scholarly journals Logros del yo durante el desarrollo psicoafectivo en la etapa de latencia. Achievements of the self during the psychoaffective development in the latency stage.

Psicoespacios ◽  
2015 ◽  
Vol 9 (14) ◽  
pp. 129
Author(s):  
Sara Zabarain Cogollo ◽  
Liliana Quintero Díaz ◽  
Ana Rita Russo De Vivo
Keyword(s):  
Impulse Control ◽  
Peer Group ◽  
Group Processes ◽  
The Self ◽  
Educational Institutions ◽  
Thought Process ◽  
New Learning ◽  
Proper Training ◽  
Reaction Formation ◽  
Collective Construction

Achievements of the self during the psychoaffective development       in the latency stage. Resumen Este artículo es el producto de la revisión de referencias del desarrollo psicoafectivo en la etapa de latencia. Los logros del yo en la latencia temprana se encuentran  relacionados con el control de los impulsos, la represión de los impulsos sexuales, dando paso a la formación reactiva y la sublimación que se orienta hacia el desarrollo de metas y,  los logros del yo en la latencia tardía se dan en torno al desarrollo de un proceso de autonomía, incremento del proceso secundario de pensamiento y mayor acercamiento hacia las relaciones con pares. Las actividades en la etapa de latencia, se dirigen hacia fines de tipo intelectual, que permiten el desarrollo de habilidades sociales y la construcción colectiva de nuevos aprendizajes que proporciona la escolarización.    Infortunadamente los niños de Colombia se enfrentan a la  negligencia de parte de las instituciones educativas, que no atienden adecuadamente las demandas que se requieren para una apropiada formación, para lo cual es importante, se tengan en cuenta los procesos individuales y grupales que se necesitan para el desarrollo de la autocrítica y  del pensamiento.   Palabras claves: Desarrollo psicoafectivo, etapa de latencia, relaciones con pares   Summary   This article is the result of the review of references of psycho development in the latency stage. The achievements of the self in early latency are related to impulse control, repression of sexual impulses, leading to reaction formation and sublimation that is geared towards the development of goals and achievements of the self in late latency are given on the development of a process of autonomy, increased secondary thought process and closer towards relationships with peers. Activities in the latency stage, head towards the end of intellectual, allowing the development of social skills and the collective construction of new learning that provides schooling. Unfortunately the children of Colombia faced with the negligence of educational institutions, which do not adequately address the demands that are required for proper training, for which it is important, individual and group processes that need to be taken into account development of self-criticism and thought.   Keywords: Developing psycho, latency stage, peer group.  

scholarly journals Development of E-Learning in a Modern Technical University

2021 ◽  
Author(s):  
Sergey Kulik ◽  
◽  
Ivan Aladyshkin ◽  
Svetlana Kalmykova ◽  
Maria Odinokaya ◽  
...  
Keyword(s):  
Professional Training ◽  
Systematic Approach ◽  
Educational Process ◽  
Learning System ◽  
Educational Institutions ◽  
Learning Models ◽  
New Learning ◽  
E Learning ◽  
Coronavirus Infection ◽  
Engineering Personnel

The article is devoted to the increasing role and prospects for the development of e-learning in modern transformation of higher polytechnic education. In the context of preventing the spread of coronavirus infection COVID-19 and the transition of universities to various forms of distance education, this issue is of particular relevance. The aim of the study is to assess the process of introducing e-learning into the educational process of higher technical educational institutions in Russia. The methodological basis of the work was the analytical and systematic approach to the study of the object of research using methods of data systematization, evaluative analysis and forecasting, as well as logical generalization. The authors come to the conclusion that the introduction of e-learning in technical universities in Russia until recently played a supporting role in the reorganization and optimization of the processes of training engineering personnel. The development of e-learning helped to reduce the costs of the educational process, reduce the number of employees, as well as solve the problem of the classroom fund. An important role in the development of e-learning was played by the desire to increase the rating indicators. The desire to expand non-budgetary sources of funding for modern technical universities and the possibility of implementing new learning models were only additional incentives for expanding the e-learning system. The results of this study can be used in further studying the digitalization of higher education and assessing the prospects for the development of professional training in Russia.

scholarly journals Contemporary approaches to informatization of educational process in higher education in Ukraine

2015 ◽  
Vol 2 ◽  
pp. 322
Author(s):  
Roman Pavliuk
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Educational Environment ◽  
Educational Process ◽  
The Self ◽  
Self Organization ◽  
Educational Institutions ◽  
English Speaking ◽  
Distance Courses ◽  
Self Learning

The article describes the modern approaches to the informatization of educational process in higher educational institutions of Ukraine. The relevance of introducing of and its regulatory framework are investigated and the views of scientists to the definitions of "distance learning" and "information-educational environment" are summarizes. The system of work with students using distance learning courses "Business Foreign Language" and "Modern children's literature English-speaking countries" is shown on the example of BorysGrinchenko Kyiv University (Kyiv, Ukraine). The results of investigation based on a survey of students at the beginning and end of the distance courses work demonstrated that the use of distance learning coursespromotes to the self-organization of the student, improving computer skills, facilitates the process of self-learning.

scholarly journals Model of Development of Self-determination as the Basis of Prevention of Addictive Behavior of Adolescents in Contemporary Educational Organizations

2017 ◽  
Vol 9 (4) ◽  
pp. 21-32
Author(s):  
N.A. Stepanova
Keyword(s):  
Addictive Behavior ◽  
The Self ◽  
Self Determination ◽  
Sensitive Period ◽  
Educational Institutions ◽  
Main Stage ◽  
Educational Organizations ◽  
Stages Of Development ◽  
Maintenance Work ◽  
The Individual

The article presents the analysis of the current domestic research of the problem of self-determination. It is shown that adolescence is a sensitive period for the development of self-determination, but there are not enough studies of its dynamics at this age and ways of the formation. Self-determination is considered in the article as the opposite of addictive behavior, which makes it a resource in terms of prevention of pathological dependencies. Therefore, the proposed approach to optimization of the system of prevention in educational institutions through the development of self-determination in adolescence, based on the development of the spiritual fulfillment of the individual as the main stage of formation of the self. A model of interaction between education experts in the course of prevention of addictive behavior in educational organizations, reflecting the main stages of development of self-determination in the course of maintenance work.

A Stronger Case for Religion: Perspectives on Multicultural Education and on Religiously Affiliated Schools

2000 ◽  
Vol 1 (1) ◽  
pp. 47-63
Author(s):  
Friedrich Schweitzer
Keyword(s):  
Civil Society ◽  
Multicultural Education ◽  
Democratic Education ◽  
Religious Tradition ◽  
The Self ◽  
Religious Communities ◽  
Educational Institutions ◽  
Religiously Affiliated ◽  
Critical Reflexivity ◽  
New Synthesis

Against all possible objections, religiously affiliated schools clearly have a place within multicultural education. Yet they may only play their future role if they really are, or become, agents of educational reform, for example, with a clear emphasis on interreligious learning and on supporting a new synthesis between religious tradition and critical reflexivity of the self. Churches and religious communities must come to understand themselves as well as their educational institutions as part of the strong civil society on which the future of democratic education may well depend.

scholarly journals Elements of Technology Enabled/Enhanced Active Learning (TEAL) to Enhance Quality and Employability of Bachelor’s Students

2018 ◽  
Vol 150 ◽  
pp. 05005
Author(s):  
Nur Farha Bte Hassan ◽  
Saifullizam Bin Puteh ◽  
Amanina Binti Muhamad Sanusi
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Employability Skills ◽  
Educational Institutions ◽  
Technical Knowledge ◽  
Learning Content ◽  
New Learning ◽  
Selection Of

The application of technology innovation is rapidly increasing in industries and educational institutions. This phenomenon has led to the emergence of Technology Enabled/Enhanced Active Learning (TEAL) which emphasizes the use of various techniques and technologies. TEAL is a new learning format that combines educational content from a lecturer, simulation, and student’s experiences using technological tools to provide a rich collaborative learning experience for students. This approach is used to provide academic professional development that brings innovation to the learning content, practically by using pedagogy, technology and classroom design. TEAL ensures the enhanced development of student's knowledge and skills in order to produce quality skilful workers with adequate employability skills. Technology is an effective tool used to facilitate the teaching and learning process, which can, in turn, create an active environment for students to build their knowledge, skill and experience. This paper determines the elements of TEAL based on interview sessions with expert academicians and from a systematic literature review. The selection of TEAL elements for this study was carried out using thematic analysis approach. Findings show that these TEAL elements would help institutions to promote students in involving themselves in active learning in order to enhance the quality of graduates in improving their technical knowledge, thereby enhancing their employability skills.

SELF-IMPOSED ETHICAL GUIDELINES FOR AI IN EDUCATION

2020 ◽  
Vol 1 ◽  
Author(s):  
Anri Leimanis
Keyword(s):  
Artificial Intelligence ◽  
The Self ◽  
Ethical Principles ◽  
Educational Institutions ◽  
Public Agencies ◽  
Ethical Guidelines ◽  
Ai Ethics ◽  
Global Discourse ◽  
The Common ◽  
Ethics Guidelines

Advances in Artificial Intelligence (AI) applications to education have encouraged an extensive global discourse on the underlying ethical principles and values. In a response numerous research institutions, companies, public agencies and non-governmental entities around the globe have published their own guidelines and / or policies for ethical AI. Even though the aim for most of the guidelines is to maximize the benefits that AI delivers to education, the policies differ significantly in content as well as application. In order to facilitate further discussion about the ethical principles, responsibilities of educational institutions using AI and to potentially arrive at a consensus concerning safe and desirable uses of AI in education, this paper performs an evaluation of the self-imposed AI ethics guidelines identifying the common principles and approaches as well as drawbacks limiting the practical and legal application of the policies.

A Social-Ecological Approach to Addressing Emotional and Behavioral Problems in Schools: Focusing on Group Processes and Social Dynamics

2017 ◽  
Vol 26 (1) ◽  
pp. 11-20 ◽  
Author(s):  
Jessica Trach ◽  
Matthew Lee ◽  
Shelley Hymel
Keyword(s):  
Group Dynamics ◽  
Behavioral Problems ◽  
Social Dynamics ◽  
Peer Group ◽  
Group Processes ◽  
Emotional And Behavioral Problems ◽  
Children And Youth ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Positive Effects

A substantial body of evidence verifies that social-emotional learning (SEL) can be effectively taught in schools and can reduce the prevalence and impact of emotional and behavioral problems (EBP) among children and youth. Although the positive effects of SEL on individual student’s emotional, behavioral, and academic outcomes have been investigated in some detail in recent years, most studies have focused on evaluating programs aimed at directly training social and emotional competencies with a focus on the individual. Far less is known about the role of interpersonal group dynamics and systems functioning at the levels of the peer group, classroom, and school community. Drawing on Bronfenbrenner’s ecological systems theory and Harris’s group socialization theory, this article reviews the literature on SEL and group dynamics to identify the ways in which existing SEL frameworks already encapsulate social group processes that contribute to the promotion of positive social-emotional development of children and youth. The goals of this contribution are twofold: (a) to document how EBP can be attenuated by addressing group-level processes that already exist within SEL practices and (b) to provide educators with specific SEL strategies to address group dynamics in their classrooms to optimize outcomes for all students, including students with EBP.

scholarly journals EFEKTIVITAS KOMUNIKASI PROSES PEMBELAJARAN JARAK JAUH (DARING)

2020 ◽  
Vol 6 (2) ◽  
pp. 81-87
Author(s):  
Eka Widyaningsih
Keyword(s):  
Distance Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Academic Program ◽  
Working Environment ◽  
Physical Contact ◽  
Educational Institutions ◽  
New Learning ◽  
Planning Strategies ◽  
Online Access

Title: Communication Efficacy During Distance Learning Process (Online) The Coronavirus pandemic has been forcing us to avoid physical contact in the working field and educational institutions. We have to deal with many ostacles in this new learning and working environment, both technical and non-technical. Unstable internet connectivity and the financial challenge to provide online access for students at home are among the fundamental problems caused by this distance learning process. As a consequence of this study, material delivery and student’s comprehension are at risk. Based on these facts, lecturers and institutions must have proper/ better  planning strategies to increase learning outcomes in an academic program as a whole and each course for more aimed results. In an architecture department, studio courses are essential. One strategy example of dealing with today’s situation is a collaboration among 2-3 studio courses on the same level to enhance mutual achievement, creating better synergy between methods. This learning strategy’s objective is to make the learning process delivery more efficient and comprehensible to students.

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