scholarly journals Supervised Curricular Internship II: Experiences of the future chemistry teacher in remote education

2021 ◽  
Vol 10 (15) ◽  
pp. e443101523260
Author(s):  
Sérgio Luis Melo Viroli ◽  
Nelson Pereira Carvalho ◽  
Gessica Hashimoto de Medeiros ◽  
Matheus Lisboa Ramos ◽  
João Vitor Vivan ◽  
...  
Keyword(s):  
Digital Media ◽  
Digital Technologies ◽  
Internet Access ◽  
Virtual Learning Environment ◽  
Job Market ◽  
Pedagogical Tools ◽  
Digital Platforms ◽  
Broadband Service ◽  
Qualitative And Quantitative ◽  
Decent People

The research analyzed the experiences of 20 (twenty) students developed in Remote Teaching (ER) in the 1st semester of 2021 after completing the Supervised Curricular Internship II. A qualitative and quantitative approach was carried out using a virtual questionnaire created on the Google Forms® digital platform, to investigate the choice of the Chemistry Degree course, conditions of access to digital technologies, pedagogical tools used during the internship, adversities encountered by these students during the realization of the internship and the contributions of the remote internship for the formation of the Graduate in Chemistry. After analyzing and tabulating the data, the research presented the following results: the students chose a degree because they like to teach and because of their insertion in the job market, they accessed digital technologies at home, using smartphones through a broadband service with good quality connection, used Google Meet®, WhatsApp® and VLE virtual learning environment as pedagogical tools during the internship. Internet access, lack of knowledge in digital media and adaptation to remote classes were the adversities encountered during the internship. Learning and using different technological resources and digital platforms were the main contributions of the internship to the formation of decent people. The virtual remote internship enabled and provided opportunities for varied everyday experiences, promoting reflection on teaching work.

Directions and Forms of Adaptation of Agricultural Production Experience to Integration into Digital Platforms of Agribusiness Functioning

2020 ◽  
pp. 2-6
Author(s):  
A.N. Semin ◽  
◽  
V.V. Drokin ◽  
A.S. Zhuravlev ◽  
◽  
...  
Keyword(s):  
Agricultural Production ◽  
Agricultural Sector ◽  
Digital Technologies ◽  
Food Products ◽  
Industrial Complex ◽  
Research Centers ◽  
Digital Platforms ◽  
Grain Crops ◽  
Production Experience

The article discusses the main directions and forms of adaptation of agricultural production experience to integration into digital platforms for the functioning of the agricultural sector. The informational and statistical basis of the study is determined; a circle of modern research centers that deal with the use of digital technologies in the agricultural sector is outlined; the technologies used in the agricultural sector are classified based on the cliometric approach, that demonstrated by analyzing the yield of grain crops in Russia from 1850 to 2019. Digital platforms for the functioning of the agro-industrial complex are highlighted, allowing to implement areas and forms of adaptation of agricultural production experience to integration into them. Concrete recommendations are given on the use of digital technologies in the field of agricultural production from the standpoint of increasing the competitiveness of agro-food products.

Digital platforms aren’t mere tools —they’re complex environments

2021 ◽  
Vol 102 (6) ◽  
pp. 14-19
Author(s):  
Antero Garcia ◽  
T. Philip Nichols
Keyword(s):  
Digital Technologies ◽  
Complex Environments ◽  
Design Decisions ◽  
Digital Platforms ◽  
Educational Stakeholders ◽  
Material Resources ◽  
The Social ◽  
Different Dimensions ◽  
Social Uses

Antero Garcia and T. Philip Nichols explore how classrooms and schools must reframe their conceptions of technology from a focus on tools that serve specific purposes to a focus on platforms and their ecologies. In doing so, they argue, educational stakeholders should attend to three different dimensions of how technology is integrated in schools: the social uses of digital technologies, the design decisions that were made about these products, and the material resources that help make them operate. This approach requires educators to ask complicated questions about what technology does in schools and how to teach with and about it.

scholarly journals Circular Digital Built Environment: An Emerging Framework

2021 ◽  
Vol 13 (11) ◽  
pp. 6348
Author(s):  
Sultan Çetin ◽  
Catherine De Wolf ◽  
Nancy Bocken
Keyword(s):  
Built Environment ◽  
Circular Economy ◽  
Digital Technologies ◽  
Geographical Information ◽  
Digital Platforms ◽  
Blockchain Technology ◽  
Digital Twins ◽  
Starting Point ◽  
Building Information ◽  
Framework Development

Digital technologies are considered to be an essential enabler of the circular economy in various industries. However, to date, very few studies have investigated which digital technologies could enable the circular economy in the built environment. This study specifically focuses on the built environment as one of the largest, most energy- and material-intensive industries globally, and investigates the following question: which digital technologies potentially enable a circular economy in the built environment, and in what ways? The research uses an iterative stepwise method: (1) framework development based on regenerating, narrowing, slowing and closing resource loop principles; (2) expert workshops to understand the usage of digital technologies in a circular built environment; (3) a literature and practice review to further populate the emerging framework with relevant digital technologies; and (4) the final mapping of digital technologies onto the framework. This study develops a novel Circular Digital Built Environment framework. It identifies and maps ten enabling digital technologies to facilitate a circular economy in the built environment. These include: (1) additive/robotic manufacturing, (2) artificial intelligence, (3) big data and analytics, (4) blockchain technology, (5) building information modelling, (6) digital platforms/marketplaces, (7) digital twins, (8) the geographical information system, (9) material passports/databanks, and (10) the internet of things. The framework provides a fruitful starting point for the novel research avenue at the intersection of circular economy, digital technology and the built environment, and gives practitioners inspiration for sustainable innovation in the sector.

How Digitization is Empowering Vietnamese Cultural Professionals to Preserve, Present, and Promote Art and Culture Online: Navigating Challenges whilst Harnessing Opportunities to Create a Digital Culture

2021 ◽  
Vol 50 (2) ◽  
pp. 35-49
Author(s):  
Emma Duester
Keyword(s):  
Digital Technologies ◽  
Cultural Preservation ◽  
Digital Culture ◽  
Cultural Resources ◽  
Digital Platforms ◽  
Art And Culture ◽  
Digital Work ◽  
Cultural Sector ◽  
Cultural Colonialism ◽  
Free Open Source

Abstract The ability to publish and provide access to cultural resources via free, open source digital platforms is empowering Vietnamese cultural professionals to promote their culture to local and international audiences. Digitization projects now include the use of 3D, VR, and AR digital technologies for the purpose of being published on digital platforms. This is creating an emergent digital culture in Vietnam, with an increasing amount of available resources online. Digitization projects are now used to preserve cultural heritage as well as to present and promote contemporary art and culture. This reflects a change in practices amongst cultural professionals in Hanoi, in terms of how digital technologies are used and the value placed on making cultural resources publicly accessible online. However, as new content, knowledge, and voices are able to participate in the online discourse on art and culture, the question remains as to whether this digital transition is creating greater equality and inclusion in the cultural sector or if it is exacerbating already existing forms of digital cultural colonialism. This paper presents findings from 50 interviews with cultural professionals working in the cultural sector in Hanoi about their digitization projects and digital work practices, the developments in digitization in Hanoi’s cultural sector over the past five years, how cultural professionals are utilizing the opportunities afforded by digital technologies for cultural preservation and promotion, as well as the challenges they face in carrying out digitization projects.

Epistemic media and critical knowledge about the self: Thinking about algorithms with Habermas

2021 ◽  
pp. 089692052110441
Author(s):  
Eran Fisher
Keyword(s):  
Digital Media ◽  
Historical Perspective ◽  
The Self ◽  
Theory Of Knowledge ◽  
Digital Platforms ◽  
Self Reflection ◽  
Types Of Knowledge ◽  
Critical Knowledge ◽  
The World ◽  
History Of

This article explores the ontology of personal knowledge that algorithms on digital media create by locating it on two axes: historical and theoretical. Digital platforms continue a long history of epistemic media—media forms and practices, which not only communicate knowledge, but also create knowledge. As epistemic media allowed a new way to know the world, they also facilitated a new way of knowing the self. This historical perspective also underscores a key difference of digital platforms from previous epistemic media: their exclusion of self-reflection from the creation of knowledge about the self. To evaluate the ramifications of that omission, I use Habermas’s theory of knowledge, which distinguishes critical knowledge from other types of knowledge, and sees it as corresponding with a human interest in emancipation. Critical knowledge about the self, as exemplified by psychoanalysis, must involve self-reflection. As the self gains critical knowledge, deciphering the conditions under which positivist and hermeneutic knowledges are valid, it is also able to transform them and expand its realm of freedom, or subjectivity. As digital media subverts this process by demoting self-reflection, it also undermines subjectivity.

scholarly journals DIGITAL TRANSFORMATION OF THE RUSSIAN ECONOMY AND ALIGNMENT OF ECONOMIC INTERESTS

2021 ◽  
Vol 230 (4) ◽  
pp. 410-416
Author(s):  
N.V. RASSKAZOVA ◽  
Keyword(s):  
Economic Growth ◽  
Transaction Costs ◽  
Digital Technologies ◽  
Digital Economy ◽  
Digital Transformation ◽  
Production Costs ◽  
Economic Interests ◽  
Digital Platforms ◽  
Russian Economy ◽  
Reproduction Process

The problems of the digital economy development are central, since the introduction of digital technologies in the reproduction process provides for increased efficiency and reduced production costs. This fact encourages the development of digital platforms and mechanisms that allow to accelerate the process of interaction between different actors and reduce the transaction costs of coordinating economic interests at the micro and macro levels, which will eventually lead to economic growth. In this regard, the problem of digitalization of the Russian economy and its branches is relevant.

scholarly journals Analysis of Student Creativity in Developing Science Learning Media during the COVID-19 Pandemic

2021 ◽  
Vol 13 (3) ◽  
pp. 2790-2799
Author(s):  
Ulya Wati ◽  
Woro Sri Hastuti ◽  
Ali Mustadi
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Digital Media ◽  
Science Learning ◽  
Elementary Science ◽  
Internet Access ◽  
State University ◽  
Problem Solving Strategies ◽  
Science Media ◽  
Media Applications

This study aims to ascertain (1) the inventiveness of university students in developing digital media for science education. (2) provides an overview of elementary science media applications that students can develop, and (3) discusses the obstacles students encountered while developing digital media for elementary science learning during COVID-19. This study took place at Yogyakarta State University and Makassar State University. The sample size for this study is 142 students, including 71 UNM students and 71 UNY students. The approach is descriptive with a quantitative component. Thus, the results demonstrated students' creativity in developing science media during the COVID-19 pandemic, as measured by five characteristics: fluency, flexibility, originality, elaboration, and sensitivity. Students can create media by using applications such as PowerPoint, Articulate Storyline, Flipbook Maker, Wondershare Filmora, and a variety of other supporting platforms (websites). However, students face obstacles in four areas when developing media, including fluency, flexibility, originality, and elaboration, namely (1) students continue to struggle with integrating science learning media into elementary school through the use of appropriate approaches/models/learning methods, (2) determining the variety of problem-solving strategies available to users of science learning media in elementary school, and (3) determining the variety of problem-solving strategies available to users of science learning media in elementary school. (3) difficulty identifying science learning media for elementary schools located in areas without internet access due to the COVID-19 pandemic and others.

scholarly journals CORPORATE SOCIAL RESPONSIBILITY IN THE CONDITIONS OF DIGITAL TRANSFORMATION OF ECONOMIC SYSTEMS

2021 ◽  
Vol 26 (3(88)) ◽  
Author(s):  
Ivan Voronchak ◽  
Yuriy Vovk
Keyword(s):  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Personal Data ◽  
Digital Technologies ◽  
Digital Economy ◽  
Digital Transformation ◽  
Digital Platforms ◽  
Environmental Consequences ◽  
The Government ◽  
Corporate Social

The paper investigates the theoretical and practical aspects of providing the corporate social responsibility in a digital economy. The digital transformation of economic activity necessitates a business response to fundamental new challenges and threats related to cybersecurity, privacy, copyright protection, blockchain, misinformation, ethical algorithms for artificial intelligence etc. The quantity and complexity of digitalization problems determines the need for a consistent and comprehensive approach to ensuring digital responsibility in economy. Corporate digital responsibility can be defined as a responsible and ethical using of digital technologies; forecasting the social, economic and environmental consequences of decisions made in the digital economy. The analysis of social reports and web resources of Ukrainian companies indicates that their potential of digital responsibility is limited to the digital skills transfer and partial using in communications with stakeholders. At the same time, there are promising ways of manifesting social responsibility of domestic enterprises: investments in digital infrastructure and education; using digital technologies to monitor the responsibility and business ethics of suppliers and contractors; digitalization of environmental management processes; protection of digital rights and personal data of customers, employees, partners; dialogue with real and potential stakeholders through digital channels. Foreign experience shows that it is efficient to form public-private partnership platforms in the field of digital responsibility and sustainable development. It is also appropriate for the government to develop and implement a strategy for the digital transformation, programs of economic and advisory support for digital social entrepreneurship; to form standards for assessing and reporting about corporate digital responsibility; to eliminate the institutional and legislative barriers to the digital economy development; to overcome the digital divide in society; to create algorithms for personal data processing and suitable digital platforms.

Business Simulations in Management Pedagogy: Role of Libraries in Enhancing Access to Business Simulations: A Case Study

2019 ◽  
Vol 9 (S1) ◽  
pp. 51-57
Author(s):  
P. Sreejaya
Keyword(s):  
Learning Environment ◽  
Management Education ◽  
Real Life ◽  
Educational Practice ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Pedagogical Tools ◽  
Participatory Learning ◽  
Business Simulations

Looking at the contemporary educational practice, we come across a host of buzzwords such as immersive environments, participatory learning, experiential learning, experimental learning, etc. Due to the drastic development in the information and communication technology areas, various new educational methods have emerged such as e-learning and virtual learning environment. Education, especially, the higher education scenario has witnessed the boom of new pedagogical tools. Among this, ‘simulations’ is a new mode of teaching and learning in the management pedagogy that is gaining ground and appreciation. Simulations act as an essential educational tool in the virtual learning environment. There has been a significant increase in the use of business simulation games in the area of management education. Business simulations attempt to bring real-life business scenarios to life in the classroom to develop the desired capacities and skills of the students.The most important advantage of a simulation is that they help to establish a new learning relationship with the students and assigning new roles to them and build their capacities regarding participatory learning. This paper highlights the concept of simulation, and it also explores the role of simulation in management education. It discusses various business simulations available in the market. This article also shares the Indian Institute of Management Kozhikode library’s experience about the facilitation of simulations with a special reference to Harvard Business School Publishing Simulations, for its academic programmes during the past few years.

Learning landslide hazard in a virtual environment at University level combining real case study, collaborative work and innovative tools

2021 ◽  
Author(s):  
Marta Guinau ◽  
Gloria Furdada
Keyword(s):  
Digital Media ◽  
Collaborative Work ◽  
Relevant Information ◽  
Landslide Hazard ◽  
Mitigation Strategies ◽  
Significant Information ◽  
Digital Platforms ◽  
Face To Face ◽  
Triggering Factors ◽  
Different Types

<p>The pandemic situation we are experiencing has forced us to transform face-to-face teaching into virtual teaching. Digital platforms hinder the interaction, discussion and feedback that naturally occur in a face-to-face class, but at the same time, they provide an opportunity to put the focus on the student’s learning rather than on content delivering. Learning include both, inductive and deductive processes; induction can be effectively acquired by using case studies; then, deduction can be achieved through comparison, analysis, generalisation and synthesis.  Digital platforms appear as an optimal resource to facilitate the individual and collaborative tasks and learning processes. In this work we present our experience on the landslide hazard subject (Master’s level) focussed on the student’s learning through the use of digital media.</p><p>Internet information of undeniable quality that can be easily accessed is basic: The Landslide Blog by Dave Petley (https://blogs.agu.org/landslideblog/) in Blogosphere hosted by AGU (American Geophysical Union) provides valuable and updated information on landslide events occurring worldwide. The learning activities are structured around several cases selected by the lecturer from the blog to ensure the analysis of the most frequent landslide types. All activities are developed in 8 steps: 1) The teacher presents the learning action (objective, tasks, and assessment guide) using a Genially platform interactive image; 2) Each student selects one of the proposed cases and compile relevant information about it; 3) Each student analyses the landslide characteristics, identifies the landslide type  and classifies it according to Hungr et al., 2014 (available through the educational virtual platform), and recognises the control and triggering factors (one virtual session is programmed and a forum tool is provided to the students to discuss and to solve doubts); 4) Each student selects and organizes the significant information about each case by building an interactive image in Genially; 5) Each student presents each case using his/her interactive image in a virtual session, which is recorded and uploaded to the educational platform; 6) Students peer evaluate the content and design of the interactive images and oral presentations based on the provided assessment guide; 7) During a predetermined time, students collaboratively compile all the information in a Google sheet table to synthesize the geomorphological characteristics, materials involved, mobilization mechanisms and control and triggering factors of the different types of landslides; 8) the synthetic table is discussed and  completed during a virtual session.</p><p>All the knowledge and skills acquired by students with these activities are put into practice in a two-day field trip where students have to identify, characterize and classify different types of landslides as well as their control and triggering factors. The risk situation and the mitigation strategies are discussed in each case and compared to the ones studied through virtual learning. Furthermore, students get used and learn how to clearly present information through virtual tools, as Genially, useful for dissemination purposes.</p><p>Hungr et al. 2014. The Varnes classification of landslide types, an update. Landslides 11(2). DOI: 10.1007/s10346-013-0436-y</p>

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