Where Do We Go Now? Understanding Research on Navigation in Complex Digital Environments

2014 ◽  
pp. 285-314
Keyword(s):  
Digital Environments

Training managers of professional educational programs for work in the digital environment of the university

2020 ◽  
Vol 8 (2) ◽  
pp. 4 ◽  
Author(s):  
E. K. Samerhanova ◽  
M. A. Balakin
Keyword(s):  
Educational Program ◽  
Educational Programs ◽  
Educational Process ◽  
Digital Environment ◽  
Digital Competence ◽  
Education Management ◽  
Program Managers ◽  
Digital Environments ◽  
Digital Competencies ◽  
The University

Introduction. The article deals with the training of professional educational program managers for work in the digital environment of a university. The digital environment of the university is considered from the perspective of managing professional educational programs and is a complex open system that integrates system components for managing content, process, resources, contingent, finance and quality of programs that ensure the integrity and continuity of the educational process at all levels and in all respects. The implementation of a digital model for managing educational programs at a university on the basis of a single digital ring of services for an electronic platform for managing educational programs at a university dictates the need for digital competencies of managers of major professional educational programs (OPOP).By digital competence of the leaders of professional educational programs we mean the ability and willingness to perform labor functions in the design, implementation and replication of an educational program using digital technologies that ensure the effectiveness of activitiesThe way to identify professional deficiencies in the field of digital competencies of the leaders of professional educational programs was the personalized design of educational internship trajectories with tutorial support for the internship. The internship trajectory of the heads of OPOP has a modular structure and is aimed at eliminating professional deficits in the field of information, methodological, communication, technological and organizational component of digital competencies. The internship site (virtual laboratory) is a virtual educational space that provides training for educational program managers and online events: hackaths, quests, webinars, etc.Materials and methods. When writing an article, the following methods were used - theoretical and methodological analysis and synthesis of available special domestic and foreign scientific and methodological literature, conceptual analysis of scientific articles and publications on the topic; study and generalization of both domestic and foreign developments and implementation of projects to create digital environments in education management; application of generalization, comparison, forecasting methods, online surveys.Results. The structure of the digital environment for managing professional educational programs at the university is presented. Functionally described is the ring of digital services for the management of OPOP. The analysis of different approaches to assessing the digital competencies of educators is presented. The concept of digital competencies has been clarified in relation to the head of a professional educational program. The content of the components of digital competency is described: informational, methodological, communication, technological, organizational.Discussions and Conclusions. The developed modular program for eliminating professional deficits of heads of professional educational programs in the field of digital competencies, based on the personalized design of educational internship trajectories with tutorial support for internships, will allow you to effectively administer and manage BEP in the digital environment of the university.

scholarly journals Learning in digital environments: a model for cross-cultural alignment

2021 ◽  
Author(s):  
Miri Shonfeld ◽  
Megan Cotnam-Kappel ◽  
Miriam Judge ◽  
Carolyn Yeehan Ng ◽  
Jean Gabin Ntebutse ◽  
...  
Keyword(s):  
Cross Cultural ◽  
Digital Environments

scholarly journals Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review

2020 ◽  
Vol 12 (24) ◽  
pp. 10366
Author(s):  
Juan Carlos González-Salamanca ◽  
Olga Lucía Agudelo ◽  
Jesús Salinas
Keyword(s):  
Literature Review ◽  
21St Century ◽  
21St Century Skills ◽  
Knowledge Society ◽  
Information And Communications Technology ◽  
First Century ◽  
Depth Analysis ◽  
Digital Environments ◽  
Teaching Learning ◽  
New Instruments

Skills needed to be successful in the world have changed, and there is a gap between those learned at school and those required to function at work and in society. A broader range of skills is required to learn, communicate, collaborate, and solve problems in digital environments. Twenty-first century skills have been identified by UNESCO, OECD, and others as competences required for a sustainable future of the knowledge society. The aim was to learn the design principles involved in the incorporation of these skills into the curriculum, find out possible ways to teach and assess them, and examine how this process could be personalized using Information and Communications Technology (ICT). A literature review was carried out through a qualitative metasynthesis, which identified 43 studies that met the inclusion criteria. From the in-depth analysis, it can be seen that although the incorporation of 21st century skills into the curriculum, teaching methodologies, and the use of ICT are all recurrent themes, there is still a need for further research into the design and implementation of new instruments for assessment and the ways in which the teaching–learning process can be personalized.

Sensible Objects for Digital Environments

2007 ◽  
Vol 77 (6) ◽  
pp. 150-153
Author(s):  
Valentina Croci
Keyword(s):  
Digital Environments

Messing up the Domestic: Queer Bodies Expanding Architectures

Somatechnics ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. 397-415
Author(s):  
Olivier Vallerand
Keyword(s):  
Online Social Networks ◽  
Architectural Design ◽  
The Body ◽  
Domestic Spaces ◽  
Queer Space ◽  
Political Relations ◽  
Digital Environments ◽  
Lgbt People ◽  
And Migration ◽  
Architecture And Design

Queer space discourse in architecture has often been about reclaiming sexualized spaces or spaces used by LGBT people as being part of architectural history. However, critical practitioners have sought to expand from an understanding based on an essentialist understanding of queer bodies to link instead the experience of built environments to the repression of non-normative/non-compliant bodies. This article discusses projects by J. Mayer H., Andrés Jaque/Office for Political Innovation (OFFPOLINN), and MYCKET that build on a queer understanding of architecture and design to explore relationships between bodies, the materiality of domestic spaces, and communal identities, challenging binary understandings of architectural design spaces and linking them to the configuration of citizenship. J. Mayer H.’s work on data-protection patterns and thermo-sensitive materials uses bodies as material in developing a discourse on privacy stemming in part from queer people's experience of oppressing policies. OFFPOLINN's projects on IKEA and on gay cruising digital environments question the role of architects by underlining the close integration of advertisement, online social networks, and urban and architectural policies in relation to the experience of citizenship and migration. Finally, MYCKET's queer feminist performative architectures attempts to reframe the neutrality of the architectural modernist tradition to celebrate the messiness that comes with thinking of space as designed for a diversity of people. The three practices expand architectural discussions of domesticity beyond an understanding of the house as a container for family life and towards seeing it as a nexus of social and political relations that converge around the body.

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