Exploring Educational Practices in Emergency Remote Teaching. The Role of Educational Neuroscience

2021 ◽  
Author(s):  
Spyridon Doukakis ◽  
Panagiotis Sfyris ◽  
Maria Niari ◽  
Evita Alexopoulos
Keyword(s):  
Educational Practices ◽  
Educational Neuroscience

Teaching for Leadership, Innovation, and Creativity

2020 ◽  
pp. 199-218
Author(s):  
Tahir Iqbal
Keyword(s):  
Global Education ◽  
Research Literature ◽  
Educational Practices ◽  
Business Sector ◽  
Critical Importance ◽  
Education Curriculum ◽  
Contemporary Research ◽  
The World

As the world enters the age of digitalization, it is demanded by time that the education curriculum be updated to the latest version. However, in the contemporary research literature, many different notable researchers and authors have established that there is a disparity which exists in the education curriculum and the educational practices especially in the business sector. This disparity is characterized by gaps in technology and knowledge which must be bridged for the business sector to reap the fruits of a global education in the contemporary timeframe. In this connection, the role of the teachers and the educators is of critical importance primarily due to the fact that they are assigned the heavy responsibility of interacting with students.

scholarly journals The perception of nurses regarding educational practices for children with diabetes in hospital care

2014 ◽  
Vol 35 (3) ◽  
pp. 130-136 ◽  
Author(s):  
Viviane Peixoto dos Santos Pennafort ◽  
Amanda Newle Sousa Silva ◽  
Maria Veraci Oliveira Queiroz
Keyword(s):  
Content Analysis ◽  
Hospital Care ◽  
Public Hospital ◽  
Educational Practices ◽  
Interdisciplinary Care ◽  
Structured Interviews ◽  
Hospital Unit ◽  
The Moment ◽  
Nursing Professionals

The aim of this study was to describe the perception of nurses regarding educational practices conducted with children with diabetes in a hospital unit. It is a descriptive qualitative study, conducted in an inpatient unit of a public hospital in Fortaleza, state of Ceará, Brazil, between January and February of 2013, with six nurses. Data were collected by means of semi-structured interviews and submitted to content analysis, from which two categories emerged: role of nurses and staff in caring for the child with diabetes: the necessary intersection; and health education directed at the child with diabetes and family members in the hospital context. Nursing professionals acknowledged educational activities as part of an interdisciplinary care strategy which must occur since the moment the child is admitted. However, they displayed a reductionist view, centered on insulin therapy and changes of habit, which indicates the need for more creative approaches, capable of enhancing learning aspects and minimizing the gaps which prevent the disease from being managed appropriately.

scholarly journals Social Innovation as a Driver for New Educational Practices: Modernising, Repairing and Transforming the Education System

2019 ◽  
Vol 11 (4) ◽  
pp. 1070 ◽  
Author(s):  
Antonius Schröder ◽  
Daniel Krüger
Keyword(s):  
Paradigm Shift ◽  
Success Factors ◽  
Social Innovation ◽  
Educational Practices ◽  
New Governance ◽  
Social Innovations ◽  
Global Mapping ◽  
Learner Perspective ◽  
The Eu

Based on the results of the EU funded Social Innovation – Driving Force of Social Change (SI-DRIVE) project the major challenges and needs of education and lifelong learning worldwide are revealed, focusing on solutions via new educational practices delivered by social innovations and embedding civil society. Against this background, a more learner-oriented approach instead of institutional improvements is presented. Based on the results of SI-DRIVE’s global mapping of more than 200 innovative education initiatives and 18 in-depth case studies, the article spotlights the relevant settings and success factors of social innovations in education, leading to a system related typology of social innovation. New ways of repairing, modernising and transforming education as well as separated approaches are illustrated showing the underdeveloped, unexploited and unrecognised potential of this kind of innovation. For setting up a more innovation friendly environment, it is particularly important to realise a paradigm shift towards a learner perspective and rationality. More leeway and new governance structures for integrating and fostering social innovations and unfolding the potential of all societal sectors for enhancing education are necessary. This especially includes a more active and new role of universities in enabling, exchanging, moderating and researching social innovation.

scholarly journals Waste Pickers and Their Practices of Insurgency and Environmental Stewardship

2021 ◽  
pp. 107049652110553
Author(s):  
Jutta Gutberlet ◽  
Santiago Sorroche ◽  
Angela Martins Baeder ◽  
Patrik Zapata ◽  
María José Zapata Campos
Keyword(s):  
Waste Management ◽  
Social Movement ◽  
Case Studies ◽  
Knowledge Production ◽  
General Public ◽  
Environmental Stewardship ◽  
Educational Practices ◽  
Income Source ◽  
Waste Pickers

Informed by different grassroots learning and educational practices engaged in waste management, and drawing from the concepts of insurgent citizenship and environmental stewardship, we examine the role of waste picker organizations and movements in creating new pathways towards more sustainable environmental waste governance. Two case studies (Argentina and Brazil) demonstrate how waste pickers inform and educate the general public and raise the awareness of socio-environmental questions related to waste management. Different educational practices are used as strategies to confront citizens with their waste: to see waste as a consumption problem, resource, and income source. Our paper draws on grassroots learning (social movement learning and insurgent learning) and education (stewardship) aimed at the transformation of waste practices. We argue that waste pickers play an important role in knowledge production promoting recycling, in landfilling less and recovering more resources. We conclude that waste pickers act as insurgent citizens and also are environmental stewards.

Curriculum and Civil Society in Afghanistan

2009 ◽  
Vol 79 (1) ◽  
pp. 113-122 ◽  
Author(s):  
Adele Jones
Keyword(s):  
Civil Society ◽  
The State ◽  
Educational Practices ◽  
Soviet Regime ◽  
The Past ◽  
State Regime ◽  
The 1960S

Although research has traditionally discussed the ways in which societies in conflict develop educational practices, only recently have scholars begun to examine the role of education in creating or sustaining conflict. In Afghanistan, changing regimes have had an impact on state-sanctioned curricula over the past fifty years, drastically altering the purpose and ideology of education. In this article, Adele Jones traces the changing nature of Afghan curricula since the 1960s, highlighting the conflict surrounding curricula during the Soviet regime. She posits that resistance to statesanctioned curricula was seen as resistance to the state regime, often putting schools at the center of conflict. This continues today, as Taliban groups resist the Western-influenced curricula of modern Afghanistan. Jones argues that understanding this cycle of resistance is critical for Western agencies aiming to support educational efforts in the country.

Leveraging the Design and Development of Multimedia Presentations for Learners

2018 ◽  
pp. 1330-1344
Author(s):  
Lijia Lin ◽  
Amy Leh ◽  
Jackie Hee Young Kim ◽  
Danilo M. Baylen
Keyword(s):  
Human Factors ◽  
Development Process ◽  
Learner Control ◽  
Educational Practices ◽  
Design And Development ◽  
Multimedia Presentations ◽  
Visual Cueing ◽  
Based Instruction

The chapter addresses how multimedia presentations can be designed effectively for learners. Based on the literature, it defines the related terms and discusses the role of human factors during the design and development process of multimedia. Then, it discusses strategies, such as providing learner control and using visual cueing, to design effective multimedia presentations. In addition, various technologies in creating multimedia-based instruction are described. Finally, the chapter discusses evaluation frameworks, as well as the implications for integrating multimedia into educational practices.

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