INVOLVING CITIZENSHIP FOR A MORE INCLUSIVE SOCIETY. PROPOSAL OF EDUCATIONAL INNOVATION MODEL

2018 ◽  
Author(s):  
Mercedes Diaz Rodriguez ◽  
David Aguilar García ◽  
Lucia Alcantara Rubio ◽  
Esther Puertas Cristóbal
Keyword(s):  
Educational Innovation ◽  
Innovation Model ◽  
Inclusive Society

scholarly journals Systematic Review on Inclusive Education, Sustainability in Engineering: An Analysis with Mixed Methods and Data Mining Techniques

2020 ◽  
Vol 12 (17) ◽  
pp. 6861
Author(s):  
María Consuelo Sáiz-Manzanares ◽  
Sara Gutiérrez-González ◽  
Ángel Rodríguez ◽  
Lourdes Alameda Cuenca-Romero ◽  
Verónica Calderón ◽  
...  
Keyword(s):  
Data Mining ◽  
Inclusive Education ◽  
Social Transformation ◽  
Educational Innovation ◽  
Heat Map ◽  
Data Mining Techniques ◽  
Active Teaching ◽  
Scientific Papers ◽  
Development Of Competencies ◽  
Inclusive Society

In the last few years, research in the field of sustainability has experienced a significant increase in interest between sustainability and other areas (inclusive education, active methodologies, and society). Moreover, the use of mixed research methods (quantitative and qualitative) along with the application of data mining techniques, enables the analysis of information and the connection between the different studies. The objectives of this paper were: (1) To establish the results of the research related to the concepts of sustainability, inclusive education, and disability. (2) To study the key concepts that are detected in the articles selected with respect to the concepts of sustainability, inclusive education, disability, and their relations. In order to do so, two studies were carried out (quantitative and qualitative). In the first study, K-means and heat map clustering techniques were applied. In the second study, the technique of text mining was applied. One hundred and thirty-three scientific papers were studied, of which 54 fulfilled all the inclusion criteria. Three clusters were found in the first study; cluster 1 included the categories: inclusive society, educational innovation, and active methodologies. Cluster 2 included active methodologies and society and economy and cluster 3 included inclusive society and society and economy. In the second study, the highest Krippendorff’s Alpha coefficient were found in articles that linked sustainability with social transformation stemming from a change in education by means of the use of active teaching methods and technological resources. The research moves towards the development of competencies in sustainability at all stages of the educational system, and in all areas of knowledge.

scholarly journals Evidence-Based Educational Innovation Model Linked to Digital Information Competence in the Framework of Education 4.0

2021 ◽  
Vol 13 (18) ◽  
pp. 10034
Author(s):  
Celia Paola Sarango-Lapo ◽  
Juanjo Mena ◽  
María Soledad Ramírez-Montoya
Keyword(s):  
Ad Hoc ◽  
Educational Innovation ◽  
Academic Community ◽  
Open Educational Resource ◽  
Evidence Based ◽  
Digital Information ◽  
Central Value ◽  
Close Relationship ◽  
Innovation Model ◽  
Digital Competencies

Education 4.0 promotes visualizing how teachers’ traditional digital competencies adopt innovative practices. The present research analyzes the relationship between the perceived digital information competencies (DICs) of university teachers and the implementation of evidence-based, innovative actions (EBEI) in a model that supports innovative practices. The research method applied was the mixed method. In the quantitative phase, the final sample consisted of 271 teachers. The ad hoc digital competency-open educational resource scale (DC-OER) was applied to measure their perception of DIC. In the qualitative phase, 15 teachers were interviewed. The results showed (a) a close relationship between the fulfillment of EBEI and the support of DIC; (b) in quantitative results, in most cases, the means are close to the central value 3, and the standard deviation is close to 1, which indicates higher DIC; (c) the qualitative results indicate that teachers search, select, evaluate information, and produce new knowledge; and (d) the theoretical model of EBEI links DIC to the formation of digital citizenship. The data can be of value to the academic community in relevant environments within the framework of Education 4.0. As a future line of research, we envision analyzing the perceived digital competencies of teachers versus their effective behavior.

scholarly journals EDUCATION INNOVATION MODEL WITH STRATEGY IMPLEMENTATION OF THE "DARE TO BE DIFFERENT" CONCEPT

2021 ◽  
Vol 2 (2) ◽  
pp. 285-299
Author(s):  
Muhammad Yusuf ◽  
Iip Syarifah ◽  
Uyu Wahyudin
Keyword(s):  
Educational Institution ◽  
Educational Innovation ◽  
Teaching Staff ◽  
Ministry Of Education ◽  
Educational Innovations ◽  
The Face ◽  
Innovation Model ◽  
Education Delivery ◽  
Main Support

In the face of rapid and complex and unpredictable changes in life, educational innovation must be an important and critical priority because education is still the main support for improving the quality of human resources. The educational innovation model in the Indonesian Ministry of Education and Culture still tends to be more dominant in using a “top-down model” strategy, namely educational innovation developed from above by policy makers from the central level, to be implemented imperatively down to the lowest level of educational institutions. This will dull the creativity of the teaching staff and education staff. Thus, educational innovation should be balanced with a "bottom-up model" strategy, namely a model of educational innovation developed from below, which originates from the creativity of education personnel and educational staff in each educational institution implemented as an effort to improve the quality of education delivery. In order for educational innovation to run faster than other changes, it is necessary to look for more powerful models and strategies through various scientific approaches. The educational innovation model with a strategy of implementing the concept of "Dare to be different" is a concept used to motivate education providers to carry out educational innovations by not contradicting existing educational innovation models and strategies. This model focuses more on internalizing the enthusiasm for educational innovation, especially by educators. Dare to be different means daring to be different, so start with the word dare which stands for the words dream, attitude, relationship, and excellence.

Mentoring for Innovation: Key Factors Affecting Participant Satisfaction in the Process of Collaborative Knowledge Construction in Teacher Training

2010 ◽  
Vol 14 (4) ◽  
Author(s):  
Helga Dorner ◽  
Andrea Kárpáti
Keyword(s):  
Social Presence ◽  
Online Community ◽  
Educational Innovation ◽  
Innovation Process ◽  
Training Process ◽  
Factors Affecting ◽  
Participant Satisfaction ◽  
Key Factor ◽  
Service Training ◽  
Innovation Model

This paper presents data about the successful use of the Mentored Innovation Model for professional development for a group of Hungarian teachers (n=23, n=20 in two iterations), which was employed in the CALIBRATE project in order to enhance their ICT skills and pedagogical competences needed for participation in a multicultural, multilingual educational innovation process. This model relied on the three basic constituents of an online community of inquiry: cognitive, social and teaching presence. Satisfaction regarding the model was explored through the observation of perceived (subjective) values provided by the participating respondents in order to identify the role of the virtual learning environments employed, activities of the facilitator and the participants’ self-perceived social presence in the success of the training process. Mentoring was identified as a key factor of success in the in-service training process.

The Reduction of Islam and Muslims in Ontario's Social Studies Textbooks

2011 ◽  
Vol 3 (1) ◽  
pp. 25-44 ◽  
Author(s):  
Mehrunnisa Ahmad Ali ◽  
Nashwa Salem ◽  
Béchir Oueslati ◽  
Marie Andrew ◽  
Lisa Quirke
Keyword(s):  
Social Studies ◽  
Social Studies Textbooks ◽  
Inclusive Society

Representations of Islam in Ontario's social studies textbooks portray a dehistoricized view of a religion that is disconnected from other monotheistic religions. The varied and complex socio-political and ideological locations of Muslims in historical and current contexts are reduced to simplistic, often negative depictions, either as irrational aggressors or victims of poverty and underdevelopment. More nuanced, historically grounded, and multifaceted representations are called for, in order to promote a more inclusive society in Ontario.

Europe's Growth Champion

2018 ◽  
Author(s):  
Marcin Piatkowski
Keyword(s):  
Eastern Europe ◽  
Central And Eastern Europe ◽  
High Income ◽  
Lessons Learned ◽  
The West ◽  
Success Stories ◽  
Catch Up ◽  
Inclusive Society ◽  
First Time ◽  
Global Growth

The book is about one of the biggest economic success stories that one has hardly ever heard about. It is about a perennially backward, poor, and peripheral country, which over the last twenty-five years has unexpectedly become Europe’s and a global growth champion and joined the ranks of high-income countries during the life of just one generation. It is about the lessons learned from its remarkable experience for other countries in the world, the conditions that keep countries poor, and challenges that countries need face to grow and become high-income. It is also about a new growth model that this country—Poland—and its peers in Central and Eastern Europe and elsewhere need to adopt to continue to grow and catch up with the West for the first time ever. The book emphasizes the importance of the fundamental sources of growth—institutions, culture, ideas, and leaders—in economic development. It argues that a shift from an extractive society, where the few rule for the benefit of the few, to an inclusive society, where many rule for the benefit of many, was the key to Poland’s success. It asserts that a newly emerged inclusive society will support further convergence of Poland and Central and Eastern Europe with the West and help sustain the region’s Golden Age, but moving to the core of the European economy will require further reforms and changes in Poland’s developmental DNA.

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