scholarly journals El estudiante de TSU en gastronomía ante el inicio de la pandemia, percepción y adaptación a una modalidad virtual

2020 ◽  
pp. 20-27
Author(s):  
Karina Nayeli García-Ramirez
Keyword(s):  
Radical Change ◽  
World Society ◽  
Education Sector ◽  
Student Body ◽  
Digital Gap

The imminent arrival in Mexico of the COVID-19 pandemic upset locals and strangers who never imagined the consequences of this atrocious event that modified the dynamics of world society. In the education sector, the radical change to a virtual modality revealed the great digital gap that exists and in the TSU student body in Gastronomy of the UTL, this change meant rethinking about the development of the competences of the career, as well as the technical and culinary skills required of each subject. However, the fact was soon put aside when understanding that this adaptation would require much more than just being able to cook in a specialized laboratory, it was about learning to manage time, to communicate assertively, to live together as a family and to provide feedback through a monitor the teachings of teachers, who also faced the challenge of sharing knowledge in front of a screen.

The use of inquiry-based learning in public administration education: Challenges and opportunities in the context of internationalization

2020 ◽  
pp. 014473942093597
Author(s):  
Alice Moseley ◽  
John Connolly
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
International Students ◽  
Public Administration ◽  
Education Sector ◽  
Pedagogical Practices ◽  
Student Body ◽  
Inquiry Based Learning ◽  
The United Kingdom ◽  
Challenges And Opportunities

This paper discusses both challenges and opportunities for using inquiry-based learning in public administration postgraduate education in a context of internationalisation. In particular, we discuss the appropriateness of inquiry-based learning for teaching diverse groups of students from varied international backgrounds. Inquiry-based learning has been widely promoted in the United Kingdom higher education sector and seems intuitively appealing as a pedagogical approach for an applied subject such as public administration. However, there are challenges associated with using inquiry-based learning with postgraduate international students who have a short time to assimilate complex theories and concepts in a second language, and have often been educated previously in contexts with a more didactic tradition of education. With the increasing internationalisation of the United Kingdom higher education sector, we suggest there is tension between some of the teaching and learning methods that are being promoted nationally and the needs of an increasingly diverse international student body. Reflecting on our own experiences as teachers of international students on public administration programmes, we outline both the benefits and limitations of teaching with inquiry-based learning but also suggest ways in which this type of approach could be assimilated within the broader set of pedagogical practices used with international postgraduate students.

scholarly journals BIM methodology in Building Engineering degree: workshop in Graphical Expression of Technologies subject = Metodología BIM en el grado de edificación: modelo de taller en la asignatura Expresión Gráfica de Tecnologías

2017 ◽  
Vol 1 (1) ◽  
pp. 38
Author(s):  
Enrique Nieto ◽  
Daniel Antón ◽  
Fernando Rico ◽  
Juan José Moyano
Keyword(s):  
Architectural Design ◽  
Radical Change ◽  
University Teaching ◽  
Student Body ◽  
Technical Schools ◽  
The Subject ◽  
Integrator Model ◽  
The University ◽  
Building Engineering ◽  
The Way

The concept of BIM implies a radical change in the way of facing the architectural design and the life cycle process of the projects and the buildings. It is an efficient and open system of communication and cooperation between the different operators involved in the construction process and, therefore, it becomes in a suitable tool for its implementation in the Technical Schools of Engineering and Architecture. This paper defends the recognition of the BIM methodology as a collaborative and coordinated instrument for its application in the university teaching in degrees of this field of knowledge, so that the flow of interdisciplinary information is efficient. The experience of the implementation of this methodology in the Degree in Building is described. It is based on a workshop-integrator model in the subject called Graphic Expression of Technologies. Subsequently, educational enquiries derived from the innovation developed are collected, showing its benefits for the student body as regards learning, and also the limitations found. In conclusion, the outcomes obtained lead to continue supporting this technological integration. Finally, a series of recommendations for its improvement are provided, concerning the way to guide the students throughout the experience, and also related to the teaching organisation through the curriculum.ResumenEl concepto de BIM implica un cambio radical en la manera de afrontar el diseño arquitectónico y el proceso de ciclo de vida de los proyectos y de los edificios. Se trata de un sistema eficiente y abierto de comunicación y cooperación entre los distintos operadores que intervienen en el proceso constructivo y, por tanto, resulta ser una herramienta idónea para su implantación en las Escuelas Técnicas de Ingeniería y Arquitectura. Este artículo defiende el reconocimiento de la metodología BIM como instrumento de trabajo colaborativo y coordinado para su aplicación en la docencia universitaria en titulaciones de esta rama de conocimiento, a fin de que el flujo de información interdisciplinar sea eficiente. Se describe la experiencia de la implantación de esta metodología en el Grado de Edificación, a través de un modelo de taller-integrador en la asignatura de Expresión Gráfica de Tecnologías. Posteriormente, se recogen averiguaciones docentes derivadas de la innovación desarrollada, mostrando sus beneficios para el estudiantado a nivel de aprendizaje y las limitaciones halladas. Con todo, los resultados obtenidos llevan a seguir apostando por esta integración tecnológica. Finalmente, para la mejora de esta innovación, se aportan una serie de recomendaciones en lo relativo a la manera de guiar al alumnado en la experiencia y relacionadas con la organización de las enseñanzas a través de sus planes de estudios.

scholarly journals Education on The Path to Digital Media transition, A Perspective of Pakistani Education in 2030

2021 ◽  
Vol volume 05 (issue 2) ◽  
pp. 241-258
Author(s):  
Dr. Muhmmad Shahzad ◽  
Ali Hassan ◽  
Dr. Muhammad Asif Nadeem
Keyword(s):  
Education Policy ◽  
Digital Media ◽  
Delphi Study ◽  
Teaching And Learning ◽  
Radical Change ◽  
Education Sector ◽  
Digital Learning ◽  
National Education ◽  
Global World ◽  
School Training

Education sector in Pakistan lag in the age of media digital transition. The present study observed digital media challenges knocking at the door and the changes that required fulfilling the gap ensuing in this global world. The focus of the study was on the key question of which competencies students should acquire during their school education to be able to act self-determinedly and actively in a society that is continuously changing under the influence of digitalization processes. The sample was taken randomly from 68 experts from the education sector and education policy designers who were gathered in department of Education, IUB (Punjab) Pakistan, to design the national education policy 2021. A two-stage Delphi study sheds light on important aspects of digital teaching and learning in the school, training, university and continuing education sectors. It was found that Mobile devices (and apps for learning) are the most important technological trend that will shape digital learning over the next ten years (2020-2030). Overall, the majority of the experts do not expect any radical change or “disruption” with regard to learning habits and learning methods.

An Innovative and Globally Competitive Higher Education Sector is a Prerequisite for Radical Economic Transformation in South Africa

2021 ◽  
Vol 17 (2) ◽  
Author(s):  
Gabila Fohtung Nubong
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Economic Development ◽  
National Development ◽  
Radical Change ◽  
Development Project ◽  
Economic Transformation ◽  
Education Sector ◽  
Global Competitiveness ◽  
Racial Profile

Radical economic transformation has come to mean many different things to many different people. In recent political discourse, the concept has been utilised to symbolise the government’s commitment to fast-track changes in the structure of the economy, particularly from the perspective of revisiting the ownership of wealth and resources. When loosely used, the term somehow confers upon government the agency to ensure that the ownership structure of the economy should be transformed (radically) in a manner that changes the structure and pace of economic development and fulfils the aspirations of the National Development Plan. This paper argues that the idea of radicalised economic transformation is a contested one, because economic transformation can hardly be radicalised in the sense that is being communicated in the mainstream discourse. The transformation of any economy requires painstaking mechanical and systematic remodelling of certain push pillars within several sectors, of which the higher education sector is key. Radicalising the process of economic transformation in South Africa could hardly be achieved without radical steps to transform the role, contribution and output of the higher education sector. The construction of an economic development project that brings about sustainable, meaningful improvements would require much more than a rhetoric commitment to the romantic notion of radical economic transformation. It will require dealing with built-in weaknesses of the system and picking seed pillars with a potential to inject radical change into the broader economy. It is the key argument of this paper that radicalising the transformation of the higher education sector is the real prerequisite to radical economic transformation, especially when such transformation targets more than the racial profile of university staff to also focus on output, efficiency and global competitiveness.

scholarly journals Herramientas digitales aplicadas en el escenario de la inclusión educativa en la época de la COVID-19

2021 ◽  
pp. 40-52
Author(s):  
Estela Isequilla Alarcón ◽  
María Martín-Delgado
Keyword(s):  
The State ◽  
Education Sector ◽  
Online Resources ◽  
Validity And Reliability ◽  
Face To Face ◽  
Online Platforms ◽  
Para Determinar ◽  
Digital Gap ◽  
To Receive ◽  
Educational Field

El presente estudio tiene por objeto conocer cuáles son las aplicaciones más utilizadas en el ámbito educativo desde que se declaró el estado de alarma, en marzo de 2020. Se aplicó un cuestionario en el cual participaron 65 docentes y 127 estudiantes de la provincia de Málaga. Los datos de éste reflejan que la muestra considerada se adecúa a los parámetros de muestra para proseguir con la investigación. Además, se utilizó el alfa de Cronbach (α=.740 y α=.658, respectivamente) para determinar su validez y fiabilidad. Los resultados obtenidos muestran cómo el alumnado está más familiarizado con las aplicaciones de Google, frente al profesorado que opta por emplear otros softwares, como son las plataformas online. Concretamente, un mayor número de alumnado utilizaba la herramienta Google Meet para recibir sus clases no presenciales. Sin embargo, un elevado porcentaje ha preferido dar sus clases a través de Moodle Centros. Asimismo, la pandemia ha originado conocer otros recursos tecnológicos y aprender a cómo utilizar estos, como es el caso de Google Meet, para los estudiantes y Microsoft Teams, para los docentes. Todo ello, ha supuesto un avance para el sector educativo, proliferando todo el entramado tecnológico y de recursos online, intentando hacer llegar la educación a gran parte de la población para combatir la actual brecha digital existente en muchos hogares. The present study aims to know which are the most used applications in the educational field since the state of alarm was declared in March 2020. A questionnaire was applied in which 65 were teachers and 127 were students from the province of Málaga. The data from this reflect that the sample considered is adapted to the sampling parameters to continue with the investigation. In addition, Cronbach's alpha (α = .740 and α = .658, respectively) was used to determine its validity and reliability. The results obtained show how students are more familiar with Google applications, compared to teachers who choose to use other software, such as online platforms. More specifically, a greater number of students used the Google Meet tool to receive their non-face-to-face classes. However, a high percentage have preferred to teach their classes through Moodle Centers. Likewise, the pandemic has led to knowing other technological resources and learning how to use them, such as Google Meet, for students and Microsoft Teams, for teachers. All this has meant progress for the education sector, proliferating the entire technological network and online resources, trying to bring education to a large part of the population to combat the current digital gap that exists in many homes.

A changing student body.

2003 ◽  
Author(s):  
Melissa Dittmann
Keyword(s):  
Student Body

World Society and the Middle East

2008 ◽  
Author(s):  
Stephan Stetter
Keyword(s):  
Middle East ◽  
World Society

Problems of Science and Its Effectiveness

2011 ◽  
pp. 151-157 ◽  
Author(s):  
A. Varshavsky
Keyword(s):  
Higher Education ◽  
Public Management ◽  
External Factors ◽  
Education Sector ◽  
Russian Science ◽  
Russian Academy Of Sciences ◽  
Scientific Results ◽  
Academy Of Sciences ◽  
Academic Sector

The article considers current problems of Russia´s science. Special attention is paid to external factors that negatively influence its effectiveness including considerable lag in public management sector. The issues of opposing higher education sector to the Russian Academy of Sciences (RAS) are also discussed. A number of indicators of the Russian science and its academic sector effectiveness are presented. The expediency of comparing scientific results with R&D expenditures is shown. The problems connected with using bibliometric methods are discussed. Special attention is paid to the necessity of preserving and further developing Russian science including RAS.

Transitioning Business for a Circular Economy

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Susan EVANS
Keyword(s):  
Professional Practice ◽  
Circular Economy ◽  
Radical Change ◽  
Virtual Space ◽  
Professional Experience ◽  
Operational Model ◽  
New Vision ◽  
To Come ◽  
Space Requirements

This case study explores the strategic business opportunities, for Lane Crawford, an iconic luxury department store, to transition in a circular economy towards sustainability. A new experimentation framework was developed and conducted among cross departmental employees, during a Design Lab, with intention to co-create novel Circular Economy business concepts towards a new vision: the later was a reframe of the old system based on the principles of sustainability; to move beyond a linear operational model towards a circular economy that can contribute to a regenerative society. This work draws on both academic and professional experience and was conducted through professional practice. It was found that innovative co-created concepts, output from the Design Lab, can create radical change in a circular economy that is holistically beneficial and financially viable; looking forward to extract greater value a)Internal organization requires remodeling to transform towards a circular economy; b)Requirement for more horizonal teams across departments vs solely vertical; c)New language and relationships are required to be able to transition towards a circular economy; d)Some form of physical and virtual space requirements, for cross-disciplinary teams to come together to co-create; e)Ability to iterate, learn and evolve requires agency across the business

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