scholarly journals DIGITAL EDUCATIONAL WORKSHOP AS A FUNCTIONAL-CONTENT MODEL OF MODERN EDUCATION

2021 ◽  
pp. 92-100
Author(s):  
Игорь Давыдович Лельчицкий ◽  
Ален Павлович Сильченко ◽  
Светлана Юрьевна Щербакова ◽  
Наталья Александровна Баранова
Keyword(s):  
Modern Education ◽  
Content Model ◽  
Digital Competencies ◽  
Educational Workshop ◽  
Functional Content

Обоснован педагогический феномен «цифровая образовательная мастерская». Предложена типология цифровых образовательных мастерских и технология их реализации, установлены функции и представлено содержание различных типов цифровых образовательных мастерских. Сформулированы цифровые компетенции педагога как участника и модератора цифровой образовательной мастерской. The pedagogical phenomenon «digital educational workshop» has been substantiated. The typology of digital educational workshops and the technology of their implementation are proposed, the functions are established and the content of various types of digital educational workshops is presented. The digital competencies of a teacher as a participant and moderator of a digital educational workshop have been formulated.

scholarly journals Kształcenie na odległość a rozwój kompetencji cyfrowych uczniów i ich rodziców w świetle wyników badań – w kierunku nowej szkoły

1970 ◽  
pp. 27-46
Author(s):  
Aneta Gop ◽  
Sylwia Jaskulska
Keyword(s):  
Distance Learning ◽  
Initial Level ◽  
Digital Content ◽  
School Age Children ◽  
School Age ◽  
Content Creation ◽  
Modern Education ◽  
Digital Competencies ◽  
Competencies Development ◽  
Main Change

The topic of the article is students’ and their parents’ digital competences development during the COVID- 19 outbreak in Poland and distance learning. The text show results of two longitudinal studies: a qualitative one conducted on a group of parents of school-age children (N = 89), and a quantitative one, with two research groups: parents of school-age children and students aged 15-18 (various N). Parents who were providing or supporting children’s education during distance learning experienced digital competencies development. The main change has occurred in four areas: (1) information and data exploitation, (2) communication and (less frequently) collaboration, (3) digital content creation, and (4) problem-solving. Learning supported with digital technologies in the group of students did not change significantly, the level of digital competences remained basically at the same level, which can be explained by the high initial level of expertise. The experiences of distance education and the absent areas of the development of digital competences indicate the directions that future, modern education may follow.

Animals as Social Objects

2016 ◽  
Vol 21 (3) ◽  
pp. 206-217 ◽  
Author(s):  
Verónica Sevillano ◽  
Susan T. Fiske
Keyword(s):  
Social Perception ◽  
Animal Species ◽  
Social Groups ◽  
Social Responses ◽  
Content Model ◽  
Stereotype Content ◽  
Nonhuman Animals ◽  
Behavioral Tendencies ◽  
Similarities And Differences ◽  
Sphere Of Influence

Abstract. Nonhuman animals are typically excluded from the scope of social psychology. This article presents animals as social objects – targets of human social responses – overviewing the similarities and differences with human targets. The focus here is on perceiving animal species as social groups. Reflecting the two fundamental dimensions of humans’ social cognition – perceived warmth (benign or ill intent) and competence (high or low ability), proposed within the Stereotype Content Model ( Fiske, Cuddy, Glick, & Xu, 2002 ) – animal stereotypes are identified, together with associated prejudices and behavioral tendencies. In line with human intergroup threats, both realistic and symbolic threats associated with animals are reviewed. As a whole, animals appear to be social perception targets within the human sphere of influence and a valid topic for research.

Stereotypes of Social Groups in Germany in Terms of Warmth and Competence

2010 ◽  
Vol 41 (2) ◽  
pp. 76-81 ◽  
Author(s):  
Frank Asbrock
Keyword(s):  
Gay Men ◽  
Social Groups ◽  
Social Judgment ◽  
Cultural Stereotypes ◽  
Student Sample ◽  
Content Model ◽  
Stereotype Content ◽  
German Student ◽  
Stable Clusters ◽  
Relevant Social Groups

The stereotype content model says that warmth and competence are fundamental dimensions of social judgment. This brief report analyzes the cultural stereotypes of relevant social groups in a German student sample (N = 82). In support of the model, stereotypes of 29 societal groups led to five stable clusters of differing warmth and competence evaluations. As expected, clusters cover all four possible combinations of warmth and competence. The study also reports unique findings for the German context, for example, similarities between the perceptions of Turks and other foreigners. Moreover, it points to different stereotypes of lesbians and gay men.

The Physical Laboratory in Modern Education

1886 ◽  
Vol 22 (548supp) ◽  
pp. 8747-8747
Author(s):  
Henry A. Rowland
Keyword(s):  
Modern Education ◽  
Physical Laboratory

Brightness In The Photopic Range: Psychophysical Modelling With Blue-sensitive Retinal Signals

2020 ◽  
pp. 9-24
Author(s):  
Peter Bodrogi ◽  
Xue Guo ◽  
Tran Quoc Khanh
Keyword(s):  
Ganglion Cells ◽  
Light Stimulus ◽  
Spectral Radiance ◽  
Psychophysical Experiment ◽  
Retinal Ganglion ◽  
Reasonable Accuracy ◽  
Brightness Perception ◽  
Content Model ◽  
The Difference ◽  
Cone Signal

The brightness perception of a large (41°) uniform visual field was investigated in a visual psychophysical experiment. Subjects assessed the brightness of 20 light source spectra of different chromaticities at two luminance levels, Lv=267.6 cd/m2 and Lv=24.8 cd/m2. The resulting mean subjective brightness scale values were modelled by a combination of the signals of retinal mechanisms: S-cones, rods, intrinsically photosensitive retinal ganglion cells (ipRGCs) and the difference of the L-cone signal and the M-cone signal. A new quantity, “relative spectral blue content”, was also considered for modelling. This quantity was defined as “the spectral radiance of the light stimulus integrated with the range (380–520) nm, relative to luminance”. The “relative spectral blue content” model could describe the subjective brightness perception of the observers with reasonable accuracy.

The Qur'an in the Novels of Naguib Mahfouz (in Arabic)

2014 ◽  
Vol 16 (3) ◽  
pp. 126-104
Author(s):  
M.A.S. Abdel Haleem
Keyword(s):  
Creative Writing ◽  
Nobel Prize ◽  
Literary Works ◽  
Modern Education ◽  
Ubiquitous Presence ◽  
Structural Aspects ◽  
Artistic Talent ◽  
Naguib Mahfouz

With a rich, productive career spanning over 60 years, culminating in the award of the Nobel Prize for Literature in 1988, Naguib Mahfouz's literary works have naturally attracted numerous studies and critiques. These studies have covered a great many aspects of Mahfouz's creative writing, but, perhaps because of the secular, modern education Mahfouz received (both at school and in the Department of Philosophy in Cairo University), and his personal lifestyle, they have concentrated on the socialist, materialist, and structural aspects of his work. Perhaps because of this, one important aspect of his writing has largely escaped attention: his artistic use of the language of the Qur'an. Mahfouz does not signal that a given phrase or reference is Qur'anic, leaving it to blend with the text, and making it easy to miss the fact that the Qur'an played any part in Mahfouz's use of language. However, to a reader who knows the Qur'an by heart the presence of Qur'anic language in his works is obvious, and equally obvious is Mahfouz's artistic talent in using it. Eventually, he himself announced at the end of his life that he had always had an intimate interest in the Qur'an, read it daily, and benefited from it. This article seeks to demonstrate the ubiquitous presence of Qur'anic language in Mahfouz's works, and the skill and subtlety with which he used it.

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