Micro and Macro Level Issues in Curriculum Development

2011 ◽  
pp. 2546-2550
Author(s):  
Johanna Lammintakanen ◽  
Sari Rissanen
Keyword(s):  
Developing Countries ◽  
Global Education ◽  
Driving Forces ◽  
Educational Theory ◽  
The Other ◽  
Educational Systems ◽  
Web Based ◽  
Educational Paradigm ◽  
Web Based Education

It is a well-known fact that an educational paradigm shift occurred in the course of the last decade, with a move from traditional to Web-based education at various educational levels (Harasim, 2000; Karuppan, 2001; Kilby, 2001). Webbased education (WBE) has advanced from the delivery of educational content to Web-based sites with interactive functions (Carty & Philip, 2001). Concurrently, new innovative kinds of pedagogical experiments have shifted the paradigm from teaching to learning (Pahl, 2003). However, there is a greater need for innovation in the area of pedagogy rather than that of technology (Littig, 2006). Indeed, educators have realized, as summarized by Armstrong (2001), that good Web-based educational theory and good educational theory are one and the same, the only difference being that WBE transcends the barriers of space and time. The paradigmatic shift has occurred in both global education (including developing countries) and corporate training. The key impetus for this shift may vary in these areas, but the role of knowledge and intellectual capital, coupled with the needs of organizations and individuals to learn more rapidly, are apparent as the driving forces for WBE (e.g., Bell, Martin, & Clarke, 2004). The growth of WBE has been part of planned educational policy, but at the same time, good international or national experiences have also supported its growth. Furthermore, the cash crises in the western university sector (Bell et al., 2004) and the endeavors towards more coherent and cohesive educational systems and degrees, especially in the European context (Littig, 2006), can be identified as the other galvanizing factors for this shift.

Interoperability of Web-Based Education Systems

2010 ◽  
pp. 360-377
Author(s):  
Natalia I. Hughson
Keyword(s):  
Global Education ◽  
Educational Systems ◽  
Education Systems ◽  
Web Based ◽  
Social System Theory ◽  
Scientific Principles ◽  
Potential Applications ◽  
Biological Concepts ◽  
Autopoietic Theory ◽  
Web Based Education

The global society is becoming a reality. Inevitably this leads onto questions around the generation and exploitation of knowledge. Education systems grow to be more complex and interdependent. The Web makes a large number of learning resources within reach of anyone with Internet access. However, many valuable resources are difficult to use due to the lack of interoperability among various education systems. In this chapter, the fundamental principles of interoperability of complex and dynamic global education system are presented. The contemporary approaches to systems theory, entropy and autopoietic theory, social system theory, sociocybernetics, the strengths and limitations of these approaches, and their potential applications in education are examined. The nature of educational systems can be linked to biological concepts. When education principles and cybernetics are combined, the resulting theory turns on scientific principles instead of philosophical speculations. Proper utilization of such principles provides methodology that increases the effectiveness of web-based education systems.

Exploring the Role of Web-Based Learning in Global Education

2016 ◽  
pp. 202-224 ◽  
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Problem Solving ◽  
Language Learning ◽  
Organizational Performance ◽  
Global Education ◽  
Digital Age ◽  
Educational Goals ◽  
Web Based ◽  
Web Based Learning ◽  
Performance Enhance

This chapter aims to explore the role of web-based learning (WBL) in global education, thus describing the theoretical and practical overview of WBL, the multifaceted applications of WBL tools in educational settings, the application of web-based language learning, the application of web-based problem-solving activities, and the significance of WBL in global education. The fulfillment of WBL is vital for schools that seek to serve students and educators, improve educational performance, enhance competitiveness, and reach continuous achievement in global education. Therefore, it is necessary for schools to explore their WBL, establish a strategic plan to usually check their technological advancements, and immediately respond to the WBL needs of students and educators. The chapter argues that applying WBL in global education has the potential to increase organizational performance and reach educational goals in the digital age.

How to put yourself in someone else’s shoes: The role of point-of-view in the interpretation of mixed messages

2019 ◽  
Vol 16 (2) ◽  
pp. 219-238
Author(s):  
Nikos Vergis
Keyword(s):  
Short Stories ◽  
Point Of View ◽  
The Other ◽  
Web Based ◽  
Affective Factors ◽  
The Difference ◽  
Mixed Messages ◽  
Communicative Role ◽  
The Way

AbstractDoes having a communicative role other than the speaker’s make a difference to the way pragmatic meaning is construed? Standard paradigms in interpersonal pragmatics have implicitly assumed a speaker-centric perspective over the years, however modern approaches have re-considered the role of listener evaluations. In the present study, I examine whether assuming different communicative roles (speaker, listener, observer) results in varying interpretations. A web-based experiment revealed that participants who took the perspective of different characters in short stories differed in the way they interpreted what the speaker meant. In most cases, participants in the role of the listener interpreted speaker meaning in more negative ways than participants in the other roles. The present study suggests that the directionality of the difference (negative inferences under the listener’s perspective) could be explained by taking into account affective factors.

Curriculum Development in Web-Based Education

2011 ◽  
pp. 1252-1258
Author(s):  
Johanna Lammintakanen
Keyword(s):  
Curriculum Development ◽  
Educational Policy ◽  
Educational Systems ◽  
Educational Content ◽  
Web Based ◽  
Good Education ◽  
Bologna Declaration ◽  
Paradigmatic Shift ◽  
Education Theory ◽  
Web Based Education

A paradigm shift has taken place in the last decade, with a move from traditional to Web-based education at different educational levels (Harasim, 2000; Karuppan, 2001; Kilby, 2001). Web-based education (WBE) has moved on from the delivery of educational content to Web-based sites with interactive functions (Carty & Philip, 2001). Concurrently, new innovative kinds of pedagogical experiments have shifted the paradigm from teaching to learning (Pahl, 2003). As summarised by Armstrong (2001), what educators have in fact realised is that a good Web-based education theory and good education theory are one and the same; the only difference is that WBE transcends the barriers of space and time. The paradigmatic shift has occurred as part of planned educational policy, while at the same time good international or national experiences have also supported the growth of WBE. In addition, there have been attempts to have more coherent and cohesive educational systems and degrees especially in the European context (The Bologna Declaration, 1999.)

Curriculum Development in Web-Based Education

2005 ◽  
pp. 675-679
Author(s):  
Johanna Lammintakanen ◽  
Sari Rissanen
Keyword(s):  
Curriculum Development ◽  
Educational Policy ◽  
Educational Systems ◽  
Educational Content ◽  
Web Based ◽  
Good Education ◽  
Bologna Declaration ◽  
Paradigmatic Shift ◽  
Education Theory ◽  
Web Based Education

A paradigm shift has taken place in the last decade, with a move from traditional to Web-based education at different educational levels (Harasim, 2000; Karuppan, 2001; Kilby, 2001). Web-based education (WBE) has moved on from the delivery of educational content to Web-based sites with interactive functions (Carty & Philip, 2001). Concurrently, new innovative kinds of pedagogical experiments have shifted the paradigm from teaching to learning (Pahl, 2003). As summarised by Armstrong (2001), what educators have in fact realised is that a good Web-based education theory and good education theory are one and the same; the only difference is that WBE transcends the barriers of space and time. The paradigmatic shift has occurred as part of planned educational policy, while at the same time good international or national experiences have also supported the growth of WBE. In addition, there have been attempts to have more coherent and cohesive educational systems and degrees especially in the European context (The Bologna Declaration, 1999.)

Translating Research into Practice: The Role of Web-Based Education

2005 ◽  
Vol 23 (3-4) ◽  
pp. 259-273 ◽  
Author(s):  
Kenneth R. Weingardt ◽  
Steven W. Villafranca
Keyword(s):  
Web Based ◽  
Web Based Education

Coordination and management of resources for learning and their application to satellite systems for education

1975 ◽  
Vol 345 (1643) ◽  
pp. 531-539
Keyword(s):  
Developing Countries ◽  
Short Circuit ◽  
Management Programme ◽  
The Other ◽  
Educational Systems ◽  
Satellite Systems ◽  
Satellite Technology ◽  
Management Of Resources ◽  
The World ◽  
The One

The promise of massive coverage of large geographical areas of the world by satellite transmissions has excited politicians for over a decade. It has not excited the imaginations of managers of educational systems and administrators. It is perhaps a case of, on the one hand, the dreamer, and on the other, the dream which could turn into the nightmare of reality. The developing countries seek ways to short circuit the educational methodologies of the present. The pressing needs of rapidly developing societies demand action and the need for governments to respond and communicate to the under-privileged has been identified as central to development. The state of satellite technology is evident for all to see and hear. The adoption of this technology and the harnessing of its potential has yet to be fully realized. A massive management programme of earth-bound resources will be necessary, and this paper endeavours to provide a framework for discussion.

scholarly journals Role of tourist motivation as mediating variable on visitor decisions at Indonesian tourism village

2021 ◽  
Vol 17 (3) ◽  
pp. 88-98
Author(s):  
Martaleni Martaleni ◽  
Ernani Hadiyati ◽  
Yussi Isna Pertiwi ◽  
Ni Nyoman Kerti Yasa
Keyword(s):  
Economic Growth ◽  
Developing Countries ◽  
Growth And Development ◽  
The Other ◽  
Tourist Attractions ◽  
Economic Growth And Development ◽  
Tourism Sector ◽  
Global Force ◽  
Tourist Village

The tourism sector has become a truly global force for promoting economic growth and development. Therefore, the study of tourism has become an interesting topic for researchers lately. On the other hand, local tourism, generally in developing countries, is often neglected by academics and policymakers. For this reason, this study aims to examine and analyze the role of tourist motivation in mediating accessibility, amenities, and attractions on visiting decisions. This study is a survey research with an explanatory method. The population is tourists who visit the tourism village of Bumiaji, Indonesia, in the low and busy seasons. The population is infinite and the number of respondents who were interviewed is 100 respondents; data were collected by distributing questionnaires to domestic tourists who came from outside the tourist village of Bumiaji, then the data were processed and analyzed using Warp Partial Least Squares. The findings indicate that the effect of accessibility on visiting decisions is not mediated by tourist motivation. This shows that the decision of tourists to visit can be directly influenced by the time and means of transportation available. Meanwhile, the influence of amenities and attractions on the decision to visit is mediated by the motivation of tourists. This means that amenities and attractions can influence a tourist’s decision to visit if there is an urge from tourist to relax or make friends or enjoy the culture at tourist attractions, etc.

scholarly journals Barnacle encrustation on molluscan prey offers associational resistance against drilling predation

2020 ◽  
Author(s):  
Vigneshbabu Thangarathinam ◽  
Devapriya Chattopadhyay
Keyword(s):  
Driving Forces ◽  
Handling Time ◽  
Marine Ecosystems ◽  
The Other ◽  
Ecological Community ◽  
Associational Resistance ◽  
Controlled Experiments ◽  
Drilling Predation ◽  
Drilling Site

AbstractPredation is one of the driving forces that shaped the marine ecosystems through time. Apart from the anti-predatory strategies adopted by the prey, the predatory outcome is often indirectly influenced by the other members of the ecological community. Association between organisms are often found to influence the outcome and the evolution of such association may have been guided by such interactions. Mollusc-burnacle association, although common, is not explored to assess if the epibiont offers the molluscs any protection against predation (associational resistance) or increases the risk by attracting predators (shared doom). Using a series of controlled experiments with a drilling predator (Paratectonatica tigrina), its prey (Pirenella cingulata) and an epibiont (Amphibalanus amphitrite), we evaluated the effect of epibionts on the drilling behavior of the predator by documenting the successful attack (Drilling frequency, DF), and handling time. Our results show that the prey with epibionts are significantly less likely to be drilled when the predator has sufficient choice of prey, consistent with the tenets of the associational resistance. The preference of choosing the non-encrusted prey, however, diminishes with fewer available prey. The handling time is significantly higher in the attacks on the encrusted prey than non-encrusted prey, even though the barnacles are not drilled. Although the proximity of the drilling site to encrustation tends to increase the handling time, the size of encrustation does not have any effect. Because the profitability of prey largely depends on the ratio of handling time and the energetic yield from consuming the prey, the increase in handling time due to encrustation makes it less profitable for the predator. The role of encrustation as a deterrent to predation might also explain the complex shell architecture in some prey gastropods that increases the likelihood of encrustation besides providing direct resistance against predation.

Industrialization and Trade Policies in the 1970s

2018 ◽  
Keyword(s):  
Developing Countries ◽  
Trade Policy ◽  
Development Strategy ◽  
Developed Countries ◽  
The Other ◽  
Trade Policies ◽  
Policy Options ◽  
Poverty And Inequality ◽  
The Development Strategy

In the chapter, Haq again assuming the role of an advocate of the developing world, spells out various trade policy options for less developed countries—inward looking strategy, outward looking strategy, and regional and sub-regional co-operation. Haq raises questions about the presumed relationship between trade and development and clarifies that trade should not be regarded as the pacesetter in the development strategy for a country but merely as a derivative. Trade strategies, according to Haq, should be embedded in the context of an overall development strategy, not the other way around. He urged developing countries to first define a viable strategy for attacking problems of poverty and inequality and then figuring out trade possibilities geared towards meeting these goals.

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