scholarly journals Mexican Higher Education and the Production of Knowledge

2021 ◽  
Vol 2 (2) ◽  
pp. 6-19
Author(s):  
Elida Sánchez Cruz ◽  
Keyword(s):  
Higher Education ◽  
Production Of Knowledge

Diffusion of Technology in Higher Education Classrooms

2010 ◽  
pp. 130-144
Author(s):  
Jill Harrison ◽  
John Ryan
Keyword(s):  
Higher Education ◽  
Technology Use ◽  
Social Process ◽  
The United States ◽  
Production Of Knowledge ◽  
Diffusion Of Technology ◽  
Digital Divides ◽  
The Social ◽  
Self Production ◽  
Incoming Students

Technology use is contextual and tends to follow, often invisible, ground rules. Within the situational context of a higher education classroom the rules and sanctions regarding technology use become increasingly complex. Many universities in the United States now require that all incoming students have laptops, with the rationale being that technology is an important tool used to help students organize and catalogue knowledge. Laptops allow students to connect to library and campus resources. Further, requiring laptops on a networked campus creates a sense of digital unity rather than digital divides among students and faculty. The message to students is that personal laptops are important and even required. However, within the context of the higher education classroom, laptop use is often being limited or banned by classroom instructors, a contradiction of the larger university message. As Marcuse (1982) noted, technology is a social process. The diffusion of laptop technology into higher education has altered the modes of producing knowledge and the social relationships organized around that production process. The purpose of this chapter is to highlight how the use of this technology is negotiated between faculty and students and how issues of engagement, the self-production of knowledge, and security influence this negotiation. The authors argue that issues of laptop use in the classroom are rooted in concerns of power, legitimacy, and identity associated with the production of knowledge.

scholarly journals O ESTUDANTE COM DEFICIÊNCIA NA UFSC: FATORES QUE INFLUENCIAM O ACESSO E A PERMANÊNCIA

2020 ◽  
Vol 3 ◽  
pp. 104
Author(s):  
Diogo Félix de Oliveira ◽  
Irineu Manoel de Souza
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Public Policies ◽  
People With Disabilities ◽  
Institutional Policies ◽  
Santa Catarina ◽  
Production Of Knowledge ◽  
Educational Inclusion ◽  
The University

ResumoO texto se propõe a discutir a trajetória universitária dos estudantes com deficiência na Universidade Federal de Santa Catarina (UFSC). Tem como objetivo analisar os fatores que influenciam o acesso e a permanência dos estudantes com deficiência na UFSC e as ações desenvolvidas pela Instituição frente às demandas apresentadas por esses estudantes. Procedeu-se com uma breve remontagem das políticas públicas voltadas às pessoas com deficiência, e mais especificamente, as políticas institucionais inclusivas que a UFSC adota. Foram identificados elementos de entrave tanto ao acesso quanto à permanência dos estudantes com deficiência no ensino superior. A efetividade da acessibilidade educacional não é alcançada somente com a garantia de direitos em legislações, o compromisso de todos os atores envolvidos no processo educacional é que contribui para o êxito de uma universidade e uma sociedade inclusivas. O desafio do processo de inclusão educacional é premente, pois a universidade como local de crítica e produção de conhecimento é fortalecida com a presença dos estudantes com deficiência.Palavras-chave: Estudante com deficiência. Permanência. Ensino superior. AbstractThe text proposes to discuss the university trajectory of students with disabilities at the Federal University of Santa Catarina (UFSC). It aims to analyze the factors that influence the access and permanence of students with disabilities in the UFSC and the actions developed by the Institution in response to the demands presented by these students. A brief reassessment of public policies for people with disabilities was made, and more specifically, the inclusive institutional policies adopted by the UFSC. Elements of hindrance were identified both for access and for the permanence of students with disabilities in Higher Education. The challenge of the process of educational inclusion is pressing because the University as a place of criticism and production of knowledge is strengthened with the presence of students with disabilities.Keywords: Students with disabilities. Permanence. Higher Education.

scholarly journals METODOLOGIAS ATIVAS DE APRENDIZAGEM: INFLUÊNCIAS NA MOTIVAÇÃO DO ALUNO PARA O ESTUDO

2020 ◽  
Vol 13 (2) ◽  
pp. 164
Author(s):  
Ricardo De Queiros Batista Ribeiro
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Military Personnel ◽  
Education System ◽  
Education Institution ◽  
Transformation Process ◽  
Production Of Knowledge ◽  
Descriptive Research ◽  
The Military ◽  
The Impact

This article proposes to contribute to the production of knowledge and reflections on the pedagogical aspects of the training of the military in a military higher education institution of the Brazilian Army. The scope of this study is the analysis of the transformation process of the Brazilian Army's education system, with the adoption of competency teaching and the use of Active Learning Methodologies, specifically in the discipline of Psychology. Thus, it is sought to verify the impact of the Active Learning Methodologies on the motivation of the apprentices for the study. It is a quantitative and qualitative exploratory descriptive research. Finally, we present reflections on the motivation for the study in the training course of military personnel of the Brazilian Army, who can collaborate to improve the pedagogical aspects.

Diffusion of Technology in Higher Education Classrooms

2013 ◽  
pp. 1119-1133
Author(s):  
Jill Harrison ◽  
John Ryan
Keyword(s):  
Higher Education ◽  
Technology Use ◽  
Social Process ◽  
The United States ◽  
Production Of Knowledge ◽  
Diffusion Of Technology ◽  
Digital Divides ◽  
The Social ◽  
Self Production ◽  
Incoming Students

Technology use is contextual and tends to follow, often invisible, ground rules. Within the situational context of a higher education classroom the rules and sanctions regarding technology use become increasingly complex. Many universities in the United States now require that all incoming students have laptops, with the rationale being that technology is an important tool used to help students organize and catalogue knowledge. Laptops allow students to connect to library and campus resources. Further, requiring laptops on a networked campus creates a sense of digital unity rather than digital divides among students and faculty. The message to students is that personal laptops are important and even required. However, within the context of the higher education classroom, laptop use is often being limited or banned by classroom instructors, a contradiction of the larger university message. As Marcuse (1982) noted, technology is a social process. The diffusion of laptop technology into higher education has altered the modes of producing knowledge and the social relationships organized around that production process. The purpose of this chapter is to highlight how the use of this technology is negotiated between faculty and students and how issues of engagement, the self-production of knowledge, and security influence this negotiation. The authors argue that issues of laptop use in the classroom are rooted in concerns of power, legitimacy, and identity associated with the production of knowledge.

Policy Analysis and Crafting to Empower Authentic Indigenous Learning Experiences in the Pacific Higher Education Landscape

2022 ◽  
pp. 138-149
Author(s):  
Troy McVey
Keyword(s):  
Higher Education ◽  
Policy Analysis ◽  
Learning Experiences ◽  
Institutions Of Higher Education ◽  
Cultural Traditions ◽  
Production Of Knowledge ◽  
Indigenous Learning ◽  
The Pacific ◽  
Policies And Practices

This chapter examines the context of higher education in the Pacific. A brief explanation of the role of colonialism in the formation of institutions of higher education in the region is followed by discussions of policies and practices that empower local dissemination and production of knowledge by and amongst faculty, students, and the communities which they serve. The author concludes that a balance between advancing knowledge in a way that is respectful to academic traditions and cultural traditions in the Pacific can be achieved by harnessing the best values and qualities in common between those traditions.

Community Engagement in Social Work Education: Building Pedagogical Pathways

2018 ◽  
Vol 29 (3) ◽  
Author(s):  
Raisuyah Bhagwan
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Community Engagement ◽  
Social Work Education ◽  
Community Based ◽  
Teaching And Research ◽  
Production Of Knowledge ◽  
Teaching Research ◽  
Higher Education Teaching ◽  
Work Education

Momentum is growing steadily around community engagement, both locally and abroad, as an equal partner to the initial two missions in higher education: teaching and research. As attention grows towards community engagement, academics will have to consider how to advance this mission within their teaching and research functions. It is within this context that it becomes crucial to provide clarity on the terms “engagement” and “co-production of knowledge”, more especially, how social work education can enable community engagement. This article provides a conceptual review of these terms and builds a rationale for engagement. It also reflects the natural synergy social work education has with engagement and highlights three important pedagogical pathways, namely community-based teaching, research, and outreach as a means to advancing engagement in social work education.

scholarly journals Polifonía epistémica de la investigación sobre las experiencias estudiantiles: El caso Latinoamericano

2020 ◽  
Vol 28 ◽  
pp. 96
Author(s):  
Carolina Guzmán-Valenzuela ◽  
Andrés Rojas-Murphy Tagle ◽  
Carolina Gómez-González
Keyword(s):  
Higher Education ◽  
Latin America ◽  
Latin American ◽  
The United States ◽  
Student Experiences ◽  
Education Students ◽  
Production Of Knowledge ◽  
Latin American Region ◽  
Knowledge Perspective ◽  
The One

In this article, the production of knowledge about what is known in the international literature as ‘the student experience’ is examined. This construct has been researched in the United Kingdom while, in the United States, the “student engagement” has gained traction. Although in Latin America the production of knowledge in higher education has been increasing in the last decade, studies on student experiences are rather scarce, although there are abundant literatures on higher education in general. By means of a bibliometric analysis and a content analysis of articles published between 2000 and 2017 by Latin American authors in two recognized indexes (Web of Science and SciELO), this article examines the production of knowledge about higher education students' experiences from a geopolitics of knowledge perspective. The results show that, in Latin America, there is a diverse production of knowledge about higher education students, and given this plurality, the concept of “epistemic polyphony” is proposed. On the one hand, there is an epistemic predominance of Anglo-Saxon influences but, on the other hand, it also presents specific features related to higher education systems in the region. The article ends with a reflection on the ways in which knowledge is produced in the Latin American region and how such production has an impact on policies.

scholarly journals University Education and the Challenges of Development in African Society

2015 ◽  
Vol 7 (2) ◽  
pp. 53-64
Author(s):  
Felix O Olatunji
Keyword(s):  
Higher Education ◽  
Rapid Development ◽  
University Education ◽  
Cultural Reproduction ◽  
African Society ◽  
Production Of Knowledge ◽  
Body Of Knowledge ◽  
Higher Institutions ◽  
Education In Africa

The importance of education can never be under-played in any society as it is the most potent weapon left to man in order to transform, change and liberate himself and the society from the slavery of ignorance and backwardness. This is done in order to attain rapid development in all ramifications. The epistemic foundation for the establishment of higher institutions (universities) has been devoted to the production of knowledge and cultural reproduction through the ages. It should be known from the outset that universities are moulded on the foundation and systemic structure of the Western ideologies. But there are salient barriers towards the pursuit of higher education in Africa, which are multi-faceted and multi-dimensional. The thrust of this paper, then, will be to examine the challenges higher education has in Africa, which hinders its process of producing a body of knowledge that will elevate the human conditions and posit it for all-round development. Therefore, the methodology shall be purely analytic in nature.

АКСІОПСИХОЛОГІЧНІ ЗАСАДИ РОЗВИТКУ СУЧАСНОЇ ВИЩОЇ ОСВІТИ

1970 ◽  
Vol 6 (1) ◽  
pp. 81-89
Author(s):  
Галина Радчук
Keyword(s):  
Higher Education ◽  
Educational Process ◽  
Semantic Field ◽  
Semantic Approach ◽  
Education Development ◽  
Theoretical Understanding ◽  
Technical Aspects ◽  
Production Of Knowledge ◽  
Modern Education ◽  
A Value

Статтю присвячено проблемі теоретичного осмислення аксіологічних аспектів розвитку сучасної вищої освіти. Проаналізовано чотири основні парадигми сучасної вищої освіти: когнітивну, компетентнісну, особистісно зорієнтовану і культурологічну. Показано, що на теоретичному рівні відбулося різке звуження смислового поля науково-педагогічної рефлексії: увага звертається на виробництво суми знань, заданої соціальної поведінки, технологій діяльності майбутнього фахівця. Обґрунтовано, що нерозробленість філософсько-методологічних засад сучасної вищої освіти призводить до орієнтації на формальні, технологічні аспекти освітнього процесу. Відтак, у першу чергу страждає освіта в її гуманітарному розумінні. Показано, що когнітивно-компетентнісний компонент освіти має інструментальний характер стосовно основної цінності – культурного, особистісно-смислового розвитку людини, а вирішення проблеми ціннісних орієнтирів  розвитку сучасної вищої освіти пов’язане з необхідністю реалізації ціннісно-смислового підходу. The article focuses on theoretical understanding of axiological aspects in modern higher education development. The author analyzes four main modern education paradigms: cognitive, competent, personality oriented and culturological. It is shown that there has been a dramatic narrowing of semantic field in scientific and pedagogical reflection – attention is drawn to production of knowledge, given social behavior, and working technology of a future expert. It has been proven that insufficient development of philosophical and methodological foundations of modern higher education leads to shifting the focus towards formal technical aspects of educational process. Primarily, this affects education in its humanitarian sense. The author shows that cognitive and competence education component has instrumental character regarding the main value – cultural and personal-semantic development of a person. Implementation of a value-semantic approach can resolve the issue of value orientation in modern education.

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