Reflections and Proposals on Public Officials Training and Promotion of E-Government

2011 ◽  
pp. 332-348
Author(s):  
Graciela M. Falivene ◽  
Graciela M. Silva
Keyword(s):  
Knowledge Society ◽  
Self Regulation ◽  
Public Organizations ◽  
Learning Processes ◽  
Management Systems ◽  
Institutional History ◽  
Public Officials ◽  
Dynamic Expression

Argentina is a country characterized by successive discontinuities and heavily conditioned by a troubled political-institutional history. This article will argue that only the interaction and coherence between training and management systems created simultaneously as the dynamic expression of change can result in public organizations in tune with the characteristics of the knowledge society. Only those projects that have incorporated from their inception self-regulation, interaction, and readjustment mechanisms may provide answers in times that are difficult to compare with other periods in public administrations. The nation’s problems have never been as complex as they are today, nor did we have tools as powerful as the ICTs to solve them. From a complexity approach, it explores the synergic bonds between the promotion of e-government (EG) and the training and learning processes of public officials.

Impact of quality management systems on teaching-learning processes

2016 ◽  
Vol 24 (3) ◽  
pp. 394-415 ◽  
Author(s):  
Francisco José Fernández Cruz ◽  
Inmaculada Egido Gálvez ◽  
Rafael Carballo Santaolalla
Keyword(s):  
Quality Management ◽  
Student Learning ◽  
School Quality ◽  
Learning Processes ◽  
Management Systems ◽  
Educational Institutions ◽  
Quality Management Systems ◽  
Content Type ◽  
Teaching Learning ◽  
The Impact

Purpose Quality management systems are being used more frequently in educational institutions, although their application has generated a certain amount of disagreement among education experts, who have at times questioned their suitability and usefulness for improving schools. The purpose of this paper is to contribute to this discussion by providing additional knowledge on the effects in educational institutions of implementing quality management systems. Specifically, this study investigates teachers’ and managers’ perception of the impact that quality management systems have on one essential dimension of schools, the teaching–learning processes, with impact being understood as sustained medium- and long-term organisational change. Design/methodology/approach The responses were analysed and classified into a set of sub-dimensions linked to quality management processes in a total of 29 Spanish primary and secondary education schools that have used such systems for at least three years. Findings The results showed that, according to the respondents, the following sub-dimensions were improving as a result of implementing quality management plans: teaching and learning processes, the analysis of student results, tutoring, consideration of attitudes and values and assessment processes. Conversely, quality management systems did not seem to have a clear impact on the teaching methodologies used by teachers or on family involvement in student learning. In fact, the perceived impact in these sub-dimensions varied among teachers of public and private schools as well as when comparing different regional autonomous communities. Originality/value As the main objective of a school is to guarantee student learning, one of the essential purposes of school quality assurance systems is to perform all the activities aimed at ensuring high levels of student performance.

scholarly journals Incremento de la participación mediante la gamificación en la asignatura Dirección de Operaciones del Grado en Administración y Dirección de Empresas

2021 ◽  
Vol 2 (3) ◽  
pp. 4791-4806
Author(s):  
Miguel Ángel Montañés Del Río ◽  
Vanessa María Rodríguez Cornejo ◽  
Margarita Ruiz Rodríguez ◽  
Jaime Sánchez Ortiz
Keyword(s):  
Mobile Devices ◽  
Operations Management ◽  
Knowledge Society ◽  
Learning Processes ◽  
Learning Models ◽  
Determining Factors ◽  
New Learning ◽  
Training Methodologies ◽  
Teaching Learning ◽  
The University

RESUMEN En la actual sociedad de la información y del conocimiento se observa cómo la proliferación y el auge de los dispositivos móviles, hacen surgir nuevos modelos de aprendizaje que reformulan las metodologías didácticas, organizativas, y de formación de los currículos, para innovar en educación (Moreno Martínez, Leiva Olivencia, & Matas Terrón, 2016). Los estudios que identifican las tecnologías emergentes que podrían impactar en el aprendizaje, la enseñanza y la investigación, prevén el aumento del uso y la incorporación de dispositivos y aplicaciones móviles en las aulas (Reig, 2013; Reig & Vílchez, 2013). Destaca el aprendizaje basado en juegos o gamificación, que permite desarrollar procesos de enseñanza-aprendizaje que facilitan la cohesión, la integración y la motivación, potenciando la creatividad del alumnado. Crear juegos entretenidos motivará al alumnado para que participe de forma activa en clase, fomentará una sana competencia entre los jugadores, y hará del aprendizaje algo más divertido (Aleksić-Maslać, Rašić, & Vranešić, 2018). Utilizando Kahoot en dispositivos móviles como soporte para las clases de Dirección de Operaciones del Grado en Administración y Dirección de Empresas de la Universidad de Cádiz, se consiguió motivar al alumnado y, aun existiendo otros factores determinantes, mejorar sus resultados de evaluación.   ABSTRACT In today's information and knowledge society, the proliferation and rise of mobile devices has led to the emergence of new learning models that reformulate didactic, organizational and curricular training methodologies in order to innovate in education (Moreno Martínez, Leiva Olivencia, & Matas Terrón, 2016). Studies that identify emerging technologies that could impact learning, teaching and research, foresee increased use and incorporation of mobile devices and applications in classrooms (Reig, 2013; Reig & Vílchez, 2013). Learning based on games or gamification stands out, which allows the development of teaching-learning processes that facilitate cohesion, integration and motivation, boosting students' creativity. Creating entertaining games will motivate students to participate actively in class, encourage healthy competition between players, and make learning more fun (Aleksić-Maslać, Rašić, & Vranešić, 2018). Using Kahootin mobile devices as support for the classes of Operations Management of the Degree in Business Administration and Management of the University of Cadiz, it was possible to motivate the students and, although there are other determining factors, to improve their evaluation results.    

scholarly journals O perfil do aluno como ponto de partida na definição de estratégias individuais potenciadoras do desempenho académico

2021 ◽  
Vol 3 (2) ◽  
pp. 61-65
Author(s):  
Ana Cristina Baptista ◽  
Keyword(s):  
Teaching And Learning ◽  
Self Regulation ◽  
Information Matrix ◽  
Learning Processes ◽  
Brain Circuits ◽  
Starting Point ◽  
Motivational Level

Neuroeducation came to integrate the advances recorded in the areas of neuroscience in the teaching and learning processes. These processes, by enabling the mapping of brain circuits, enhance the individual's knowledge and allow the improvement of the functional structures that limit learning. The main goal of Neuroeducation is then focused on optimizing the performance of each individual, privileging their uniqueness, through self-regulation and the enhancement of executive capacities. In this context, the starting point should be the development of the student's profile. In addition to signaling the general academic, emotional and motivational level of the student, allows to create an information matrix, to structure the activities and strategies to be developed supporting an individualized pedagogical work. This resource allows students to become agents of their learning, self-searching at each moment, where they are regarding their final objectives, self-regulating their performance and adapting to the challenges they will face.

The Design of Authentic Inquiry for Online Knowledge-Constructive Interaction and Self-Regulated Learning Processes

2013 ◽  
Vol 3 (2) ◽  
pp. 25-39
Author(s):  
Woon Jee Lee ◽  
Fengfeng Ke
Keyword(s):  
Online Survey ◽  
Self Regulation ◽  
Interaction Model ◽  
Learning Processes ◽  
Authentic Inquiry ◽  
Design Elements ◽  
Self Regulated Learning ◽  
Self Evaluation ◽  
Learning Module ◽  
Regulated Learning

This study examined students’ self-regulated learning processes and satisfaction within an authentic, inquiry-based learning module in a graduate-level online course. In this design-based case study, a WebQuest-based, authentic learning module was developed to support self-regulated, collaborative discussions, and implemented with 22 graduate students at a large southeastern university in US. Online discussion transcripts were coded via the Online Learning Interaction Model, and learning satisfaction data were collected via an online survey. As a result, students’ social and knowledge-constructive interactions were closely associated with self-regulated processes. During group and class discussions, students were involved in planning and coordination interactions as well as those for reflection and self-evaluation. Students were generally satisfied with the design elements implemented in the authentic activities. The study findings provide insights on the design of the authentic and inquiry learning that supports both social and individual aspects of self-regulation processes.

Opportunities for Open Source eLearning

2011 ◽  
pp. 180-190
Author(s):  
Fanuel Dewever
Keyword(s):  
Open Source ◽  
Learning Management Systems ◽  
Product Variety ◽  
Public Organizations ◽  
Assessment Tools ◽  
Management Systems ◽  
Single Product ◽  
Virtual Classrooms ◽  
Large Product ◽  
Learning Management

eLearning is often conceived as a single product. In reality, however, the market offering is very heterogeneous with a large product variety. Think of Learning Management Systems, Virtual Classrooms, Authorware, Test and Assessment Tools, Simulators, and many more. Each of these eLearning applications is available from multiple vendors and middlemen. Next to more than 250 providers of commercial Learning Management Systems, more than 40 Open Source LMS offerings can be identified. In this article, I discuss if open source applications for eLearning offer an alternative to commercial offerings today, specifically in the context of education. The lessons drawn here also apply to other (public) organizations and applications.

Between Tradition and Innovation in ICT and Teaching

2011 ◽  
pp. 187-193 ◽  
Author(s):  
Antonio Cartelli
Keyword(s):  
Learning Strategies ◽  
School Environment ◽  
Knowledge Society ◽  
Transformation Process ◽  
Learning Processes ◽  
Industrial Society ◽  
Learning Problems ◽  
Special Role ◽  
Proximal Development ◽  
Whole School

During the past few decades, the expanded use of PCs and the Internet introduced many changes in human activities and cooperated in the transformation process leading from the industrial society to the knowledge society. Among other things, the above instruments played a special role in education, and two main phases can be easily recognized: the former one where computing and ICT were mostly used to enhance individuals’ learning features (i.e., teachers mainly had the role of educational worker: planning, controlling and evaluating students’ learning processes); the latter one, more recent and centered on ICT use, where teachers had to adopt situated and collaborative learning strategies, build communities of learners (CoLs), organize students’ work for enhancing problem finding and solving, while helping the development of their ZPDs (zones of proximal development, meaning individuals’ cognitive areas marked by the distance between the subject’s knowledge/experience in a given field and the same knowledge/experience in the best skilled individuals in the community). The above transformation modified not only teachers’ functions, but also the whole school environment and the students’ role within it. The same ICT will help teachers and professors in finding solutions to learning problems by giving them new instruments for the analysis and continuous monitoring of students’ learning processes.

Some Implementation Challenges of Knowledge Management Systems

2003 ◽  
pp. 173-186
Author(s):  
Bendik Bygstad
Keyword(s):  
Knowledge Management ◽  
Implementation Strategy ◽  
Learning Processes ◽  
Management Systems ◽  
Knowledge Management Systems ◽  
Top Down ◽  
Implementation Challenges ◽  
Experimental Implementation ◽  
Implementation Problems

The promise of knowledge management systems is challenged by implementation problems. This CRM case illustrates that technology-driven approaches are not likely to succeed. It also indicates some limitations of top-down managerial interventions, arguing that we need a deeper understanding of learning processes to be able to implement KM systems successfully. A more experimental implementation strategy is suggested.

Supporting Learning Self-Regulation through a PLE

2016 ◽  
pp. 1129-1156
Author(s):  
Iolanda Garcia ◽  
Begoña Gros ◽  
Ingrid Noguera
Keyword(s):  
Lifelong Learning ◽  
Time Management ◽  
Knowledge Society ◽  
Self Regulation ◽  
Self Directed Learning ◽  
Web Based ◽  
Virtual Spaces ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Directed Learning

In the knowledge society, autonomous and Self-Directed Learning (SDL) have become particularly important for professional development and lifelong learning. This kind of learning can take place in physical and virtual spaces that may belong to formal institutions but also to extended communities and networks. In virtual spaces, self-directed learning and self-regulation skills and capacities play an important role in learners' performance. For this reason, it is highly recommended to empower students to design and deploy educational spaces and projects able to fuse formal and informal contexts. The use of Personal Learning Environments (PLEs) can support learners to gain control over their experiences through Web-based tools and a task-orientated environment. It is known that time management is one relevant component of self-regulated learning. There are many Web-based tools that can be used to control time investment and promote planning but little research that takes into account time management in the design and use of PLEs. This chapter describes the results of the Just4me project1, aimed at designing and developing a PLE to support self-regulated learning dealing with time management as an important dimension in lifelong learning. From this perspective, this chapter contributes to the operationalization and analysis of the time factor in online learning regarding time management in self-regulated learning processes supported by PLEs.

Psychological and legal problems for ensuring human rights

2020 ◽  
pp. 235-245
Author(s):  
Vitalii Y. Bocheliuk ◽  
Serhii F. Denysov ◽  
Tetiana A. Denysova ◽  
Viktoria M. Palchenkova ◽  
Nikita S. Panov
Keyword(s):  
Human Rights ◽  
Legal Aspect ◽  
Self Regulation ◽  
Public Organizations ◽  
Legal Problems ◽  
The World ◽  
Psychological Balance ◽  
Self Adaptive

The article considers the psychological and legal problems of ensuring human rights. It has been established that the problem of protecting human rights is in the first place in the world. Violation of the psychological comfort of a person can occur in various spheres of life (production, exchange, consumption, distribution, etc.). At the same time, the psychological and legal aspect of ensuring human rights is worrisome, because around this problem there are a considerable number of unresolved issues, in particular at the legislative level. Attention is focused on the fact that the problem of disturbing the psychological balance of modern man lies mainly in the globalized component of the modern way of people's lives. It is specified that the problem of ensuring human rights can be solved by a consensus of both psychologists, legal scholars, and public organizations as well. At the same time, a person can resort to self-adaptive self-regulation. The prospects for further research are to explore the possibilities of securing the psychological and legal sup-port of human rights at the legislative level.

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