Systems Model of Educational Processes

2011 ◽  
pp. 1732-1739
Author(s):  
Charles E. Beck ◽  
Gary R. Schornack
Keyword(s):  
Conceptual Framework ◽  
Process Model ◽  
Process Integration ◽  
Educational Process ◽  
Classroom Technology ◽  
State Agencies ◽  
New Model ◽  
Systems Model ◽  
Educational Processes ◽  
Wide Range

Distance education involves a wide range of elements, including students, instructors, institutions, classroom technology, state agencies and accrediting boards. The educational process model provides a conceptual framework to integrate these diverse elements. The following discussion begins with a brief background on the systems and communication basis of the new model. Then it elaborates the model’s elements, including the inputs (resources and philosophy), purpose (intentions and audiences), methods (technological genre and educational process); integration (pedagogy); outputs (product and interpretation); and assessment (institutional and research).

Systems Model of Educational Processes

2011 ◽  
pp. 716-725
Author(s):  
Charles E. Beck ◽  
Gary R. Schornack
Keyword(s):  
Conceptual Framework ◽  
Process Model ◽  
Process Integration ◽  
Educational Process ◽  
Classroom Technology ◽  
State Agencies ◽  
New Model ◽  
Systems Model ◽  
Educational Processes ◽  
Wide Range

Distance education involves a wide range of elements, including students, instructors, institutions, classroom technology, state agencies and accrediting boards. The educational process model provides a conceptual framework to integrate these diverse elements. The following discussion begins with a brief background on the systems and communication basis of the new model. Then it elaborates the model’s elements, including the inputs (resources and philosophy), purpose (intentions and audiences), methods (technological genre and educational process); integration (pedagogy); outputs (product and interpretation); and assessment (institutional and research).

Systems Model of Educational Processes

2011 ◽  
pp. 2008-2016
Author(s):  
Charles E. Beck ◽  
Gary R. Schornack
Keyword(s):  
Conceptual Framework ◽  
Process Model ◽  
Process Integration ◽  
Educational Process ◽  
Classroom Technology ◽  
State Agencies ◽  
New Model ◽  
Systems Model ◽  
Educational Processes ◽  
Wide Range

Distance education involves a wide range of elements, including students, instructors, institutions, classroom technology, state agencies and accrediting boards. The educational process model provides a conceptual framework to integrate these diverse elements. The following discussion begins with a brief background on the systems and communication basis of the new model. Then it elaborates the model’s elements, including the inputs (resources and philosophy), purpose (intentions and audiences), methods (technological genre and educational process); integration (pedagogy); outputs (product and interpretation); and assessment (institutional and research).

Children’s agency in building social capital and collective actions

2019 ◽  
Vol 119 (1) ◽  
pp. 35-50
Author(s):  
Nanna Wurr Stjernqvist ◽  
Ane Høstgaard Bonde ◽  
Ellen Trolle ◽  
Marianne Sabinsky ◽  
Helle Terkildsen Maindal
Keyword(s):  
Social Capital ◽  
Conceptual Framework ◽  
School Context ◽  
Research Strategy ◽  
Educational Process ◽  
Collective Actions ◽  
Structured Interviews ◽  
Content Type ◽  
Educational Processes ◽  
Children’S Agency

Purpose Whole-school approaches emphasising pupil participation are recognised as being conducive for building social capital, yet how participatory health educational processes relate to different types of social capital remains unclear. The purpose of this paper is to explore which mechanisms within a participatory health educational process influence social capital and collective actions in the school context, and to discuss children’s agency in such processes. Design/methodology/approach A multiple case study design, with the Danish “We Act – Together for Health” intervention, considered as an instrumental case regarding participatory health educational processes for children, principally since it applied the participatory Investigation–Vision–Action–Change (IVAC) methodology. The paper is based on a theory-driven, abductive research strategy. Qualitative methods, including focus group interviews with children, semi-structured interviews with teachers and school principals, and participant observation were used. Findings The study’s conceptual framework, which elucidates several mechanisms that interact with types of social capital and collective actions within the school setting, indicates that working with child participation through the IVAC methodology can influence types of social capital and collective actions. It also emphasises children’s limited agency in terms of affecting bridging and linking social capital, norms of reciprocity and collective actions without sufficient support mechanisms at the school and class levels. Originality/value The study provides a novel comprehensive conceptual framework identifying the specific mechanisms at different levels that influence social capital and collective actions.

scholarly journals MODERN TEACHING OF COMPUTER SUBJECTS TO SUPPORT WEB 2.0 TECHNOLOGIES

2012 ◽  
Vol 46 (1) ◽  
pp. 138-145
Author(s):  
Milan Turčáni ◽  
Zoltan Balogh
Keyword(s):  
Educational Process ◽  
Systems Architecture ◽  
Systems Model ◽  
Educational Processes ◽  
Special Part ◽  
Information And Communication ◽  
E Learning ◽  
The Subject ◽  
Mutual Relations ◽  
Transfer Of Information

The subject of our interest is an educational process, which is a dynamic process, changing in time, and can be examined from various viewpoints. We can focus on participants of this process, i.e. on students and lecturers, and observe their mutual relations and interactions. Educational process understood as a dynamic system is an insofar extensive sphere that it provides almost limitless opportunities of observation, modelling and simulation. In this contribution we shall focus mainly on the special part of educational processes – on teaching of subjects focusing on technical and system issues (Logical systems, Architecture of computers, Operating systems and Computer networks), which are specific with their focus on adopting the knowledge on principles and functionality of computer systems for the processing and transfer of information within the studies of informatics. Key words: e-learning, learning management system, blended learning, modelling of Petri nets, adaptive hypermedial systems, model of user, information and communication technology.

Feedback as a form of control in a technogenic educational environment

2020 ◽  
pp. 44-49
Author(s):  
I. V. Kharlamenko ◽  
V. V. Vonog
Keyword(s):  
Foreign Language ◽  
Peer Assessment ◽  
Educational Environment ◽  
Educational Process ◽  
Mobile Technologies ◽  
Independent Learning ◽  
Bring Your Own Device ◽  
Self Assessment ◽  
Automated Control ◽  
Wide Range

The article is devoted to control and feedback in foreign language teaching in a technogenic environment. The educational process is transformed in terms of the implementation and active use of digital technologies. ICT-rich environment provides new models of interaction between the teacher, students and digital tools. It also enriches the diversity of tasks and expands the range of possible forms of control and feedback. According to the authors, automated evaluation takes place both in out-of-classroom activities and directly in the classroom using Bring Your Own Device technology (BYOD). Automated control contributes to the intensity of the educational process. It provides all the participants with an opportunity to choose a convenient mode of work and get instant feedback, thereby allowing self-assessment and self-reflection of their own actions. When teaching foreign languages, special attention should be paid to chatbot technology. Chatbots imitate human actions and are able to perform standard repetitive tasks. The growing popularity of bots is explained by a wide range of usage spheres and the ability to integrate chatbots into social networks and mobile technologies. In the technogenic educational environment, ICT can be the basis for interaction, co-editing and peer assessment in collaborative projects. In this case, students receive feedback not only from the teacher, but also from other students, which increases the motivation for independent learning. Thus, automated control, self-assessment and peer assessment can both identify problem areas for each student and design an individual learning path, which increases the effectiveness of learning a foreign language.

EXPERIENCE OF CREATING AND IMPLEMENTING INFORMATION-MANAGING EDUCATIONAL ENVIRONMENT AT UNIVERSITY AND FEATURES OF ITS ADAPTATION AT LYCEUM

2019 ◽  
pp. 47-55 ◽  
Author(s):  
E. V. Shevchuk ◽  
A. V. Shpak
Keyword(s):  
Continuous Process ◽  
Educational Environment ◽  
Educational Process ◽  
Information Resources ◽  
Improve Quality ◽  
Educational Organizations ◽  
Educational Processes ◽  
Facilitating Conditions ◽  
Oriented Approach

The article describes experience of creating and implementing information-managing educational environment at university. The model of creating information-managing educational environment of university with elements of artificial intelligence and indicative management is described. This environment contributes to improve quality of training and management of educational processes and resources. The stages of creating and implementing information-managing educational environment are considered systemically, as continuous process focused on a consumer. The inhibitory and facilitating conditions for introduction of the model at university are described. To provide subject-oriented approach to the use of information resources of environment, recommended clusters of information subsystems for each category of users are described.Practically implemented scientific and methodological recommendations for subjects of educational process to overcome resistance to innovations introduced in educational organizations are proposed.Features of adaptation of the developed information-managing educational environment for schools are presented.

THE VALUE OF LOVE IN THE SYSTEM OF FORMATION OF THE PROFESSIONAL MATURITY OF THE EDUCATOR

2020 ◽  
Vol 1 (10(79)) ◽  
pp. 12-18
Author(s):  
G. Bubyreva
Keyword(s):  
Russian Federation ◽  
The State ◽  
Educational Process ◽  
Wide Range ◽  
The Family ◽  
The Russian Federation ◽  
The Government ◽  
The Individual ◽  
The Right

The existing legislation determines the education as "an integral and focused process of teaching and upbringing, which represents a socially important value and shall be implemented so as to meet the interests of the individual, the family, the society and the state". However, even in this part, the meaning of the notion ‘socially significant benefit is not specified and allows for a wide range of interpretation [2]. Yet the more inconcrete is the answer to the question – "who and how should determine the interests of the individual, the family and even the state?" The national doctrine of education in the Russian Federation, which determined the goals of teaching and upbringing, the ways to attain them by means of the state policy regulating the field of education, the target achievements of the development of the educational system for the period up to 2025, approved by the Decree of the Government of the Russian Federation of October 4, 2000 #751, was abrogated by the Decree of the Government of the Russian Federation of March 29, 2014 #245 [7]. The new doctrine has not been developed so far. The RAE Academician A.B. Khutorsky believes that the absence of the national doctrine of education presents a threat to national security and a violation of the right of citizens to quality education. Accordingly, the teacher has to solve the problem of achieving the harmony of interests of the individual, the family, the society and the government on their own, which, however, judging by the officially published results, is the task that exceeds the abilities of the participants of the educational process.  The particular concern about the results of the patriotic upbringing served as a basis for the legislative initiative of the RF President V. V. Putin, who introduced the project of an amendment to the Law of RF "About Education of the Russian Federation" to the State Duma in 2020, regarding the quality of patriotic upbringing [3]. Patriotism, considered by the President of RF V. V. Putin as the only possible idea to unite the nation is "THE FEELING OF LOVE OF THE MOTHERLAND" and the readiness for every sacrifice and heroic deed for the sake of the interests of your Motherland. However, the practicing educators experience shortfalls in efficient methodologies of patriotic upbringing, which should let them bring up citizens, loving their Motherland more than themselves. The article is dedicated to solution to this problem based on the Value-sense paradigm of upbringing educational dynasty of the Kurbatovs [15].

Interaction Process Model – ESM Quality Model Development Tool

2020 ◽  
Vol 25 (1) ◽  
pp. 10-17
Author(s):  
B.V. Boytsov ◽  
◽  
G.S. Zhetessova ◽  
M.K. Ibatov ◽  
◽  
...  
Keyword(s):  
Process Model ◽  
Swot Analysis ◽  
Statistical Data ◽  
Model Development ◽  
Interaction Process ◽  
Educational Process ◽  
Quality Model ◽  
Development Tool ◽  
The Republic ◽  
Education Science

The article discusses the methodology and provides the results of a multivariate SWOT analysis for a scientific and manufacturing educational process based on a set of regulatory and strategic documents, statistical data of the Republic of Kazakhstan; The main conclusions and description of the generated matrices for the subjects of interaction within the hierarchical triangle «Education – Science – Manufacturing (ESM)» are given.

Formation and composition of training flax collection

2020 ◽  
pp. 61-71
Author(s):  
L.M. Kryvosheieva ◽  
V.I. Chuchvaha ◽  
N.M. Kandyba
Keyword(s):  
Plant Breeding ◽  
Gene Pool ◽  
Phenotypic Variability ◽  
Plant Genetic Resources ◽  
Field Measurements ◽  
Educational Process ◽  
Educational Institutions ◽  
Economic Traits ◽  
Wide Range ◽  
History Of

Aim. Based on the results of multi-year research into the flax gene pool, to form a flax training collection to provide breeding scientific organizations and educational institutions with collection samples as well as with information about the bast crop gene pool. Results and Discussion. The studies were conducted in the crop rotation fields for breeding and seed production of the Institute of Bast Crops of the NAAS (Hlukhiv, Sumska Oblast) in 1992-2018. The field measurements and laboratory analyses were carried out in accordance with conventional methods of field and laboratory studies of collection flax samples.The article presents the results on the formation of a training collection of flax at the Institute of Bast Crops of the NAAS, which has 117 accessions (11 botanical species and three varieties) from 22 countries. In addition to species diversity, the collection includes accessions with different levels of expression of valuable economic and biological characteristics. It also includes accessions selected by phenotypic variability of individual characters or their combinations. The multi-year research into the flax collection accessions resulted in identification of sources of highly-expressed valuable economic traits, which are of interest for the plant breeding course. The history of flax breeding in Ukraine is shown, where breeding varieties that are most widespread or were significant breeding achievements in solving certain problems, are presented. The collection can be used as a visual aid for the plant breeding course in educational programs; in addition, it can provide starting material for scientific and educational institutions. The collection is registered with the National Center for Plant Genetic Resources of Ukraine (certificate No. 00273 dated 04/11/2019). Conclusions. The studies of accessions from the national flax collection allowed us to build up a training collection and register it with the NCPGRU. The collection represents a wide range of biological and economic features of the gene pool of this crop. The collection can be used in the educational process of educational agricultural and biological institutions. The multi-year research into the national flax collection resulted in identification of sources of highly-expressed valuable economic traits, which are of interest to the plant breeding course. The history of flax breeding in Ukraine got covered, and breeding varieties that are most widespread or were significant breeding achievements in solving certain problems are presented.

USING ACTIVE TEACHING METHODS IN THE PROCESS OF UNIVERSITY STUDENTS’ COMMUNICATIVE COMPETENCE DEVELOPMENT (WITHIN THE SUBJECT “THE RUSSIAN LANGUAGE AND SPEECH CULTURE”)

2020 ◽  
Vol 86 (1) ◽  
pp. 127-137
Author(s):  
V.V. Gavrilov ◽  
Keyword(s):  
Teaching Methods ◽  
Process Model ◽  
Communicative Competence ◽  
Educational Process ◽  
Russian Language ◽  
Successful Implementation ◽  
University Graduates ◽  
Active Teaching ◽  
The Subject ◽  
The Russian Language

This article states the need to change the approach, as well as the forms and methods of teaching in the process of developing students' speech within the subject "The Russian language and Culture of speech". The purpose of the study is to describe the ways of active teaching methods application in order to improve students' speech culture. The author notes that modern teaching methods have ceased to respond to the needs of society and do not contribute to successful socialization of university graduates. The novelty of the study lies in the fact that the author proposes that the work on a text (in the broad sense of the term) should become the main one in the teaching process. . The author proposes an updated process model of trainingenumerates those teaching forms and methods that contribute to the successful implementation of the model, describes the conditions of using these methods in the educational process. According to the author, the modeling of problem-based situations, the use of active teaching forms and methods reveal new opportunities to the teacher, help to develop students' communicative competence, and will largely determine further successful socialization of graduates.

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