The Symbolism of Archaic Rites, Signs, and Superstitions of Teleuts

The chapter is devoted to the description of the cultural traditions of the indigenous people of the North-Teleuts, which currently numbers approximately 2,600 persons. It gives an analysis of signs and superstitions of the Teleut people. There are considered two archaic ritual symbol of female “эмегендер/emegender” and male “сомдор/somdor” amulets. The burial ceremony of Teleuts and Telengits is described. The chapter consists of three sections, written by the project executors “Language and culture of Teleuts,” which is supported by grant RHSF/RFBR Nº 17-04-00252 ONG/18.

Assessment and Meta-Assessment

This chapter describes the theoretical model of ecodesign of formative assessment in higher education. In this context, the formative assessment is the technology of measurement, feedback, and appreciation that guides the training of teachers' professional competences throughout their lives. The basic idea reflected in the chapter starts from the assumption that the teacher, the student, and the content are co-participants in the learning process, the maintenance of the process being assured by communication with feedback. The chapter consists of three sections. The first section describes the differences between the classical model and the extended model of formative assessment, the latest definitions of formative assessment, meta-assessment, and ecodesign. In the second section are presented the contradictions on the basis of which the research problem is established. The chapter ends with the theoretical model of the ecosystem of the formative assessment based on the instructional dynamic and flexible strategy and also with the training program of formative assessment competence.

Social Partnership and Distance in Representations of Subjects of Pedagogical Processes (Group Research)

The environmental approach in the humanities has become widespread due to the request of pedagogical and organizational practice. The spatial component can be diagnosed, built, or adjusted by measuring and controlling the social distance between the subjects of the educational process. The indicator of social distance is a diagnostic sign of trust and security in the educational process. The measured characteristics of physical space, including distance to objects, are used to describe the perceived positions in society and in relation to other participants of interaction. Contradictions and conflicts appear as a result of divergence in perceived social distances that determine the attitudes and norms of interaction between subjects of the educational process. The chapter showed that the conditionally unfavorable environment is characterized by the fact that perceived social distances are more important up to the preference not to see other subjects of the educational process.

Ecological Approach to Learning and Communication

This chapter applies an ecological approach to learning and communication to analyze the impact of rhetoric communication on oratory competence. In the introductory section, it is analyzed the evolution and future trends of rhetoric and oratory as well as the importance of planning and management the university didactical processes from the perspectives of ecosphere, ecosystem, ecology, rhetoric situation, etc. It is pointed that in our current, globalized world, university education serves as the focal focus on verbal communication. The university education cannot escape from the pressure of their global and local environment. In the background, the authors analyze the evolution of rhetoric in accordance with general system theory and communication theory. The focus of the chapter is devoted to the development of the oratory competence. A novel model of rhetoric communication is described in detail. The chapter finishes with conclusions and future research regarding the applicability of the proposed model.

E-Learning Ecosystems Through the Co-Creation of Value From Service Ecosystems

Recently the e-learning community has begun to view the e-learning environment as a self-sustaining ecosystem that provides learners with the tools and surroundings they need to achieve their learning. An e-learning ecosystem is a community where organisms interact with one another and with their physical environment. Every organism has a role to fulfil and there must be a harmonious balance between all aspects of the ecosystem in order for the organisms to flourish and evolve. An e-learning system can be considered as a service system—the application of competences for the benefit of another. What exactly are the characteristics of an e-learning ecosystem and how can e-learning professionals create such an ecosystem that provide values for the different elements of the e-learning ecosystem? This chapter shows the concepts of service ecosystems that can be used to design an effective e-learning ecosystem that will provide value to the different stakeholders involved.

Communities of Practice

Despite continued efforts of educational professionals to develop a quality, meaningful classroom experience for teachers and students, relevant to employability, there still exists in the USA a skills gap. This gap has created a lack of a competitive advantage in the national and global marketplace as well as a low return on investment. There is a growing consensus that highly developed education systems are unlikely to be capable of the kind of change which is urgently needed. Community-building in education is not just about creating or defining a new work for teachers to do collaboratively. It is about changing a school's professional culture. Establishing communities of practice (CoP) involves the whole educational experience. Engaging with learning has become a central focus for educators, administrators, business, and community leaders. This chapter attempts to bridge the gap between the either-ors by presenting a learning ecosystem and three case studies highlighting successful CoPs.

Model of Forming Mathematical Notional-Terminological Apparatus in Elementary School Children

Terminology is one of the constituents of the scientific knowledge system. Mastering terminology means to learn the extent and content of notions, and also to use these terms in work. The problems of terminology formation were studied by Bogoyavlensky, Galperin, Talyzina. In the studies of Vygodsky, the inner speech derives from conversational speech in a way of changing its function and consequently its structure. Though there has not been developed complete methodic conception of forming terminology apparatus in children, the chapter is intended to describe a model that forms mathematical terminology apparatus in the process of teaching. The main methods of studies were psychology literature analysis, educational process analysis (teaching mathematics), watching and testing elementary school children in Russia.

Responsive Teaching in the Conditions of Intercultural Communication

The purpose of this chapter is to inform educators and teachers about the central role of communication in today's classroom, confronted with the actual reality of cultural diversity. That includes the cultural diversity of children but also of the educators. The author ia particularly interested in helping teachers understand the ways in which diversity influences classroom communication and learning orientations. Analyzing intercultural competencies, there will be a better understanding of student-teacher communication and interaction. The new way of implementing the intercultural education ideas is the culturally responsive teaching, presented in this chapter with its most important characteristics. Teachers can also use different means of communication in classrooms, and that is why the author gave a great importance to exploring the communication skills that are indispensable to any teacher in his/her educational interaction. All these modern educational elements are included in a larger ecological perspective, which includes behavioral modification and a better integration in the environment.

Teleuts' Family and Kinship Ties

The chapter is devoted to the description of current state of the Teleut language and culture (the indigenous minority of the North) in terms of contemporary socio-demographic processes, taking place in this ethnos, as well as in the aspect of reflecting of the Teleut language with the help of polysemantic units, understanding about family and kinship ties. Extralinguistic factors affecting the specificity of the bilingual linguistic personality of modern Teleuts are analyzed. The linguocultural conceptions about kinship ties, recorded in the Teleut linguistic worldview, are studied. The specificity of polysemy in the Teleut language is determined, based on the material of linguistic units, which call different types of kinship ties. The chapter consists of three sections, written by the project executors “Language and culture of Teleuts,” who were supported by grant RHSF/RFBR Nº 17-04-00252 ONG/18.

Education Ecosystems in the Anthropocene Period

Learning and communication received much attention in applied learning theory since it provides instructional designers with opportunity to plan and innovative learning environments and spaces. However, not only do many teachers find learning and communication demanding, it also remains unclear what they should do to foster learning and communication in teaching and self-directed learning activities. This chapter investigates the issue of learning and communication from the perspective of ecology science and phenomenology. The first objective aims to identify new drives and ecological events within behavioral and cognitive processes. The second objective is to describe the concept of education ecosystem, its structure, and functions. Results show that important drives of ecological ecosystems are information overload, extra time of working on computer, old classroom settings, and the old content of textbooks This leads to importance of the practical application of the cognitive and organisational ergonomics norms in learning design. In addition, is important to remark that the behavior of drives, influenced by personalized events, marks the capacity of learning and communication of each individual.