PEMBINAAN PEMBELAJARAN DARING SELAMA PANDEMI COVID 19 Di SMK PERMATA HARAPAN BATAM

This service aims to provide online learning guidance during the COVID-19 pandemic which was carried out at the Permata Harapan Vocational School in Batam. This training was carried out for 4 meetings using the zoom application. Community service activities in the form of educational development for Permata Harapan Vocational High School students can provide benefits by applying the methods of implementing training activities, discussions and questions and answers. This service was attended by Mr. Miftahul Ilmi and Mrs. Lolita as teachers at Permata Harapan school and also attended by 20 students. The results obtained from this activity are: the ability of students to the digital world increases, especially for the applications used and the available tools. Students also feel they have a high curiosity to understand the applications used and are interested in the menus offered. The ability to adapt to the online learning system is very necessary for current conditions, where the presenter also conveys motivation to students to continue to be able to follow the lesson well.

Caring for Our Communities of Practice in Educational Development

Our paper names the importance of communities of practice for ourselves as educational developers, inviting us to witness and name: the communities in which we belong; the important functions they engage; who they nurture and how; and what visible and hidden labor is undertaken to sustain these communities. We include narratives from educational developers who share examples of the functional roles and relational meanings from their membership in different communities of practice. Through these stories, we amplify the particularly important role these groups have played in our professional and personal lives during 2020. As these groups are fragile, we end with specific actions we can take to tend to our communities of practice, maintaining them so that they will provide us support and shelter into the future.

Educational Development in Hadhramaut

This chapter will define the goals and describe the methods of Friends of Hadhramaut's (FOH), a UK-based charitable trust, efforts to nurture the seeds that will evolve to embrace the goals of the knowledge economy (KE) in Hadhramaut. As a charitable organization, FOH focuses its support on the health/medical and educational sectors of society. FOH has made additional strides to focus on girls' education and on those who have what we call “learning disabilities,” a label which covers a broad range of dysfunctions. This chapter will focus on FOH's methodology and achievements in the educational sector.

Marginalization of Pupils With Disabilities in Educational System

The educational development history of pupils with disabilities is characterized by a very slow change in the social awareness that their specialty and importance are not obstacles for successful inclusion in education and society. The obstacles to the full integration of these pupils into the educational process, as well as other segments of social life, are the result of the community's attitude towards people with disabilities, often based on their marginalization and extradition. However, when disability is viewed as only one of the personality specificities, through the adjustment of the environment, it influences the fact that the attitude of the society towards the person with disabilities is not an obstacle in the development of the personality and its socialization. In this sense, society as a whole plays an important role in the optimal development of each member, and therefore we will deal with the problem of inclusion and education as well as the importance of involving children with disabilities in the educational system.

Finding Our Voice: Highly Flexible ED for the HyFlex World

The COVID-19 pandemic brought about unprecedented changes in our approach to delivering educational development (ED) programming. In this article we discuss how our dual ED centers pivoted during the sudden switch to online learning, highlighting how we overcame challenges such as a small staff, tight timelines, and faculty anxieties. Particularly, we explore how we adapted to the university’s investment in technologically advanced Hybrid-Flexible (HyFlex) classroom spaces and utilized a multi-pronged team approach to provide effective and timely ED to faculty. By identifying key faculty leaders, identifying multiple sources of data, and using multiple modalities, we supported the faculty in their mission to effectively serve their students during this difficult and stressful time. In pivoting from a triage approach to more tactically focused development, the two ED centers discovered that they could more effectively serve faculty (and by extension students) by shattering the structural silos that had previously defined them and instead working as a unified entity.

An Efficient and Coherent Pipeline for Graduate Student and Postdoctoral Scholar Educational Development

As higher education shifts toward a culture of evidence-based teaching practices, future faculty are seeking opportunities to develop their pedagogical knowledge and skills. Many centers for teaching and learning (CTLs) have not proportionally grown in resources to meet the demand for graduate student and postdoctoral scholar programming (e.g., teaching certificates and pedagogy seminars). This article presents a model of a wide-ranging, coherent pipeline of educational development for graduate students and postdoctoral scholars managed by a CTL with modest staffing.

Assessment of the level of scientific interaction between pedagogical universities and educational development institutions

Introduction. Pedagogical universities and educational development institutes (EDIs) have a single activity space. However, the interaction in the scientific field between these educational institutions currently needs to be improved, and this requires an assessment of the current level of interaction. The research purpose is to analyze the current level of scientific interaction between pedagogical universities and EDIs. Materials and methods. The level of interaction between organizations was assessed in accordance with the model by L. Borrell-Damian et al. by three parameters: 1) the content of joint activities; 2) legal aspects of interaction; 3) the main forms of communication. The study involved EDIs and pedagogical universities subordinate to the Ministry of Education of the Russian Federation from 46 regions of Russia (35 EDIs and 20 pedagogical universities), which representatives filled out a questionnaire using Google Forms. Results. The study shows that in scientific interaction, educational institutions primarily use its short-term options, among which scientific-practical conferences were most often indicated (70% of pedagogical universities and 74.3% of EDIs). Long-term options for scientific interaction are used much less often than short-term ones (the differences are significant for p≤0.0001, χ2EDIs=32.08, χ2pedagogical universities=1.54). The availability of a network interaction agreement was indicated by 45.7% of representatives of the EDIs and 25% of the pedagogical universities. Moreover, joint activities in scientific work plans is indicated by a significantly larger number of respondents: 50% of the pedagogical universities and 68.6% of the EDIs. The main communication option in the scientific sphere is an informal one, which is based on direct personal contacts (70% of the pedagogical universities and 77.1% of the EDIs). Formal communications are two times less common, the differences are statistically significant (χ2EDIs=20.63, χ2pedagogical universities=14.4, p≤0.0001). Conclusion. The current system of scientific interaction between pedagogical universities and EDIs may be assigned to the project level, since it is built on informal personal communications, focused on individual scientific projects with limited implementation periods, which are implemented with the execution of short-term contracts. Raising the level of partnership interaction up to a strategic one will increase the productivity and efficiency of scientific partnership.