas individuales con repercusión grupal. Para crear un marco inclusivo y dialógico de saberes diseñamos los contenidos en seis ejes temáticos, que se corresponden con los elementos naturales, depositados en el Imaginario de todas las culturas: “tierra, agua, fuego, metal, madera y aire”, y que son los referentes de su relación, por género, con el ecosistema. En correlación, para el establecimiento de los objetivos generales y las competencias, recurrimos a los principios guías de la Educación para el Desarrollo Intercultural y la Ciudadanía Global; y por último, la elección de la metodología de enseñanza-aprendizaje recayó en el aprendizaje cooperativo, para reforzar la cohesión grupal, y por contemplar la evaluación autogestionada.Palabras clave: Educación para el desarrollo, intercultural, enseñanza entre iguales, aprendizaje cooperativo, ciudadanía global.

Supporting Pedagogical Strategies for Distance Learning Courses

2011 ◽  
pp. 1002-1010
Author(s):  
Joberto S.B. Martins
Keyword(s):  
Distance Learning ◽  
Learning Strategies ◽  
Course Design ◽  
Direct Relation ◽  
Pedagogical Approach ◽  
Pedagogical Strategies ◽  
Design Elements ◽  
Pedagogical Strategy ◽  
Embedded Design ◽  
Multiple Media

Educational portals, for distance learning courses, have a broader and more focused set of objectives and requirements that, typically, go well beyond the basic and commonly used portal definition as the gateway to the information, Web services and networks. As a matter of fact, portals, when adopted in distance learning strategies, are among the most important embedded design elements in course methods, have a direct relation with the pedagogical strategy used and, as such, have a set of requirements with concise and frequently customizable specificities in terms of the pedagogical approach used and course model adopted (Martins, 2002, 2004). This article elaborates on the requirements to specify and design portals focused on supporting distance learning courses. The basic design principle adopted consists to consider the portal itself a embedded element in course design and, as such, all the implications concerning its design, technology flexibility, multiple media support, ludic interfaces, among others aspects, are considered.

scholarly journals Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning

2012 ◽  
Vol 13 (1) ◽  
pp. 56 ◽  
Author(s):  
Lisa Marie Blaschke
Keyword(s):  
Distance Education ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
New Technologies ◽  
Course Design ◽  
Limited Attention ◽  
Learning Approach ◽  
Information Discovery ◽  
Design Elements ◽  
Education Practice

<p>Heutagogy, a form of self-determined learning with practices and principles rooted in andragogy, has recently resurfaced as a learning approach after a decade of limited attention. In a heutagogical approach to teaching and learning, learners are highly autonomous and self-determined and emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today’s workplace. The approach has been proposed as a theory for applying to emerging technologies in distance education and for guiding distance education practice and the ways in which distance educators develop and deliver instruction using newer technologies such as social media. The renewed interest in heutagogy is partially due to the ubiquitousness of Web 2.0, and the affordances provided by the technology. With its learner-centered design, Web 2.0 offers an environment that supports a heutagogical approach, most importantly by supporting development of learner-generated content and learner self-directedness in information discovery and in defining the learning path. Based on an extensive review of the current literature and research, this article defines and discusses the concepts of andragogy and heutagogy and describes the role of Web 2.0 in supporting a heutagogical learning approach. Examples of institutional programs that have incorporated heutagogical approaches are also presented; based on these examples and research results, course design elements that are characteristic of heutagogy are identified. The article provides a basis for discussion and research into heutagogy as a theory for guiding the use of new technologies in distance education.</p>

scholarly journals LOS PARÁMETROS DE LA EDUCACIÓN PARA EL DESARROLLO INTERCULTURAL Y EL CAMBIO CONDUCTUAL DEL ALUMNADO CON MEDIDAS JUDICIALES

2017 ◽  
Vol 7 (1) ◽  
pp. 297
Author(s):  
Mª Ángeles Delgado Burgos ◽  
Marlene Jaramillo Argandoña
Keyword(s):  
Social Sciences ◽  
Cooperative Learning ◽  
Behavioral Change ◽  
Curriculum Innovation ◽  
Development Education ◽  
Education Development ◽  
Development Indicators ◽  
The Individual ◽  
Teaching Learning ◽  
Aprendizaje Cooperativo

Abstract.PARAMETERS FOR CROSS-CULTURAL EDUCATION DEVELOPMENT AND BEHAVIORAL CHANGE FOR STUDENTS WITH COURT DECISIONSThe transfer of material from the Social Sciences Secondary Center, associated with a young institute center, was a challenging curriculum innovation aimed to achieve behavioral change for students. Since the beginning of the experiment we were aware that prisoners who were under our intervention came from different cultural spaces, although united by the unit key concept of transgression, which manifested the rejection of authority and their rules; simultaneously were associated with agreed group codes group, which pacified them in the effect-cause relationship of the individual exercise power fed back in their designation, arbitrarily by the group. In this context of spontaneous seeking balance with manifestations of community outbreaks of violence, in many cases of cultural slants and gender behaviors associated with social exclusion spaces, we projected the interdisciplinary programming of Social Sciences, the Human Development Indicators sustainable from Intercultural Gender analysis, with the goal of reaching the changing individual behaviors impact group. To create an inclusive dialogic framework we designed the contents in six themes, which correspond to the elements, deposited at the Imaginary of all cultures: “earth, water, fire, metal, wood and air” they are the referring of their relationship, by gender, with the ecosystem. In correlation to establish overall objectives and competencies, we use the guiding principles of Education for the Intercultural Development and Global Citizenship; finally, the choice of teaching- learning relapsed on cooperative learning, to strength the group cohesion, and contemplates the self-managed evaluation.Keywords: Development education, intercultural, peer teaching, cooperative learning, global citizenship.Resumen.La transferencia de contenidos de las Ciencias Sociales en un Centro de Secundaria, asociado a un Centro de Menores, fue un reto de innovación curricular que tuvo el propósito de lograr el cambio conductual del alumnado. Desde el inicio de la experiencia fuimos conscientes de que los internos sobre los que recaía nuestra intervención procedían de diferentes espacios culturales, y aunque unidos por la clave unitaria del concepto de la transgresión, que manifestaban en el rechazo a la autoridad y a sus normas; simultáneamente, estaban asociados por códigos grupales consensuados, que les pacificaban en la relación causa-efecto del ejercicio del poder individual, retroalimentado en su designación, de forma arbitraria, por el grupo. En este contexto espontáneo de búsqueda de equilibrio comunitario con manifestaciones de brotes de violencia, en muchos casos de sesgo cultural y de género, comportamientos asociados a los espacios de exclusión social, proyectamos la programación interdisciplinar de las Ciencias Sociales, con los indicadores del Desarrollo Humano Sustentable, desde el análisis de la Interculturalidad de Género, con el objetivo de lograr el cambio de las conductas individuales con repercusión grupal. Para crear un marco inclusivo y dialógico de saberes diseñamos los contenidos en seis ejes temáticos, que se corresponden con los elementos naturales, depositados en el Imaginario de todas las culturas: “tierra, agua, fuego, metal, madera y aire”, y que son los referentes de su relación, por género, con el ecosistema. En correlación, para el establecimiento de los objetivos generales y las competencias, recurrimos a los principios guías de la Educación para el Desarrollo Intercultural y la Ciudadanía Global; y por último, la elección de la metodología de enseñanza-aprendizaje recayó en el aprendizaje cooperativo, para reforzar la cohesión grupal, y por contemplar la evaluación autogestionada.Palabras clave: Educación para el desarrollo, intercultural, enseñanza entre iguales, aprendizaje cooperativo, ciudadanía global.

scholarly journals Paradigms in Modern Higher Education Development

2021 ◽  
Author(s):  
Halyna Radchuk ◽  
Zoryana Adamska ◽  
Mariia Oliinyk ◽  
Solomiia Chopyk
Keyword(s):  
Higher Education ◽  
Information Overload ◽  
Personality Development ◽  
Development Education ◽  
Education Development ◽  
Higher Education Development ◽  
Higher Education System ◽  
The Individual ◽  
Amount Of Knowledge ◽  
Educational Paradigms

The theoretical and methodological analysis of modern educational paradigms is made in the article and axiological vectors of higher education development are distinguished on this basis. Four basic educational paradigms have been identified: cognitive informational (traditional, cognitive), personal (humanistic), competence and cultural (humanitarian). It has been found that, unlike instrument-oriented learning, which provides the translation, reproduction and assimilation of knowledge, skills, technologies (cognitive informational and competence paradigms) and therefore is secondary to the processes of personality development, education should firstly be focused on becoming holistic personality, ensure his organic and unique (personal and cultural paradigms). It has been substantiated that at the theoretical level there is a sharp narrowing of the semantic field of scientific and pedagogical reflection: attention is paid to the production of the amount of knowledge, given social behavior, technologies of activity of the future specialist. Therefore, education in its humanitarian sense suffers first of all and the quality of education is often reduced to the level of acquisition of special knowledge and mastery of professional skills. It has been shown that higher education institutions are more and more inclined to a pragmatic education, training professionals, and functionaries. In this case, information overload blocks the affective-emotional sphere of the individual, prevents adequate, holistic perception of reality, actualization of creative potential. It is determined that the reform of modern education should be based on the idea of the integrity, which actualizes the problem of careful reflexive and methodological support of the modern higher education system and the development of specific humanitarian educational technologies.

The Globalization of Health Law: The Case of Permissibility of Placebo-based Research

2000 ◽  
Vol 26 (2-3) ◽  
pp. 175-186
Author(s):  
Timothy S. Jost
Keyword(s):  
Health Care ◽  
Medical Practice ◽  
Health Care Professionals ◽  
Global Markets ◽  
Health Law ◽  
Cross Border ◽  
Internet Pharmacies ◽  
The Individual ◽  
Global Communications ◽  
National Borders

If any trend can be confidently predicted for the next millennium (or, more modestly, for our lifetimes) it is the globalization of health law. We live in an age of global markets and global communications. While care of the individual patient has remained largely local, national borders are quite porous to health care professionals. The cross-border flow of patients is a significant factor in some regions, and the development of telemedicine and internet pharmacies is radically expanding the possibility of cross-border medical practice.

The Multi-Relationship Evaluation Design Framework: Designing Testing Plans to Comprehensively Assess Advanced and Intelligent Technologies

2010 ◽  
Author(s):  
Brian A. Weiss ◽  
Linda C. Schmidt ◽  
Harry A. Scott ◽  
Craig I. Schlenoff
Keyword(s):  
Intelligent Systems ◽  
New Technologies ◽  
Evaluation Framework ◽  
Evaluation Design ◽  
Design Elements ◽  
Summative Assessments ◽  
Extensive Evaluation ◽  
Level Of Knowledge ◽  
Definition Of ◽  
Key Terms

As new technologies develop and mature, it becomes critical to provide both formative and summative assessments on their performance. Performance assessment events range in form from a few simple tests of key elements of the technology to highly complex and extensive evaluation exercises targeting specific levels and capabilities of the system under scrutiny. Typically the more advanced the system, the more often performance evaluations are warranted, and the more complex the evaluation planning becomes. Numerous evaluation frameworks have been developed to generate evaluation designs intent on characterizing the performance of intelligent systems. Many of these frameworks enable the design of extensive evaluations, but each has its own focused objectives within an inherent set of known boundaries. This paper introduces the Multi-Relationship Evaluation Design (MRED) framework whose ultimate goal is to automatically generate an evaluation design based upon multiple inputs. The MRED framework takes input goal data and outputs an evaluation blueprint complete with specific evaluation elements including level of technology to be tested, metric type, user type, and, evaluation environment. Some of MRED’s unique features are that it characterizes these relationships and manages their uncertainties along with those associated with evaluation input. The authors will introduce MRED by first presenting relationships between four main evaluation design elements. These evaluation elements are defined and the relationships between them are established including the connections between evaluation personnel (not just the users), their level of knowledge, and decision-making authority. This will be further supported through the definition of key terms. An example will be presented in which these terms and relationships are applied to the evaluation design of an automobile technology. An initial validation step follows where MRED is applied to the speech translation technology whose evaluation design was inspired by the successful use of a pre-existing evaluation framework. It is important to note that MRED is still in its early stages of development where this paper presents numerous MRED outputs. Future publications will present the remaining outputs, the uncertain inputs, and MRED’s implementation steps that produce the detailed evaluation blueprints.

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