Art And Exceptionality: Addressing Art Fear And Fear Of Difference In An Introductory Art Course

University educators designed and co-taught a course which involved collaborative artmaking and learning with a community-based arts organization that serves individuals with disabilities. Their goal was to help university students examine the potential of art and how it applies to their personal and professional lives. They sought to better understand how to nurture a feeling of artistic agency in undergraduate students who do not define themselves as artists. Educators found that students benefited from an exploration of art fear through an inclusive approach to art creation. Keywords: Art fear; Disability; Collaborative artmaking; Higher education; Experiential learning. Résumé : Des éducatrices et éducateurs universitaires ont conçu et co-enseigné un cours axé sur la création artistique et l’apprentissage coopératif au sein d’un organisme communautaire voué aux arts qui dessert des personnes en situation de handicap. Leur objectif était d’aider les étudiant.e.s universitaires à analyser le potentiel de l’art et son impact sur leur vie personnelle et professionnelle. Ils voulaient savoir comment alimenter une volonté d’action artistique chez des étudiant.e.s de premier cycle qui ne se considèrent pas des artistes. Les éducatrices et les éducateurs ont remarqué qu’aborder la peur de l’art sous une optique de création artistique inclusive était bénéfique. Mots-clés : peur de l’art, handicap, création artistique collaborative, éducation supérieure, apprentissage expérientiel.

An Analysis of the Feasibility and Path of the Integration of “Curriculum Ideological and Political Education” Concepts and College Martial Arts Subjects in the Background of the New Era

With the development of my country's big data, cloud computing and other information technologies, college curriculum ideological and political education is accelerating the innovation and development, and the promotion of the integration and synergy of curriculum ideological and political education and specific disciplines is also the focus of current higher education. Based on the particularity of martial arts courses, martial arts culture plays an important role in guiding and regulating the development of courses. Among college physical education courses, martial arts courses are also the closest ideological and political courses. Based on this, this article uses literature method, interview method and other research methods to explore the new era background, feasibility and path of the integration of ideological and political elements and college martial arts discipline literacy. It is hoped that based on the above analysis, we will build a new era of college martial arts. Disciplinary development, comprehensive implementation of the university’s goal of "Leading Morality and Cultivating People", and providing suggestions and suggestions for collaborative education.

Research on the Cultivation Model of Collaborative Innovative Talents for Interdisciplinary Engineering Training

Through school-enterprise cooperation, jointly formulate industry-university cooperation and collaborative education programs, build innovative talent training models and curriculum systems, strengthen internship training, highlight practical capabilities, and cultivate the combination of knowledge and skills, technology and management, ability and quality combining applied talents. Establish cross-disciplinary and professional innovation courses, explore the establishment of a new mechanism for cross-faculty, cross-disciplinary, and cross-professional training of innovative and entrepreneurial talents, and promote the transformation of talent training from a single type of discipline to a multi-disciplinary integration.

Analysis on the Education Mechanism of the “Learning Power” Platform from the Perspective of Media Convergence

As a media learning platform, the “Learning Power” platform integrates the advantages of the internet, big data, and new media. Through the supply of massive explicit and implicit learning resources as well as the construction of the interactive space of “Learning Power,” it fully embodies the education mechanism of moral education. Specifically, it is reflected in the distinctive political position and the education goal mechanism of “moral education,” the education operation mechanism of “explicit and implicit unity,” the learning mechanism of “autonomy and cooperation integration,” and the feedback incentive mechanism of “gamification.” The organic combination and interactive operation of these four mechanisms form a collaborative education mechanism system of goal orientation, education operation, learning process, and feedback incentive.

“Co-construction” to “Symbiosis”: Research on the Integrated Governance Mechanism of Industrial Colleges in Higher Vocational Colleges

Industrial colleges are the connection point between higher vocational colleges and enterprises to carry out in-depth collaborative education. At present, there are three forms of industrial colleges: surface cooperative industrial college focusing on order cooperation, middle-level industrial college relying on industry development, and deep cooperative industrial college with integrated development. There are several common problems among the three forms of industrial colleges, such as vague positioning, unclear division of responsibilities and rights between both parties, and “free riding” at all levels. In order to establish symbiotic industrial colleges, there is a need to change the concept first, then establish and improve the system, and finally, establish a cross-border teacher pool.

Whose voices should shape global health education? Curriculum codesign and codelivery by people with direct expertise and lived experience

There are contrasting opinions of what global health (GH) curricula should contain and limited discussion on whose voices should shape it. In GH education, those with first-hand expertise of living and working in the contexts discussed in GH classrooms are often absent when designing curricula. To address this, we developed a new model of curriculum codesign called Virtual Roundtable for Collaborative Education Design (ViRCoED). This paper describes the rationale and outputs of the ViRCoED approach in designing a new section of the Global Health Bachelor of Science (BSc) curriculum at Imperial College London, with a focus on healthcare in the Syrian conflict. The team, importantly, involved partners with lived and/or professional experience of the conflict as well as alumni of the course and educators in all stages of design and delivery through to marking and project evaluation. The project experimented with disrupting power dynamics and extending ownership of the curriculum beyond traditional faculty by codesigning and codelivering module contents together with colleagues with direct expertise and experience of the Syrian context. An authentic approach was applied to assessment design using real-time syndromic healthcare data from the Aleppo and Idlib Governorates. We discuss the challenges involved in our collaborative partnership and describe how it may have enhanced the validity of our curriculum with students engaging in a richer representation of key health issues in the conflict. We observed an enhanced self-reflexivity in the students’ approach to quantitative data and its complex interpretation. The dialogic nature of this collaborative design was also a formative process for partners and an opportunity for GH educators to reflect on their own positionality. The project aims to challenge current standards and structures in GH curriculum development and gesture towards a GH education sector eventually led by those with lived experience and expertise to significantly enhance the validity of GH education.

The integration of industry and education promotes a win-win cooperation between university talent training and enterprise development Take Excellent Cases of Ministry of Education University-Industry Collaborative Education Program "Cross-border e-commerce and cases" as an example

This article briefly elaborates the requirements for the development of cross-border e-commerce in universities to keep up with the times, introduces the excellent cases of the Ministry of Education University-Industry Collaborative Education Program "Cross-border e-commerce and cases" project results and experience, and shares University-Industry Collaborative Education Program promotes enterprises to develop teaching software, compile teaching materials, establish academic journals, carry out educational training and media promotion experience, and put forward suggestions for improving cross-border e-commerce teaching.

PERSON-CENTERED TECHNOLOGY OF COLLABORATIVE EDUCATION

This article is based on the experience of well-known Uzbek, Russian and foreign educators, namely: A. Avloni, Fitrat, H. H. Niyazi, K. D. Ushinsky, N. P. Pirogov, L. N. Tolstoy, Ya. .Korshak, V.A. Sukhomlinsky, K.D. Makarenko, S.T. Shatsky, Y.A. Kamensky, J.J. Russo, K. Rodgers, E. Bern and others.