Thematische Bibliographien / Communication in education

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Communication in education“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 29. Juli 2024

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Zeitschriftenartikel zum Thema "Communication in education"

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Paramar, Bharat. „Communication in Library Education System“. Indian Journal of Applied Research 1, Nr. 12 (01.10.2011): 111–13. http://dx.doi.org/10.15373/2249555x/sep2012/38.

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Margaret Roberts, Mary. „Communication Education and Communication Education: on Editing and Teaching“. Communication Education 51, Nr. 4 (Oktober 2002): 360–63. http://dx.doi.org/10.1080/03634520216530.

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Vlăduţescu, Ştefan, Claudiu Marian Bunăiașu und Alexandru Constantin Strungă. „Decision Communication in Education Management“. International Letters of Social and Humanistic Sciences 44 (Dezember 2014): 53–60. http://dx.doi.org/10.18052/www.scipress.com/ilshs.44.53.

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In the decision making process in education management, the communicational component has an important role. Communication is the sine qua non factor of the decision. Since it takes place in the decision situation, the type of communication that permeates the processes of making and implementation of managerial decisions was named decision communication.
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YAMAMOTO, Tomohito. „Education and Communication“. Journal of JSEE 56, Nr. 4 (2008): 162. http://dx.doi.org/10.4307/jsee.56.4_162.

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Aula-Media. „Education in communication“. Comunicar 10, Nr. 20 (01.03.2003): 195–97. http://dx.doi.org/10.3916/c20-2003-29.

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The digital magazine «AulaMèdia» (www.aulamedia.org) organized in the last October a few days to present the «Projecte EduCom», investigation realized during last year and a half with the help of the Foundation Jaume Bofill, on the condition of the Educat La revista digital «AulaMèdia» (www.aulamedia.org) organizó en octubre pasado unas jornadas para presentar el «Proyecto EduCom», investigación realizada durante el último año y medio con la ayuda de la Fundación Jaume Bofill, sobre el estado de la Educación en Comunicación en las comunidades de habla catalana. El proyecto es un estudio que describe el marco socioeducativo de la Educación en Comunicación (prensa, radio y televisión), analizando el desarrollo en los currículos de la educación primaria y secundaria, proponiendo líneas de actuación y realizando propuestas pedagógicas. El trabajo recoge también experiencias en los centros educativos, aportando una selección de las actividades más innovadoras que se están realizando.
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Chow, Clement H. M. „Education, communication, technology“. Educational Technology Research and Development 37, Nr. 3 (September 1989): 114–15. http://dx.doi.org/10.1007/bf02299065.

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VanSlyke Turk, Judy. „Assessing communication education“. Public Relations Review 21, Nr. 3 (September 1995): 258–59. http://dx.doi.org/10.1016/0363-8111(95)90026-8.

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VOLKOVA, SVETLANA. „LANGUAGE, COMMUNICATION AND PHILOSOPHY OF EDUCATION“. Studia Humanitatis 21, Nr. 4 (Dezember 2021): 4–9. http://dx.doi.org/10.15393/j12.art.2021.3781.

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The author argues that understanding crisis phenomena in an education system, as well as conditions of upgrading this system, is connected with development of a philosophy of education focused on such categories as language and communication. The heuristic and productive nature of theory of communicative action and hermeneutics is shown while comprehending the specific nature of learning environment where a pedagogical interaction between a teacher and students is carried out. Taking into account the ideas of J. Habermas, H. G. Gadamer and L. Wittgenstein, it is shown that education is a process of human development if it is organised as a process of searching for and generating meanings by the students. This educational process model corresponding to essential human need for self-understanding and self-expression.
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Petani, Rozana, und Matilda Karamatic Brcic. „Family environment, communication and media education“. Perspectives of Innovations, Economics and Business 14, Nr. 3 (05.08.2014): 132–42. http://dx.doi.org/10.15208/pieb.2014.15.

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Duc Hoi, Dinh. „Preschool Education Students’ Communication Skill“. American Journal of Educational Research 6, Nr. 5 (23.04.2018): 485–89. http://dx.doi.org/10.12691/education-6-5-19.

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Dissertationen zum Thema "Communication in education"

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Hagemeier, Nicholas E. „Patient Communication and Education“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5434.

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Marks, Lori J. „Augmentative Communication“. Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/3700.

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ANTUNES, FLAVIA LOBO DE CASTRO. „BUILDING CONTENT FOR EDUCATIONAL TV PROGRAMS: COMMUNICATION AND EDUCATION CHALLENGES“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=25441@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
A dissertação trata das questões enfrentadas por profissionais de comunicação e educação, que trabalham na produção de conteúdo para TV educativa. O estudo de caso, desenvolvido com 10 produtores da MultiRio, no período de maio a julho de 2014, seguiu a abordagem qualitativa. O foco da análise é a percepção de conteúdo educativo compreendida por estes profissionais e como esta acepção norteia a produção destes programas. A TV educativa, lócus desta pesquisa, apresenta características comuns ao meio, como entretenimento e informação. Todavia, possuiu peculiaridades, constituindo o objetivo primeiro deste tipo de emissora: educar e formar a audiência. O presente trabalho desenvolve-se a partir da Pedagogia da Comunicação, desenvolvida por Mario Kaplún, no estudo da educação e da comunicação, configurando o que o autor chamou de educação informal, assumindo esta modalidade de TV seu papel na promoção do desenvolvimento humano. A MultiRio é a empresa municipal de multimeios, vinculada à Secretaria Municipal de Educação do Rio de Janeiro. Os objetivos da empresa são a articulação entre a sociedade e a educação, atuando ainda na capacitação continuada de professores e alunos da rede pública municipal. Desde sua criação, em 1993, foram mais de 4.200 programas produzidos e veiculados em sistema aberto e fechado de televisão. As considerações do estudo demonstram a existência de conflito entre as duas áreas, evidenciando uma tensão entre aprendizagem e entretenimento, sugerindo que este conflito pode ter origem na percepção sobre o papel da escola e do ensino na sociedade e desta através da TV.
This dissertation brings questions which are faced by communication and education professionals who work with content production for educational TV. This is a case study that has a qualitative approach. It was developed from May to July of 2014 with ten producers who work at MultiRio. The focus of this analysis is to perceive how these professionals comprehend educational content and also to understand how this perception influences the production of these programs. Educational TV has its own characteristics such as entertainment and information. However, it has its peculiarities. The first goal of this kind of station is educating and achieving viewership. This research was developed within the studies of Mario Kaplún on Pedagogy of communication. This author brought the concept of informal education assuming that this type of TV plays a role in promoting human development. MultiRio is a city government company which is connected to the Educational Secretary of the city. The company goals are mainly to articulate society and education as well as promoting continued formation for students and teachers from public schools. Since its creation, the company has produced and aired more than 4.200 programs both on open and paid TV. This study found out that there is a conflict between the two fields which showed a tension between learning and entertaining. It suggests that this conflict may have been originated in the perception about the role of the school and the role of teaching in the society and through TV.
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Diodato, Denielle. „Speech and language disorders in preschool age children : Picture exchange communication system (PECS), a strategy a regular classroom teacher can implement to improve communication skills /“. Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_dioda_speec.pdf.

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Buckner, Marjorie M. „Parents' Expressed Educational Dissent in Middle School Education Systems“. UKnowledge, 2015. http://uknowledge.uky.edu/comm_etds/38.

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Hoy and Miskel (2008) and Weick (1976) conceptualize schools as organizational systems of which parents comprise part of the organization. Specifically, parent involvement includes such behaviors as assisting students with homework, participating in policy decisions, and providing feedback (Barge & Loges, 2003). Parent involvement is largely championed in K12 education and particularly in middle schools (e.g., Coalition of Essential Schools, 1993; Texas Education Agency, 1991). In fact, both parents and teachers value building positive parent-teacher relationships (Kalin & Steh, 2010) and may communicate regarding a variety of topics including student academic performance, classroom behavior, preparation, hostile peer interactions, and health (Thompson & Mazer, 2012). However, while parents and teachers report valuing positive parent-teacher interactions, Lasky (2000) found that “teachers and parents sometimes felt confused, powerless, and misunderstood as a result of their interactions” (p. 857). One specific type of parent-teacher communication that may lead to dissatisfying interactions is parent expressed educational dissent (PED). Similar to organizations and workplaces that do not value dissent as a feedback process increasing democratic discourse in the system, schools may actively attempt to avoid potentially negative or conflict-inducing communication such as dissent (Ehman, 1995). Scholars (e.g., Davies, 1987; Fine, 1993; Sarason, 1995) note the importance of dissent and parent involvement in education systems, and case studies espouse positive changes within education systems as a result of parental dissent (e.g., Ehman, 1997). In order to better understand PED, this dissertation project seeks to (a) examine why parents express dissent in educational systems, (b) identify how parents express dissent in educational systems, and (c) measure how PED affects members of the educational system. To accomplish these goals, the author conducted a series of focus groups with teachers and parents, developed a measure of PED, and disseminated a survey to both parents and teachers assessing the antecedents and possible outcomes affected by PED. The findings of this research aim to improve organizational communication within middle school education systems such that schools may develop prosocial strategies for (re)framing and addressing PED.
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Ramcharan, Aneel. „Managing human resources in education : applying organisational communication in educational management“. Thesis, University of Zululand, 2004. http://hdl.handle.net/10530/321.

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A thesis submitted in fulfilment of the requirements for the Degree of D.Litt in Communication Science, University of Zululand, 2004.
Human Resource Management has become one of the most discussed approaches to the practice and analysis of employment relationship in our modern society. In this thesis I present my recommendations that organisations will function more effectively and efficiently if the people who work in them are encouraged to develop professionally and to use that approach to undertake organisational tasks. Increasingly human resource management is being recognised as crucial, not only to the individual but also to the promotion of effective and efficient organisations. In this thesis I will focus on educational management in two ways — from the perspective of the individual and from the perspective of the organisation. Educational management is a diverse and complex range of activities calling on the exercise of considerable knowledge, skill and judgement by individuals, but its practice is dependent on the culture of particular organisational settings. I focus on this constant interplay between individual capability and organisational requirements, which make human resource management for educational managers both challenging and exciting. In this thesis I will examine how the concepts, skills and insights gained through professional development can be applied by educational managers to specific organisational tasks and systems. At best this thesis encourages school managers to ask questions about their own organisations and to develop their own solutions appropriate to their organisations. My research involves a mixture of theory and practical examples, which it is envisaged will spur students of learning and educational managers to apply and refine in the future. In the final phase of my research I reveal how the concepts, skills and insights gained through professional development can be applied bv educational managers to specific organisational tasks and systems in the effective use of human resources.
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Fullerton, Lindsay K. Barton Matthew. „Curriculum & program change manual“. [Cedar City, Utah : Southern Utah University], 2009. http://unicorn.li.suu.edu/ScholarArchive/Communication/FullertonLindsay.pdf.

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Thesis (M.S.)--Southern Utah University, 2009.
Title from PDF title page. "March 12, 2009." "In partial fulfillment of the requirement for the degree [of] Master of Arts in Professional Communication." "A capstone project presented to the faculty of the Communication Department at Southern Utah University." Dr. Matthew Barton, Thesis Supervisor Includes bibliographical references (p. 95-98).
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Radford, Benjamin. „Misinformation in eating disorder communications| Implications for science communication policy“. Thesis, State University of New York at Buffalo, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1546959.

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Though eating disorders are a serious public health threat, misinformation about these potentially deadly diseases is widespread. This study examines eating disorder information from a wide variety of sources including medical journals, news reports, and popular social activist authors. Examples of misinformation were identified, and three aspects of eating disorders (prevalence, mortality, and etiology) were chosen as key indicators of scientific illiteracy about those illnesses. A case study approach was then adopted to trace examples of misinformation to their original sources whenever possible. A dozen examples include best-selling books, national eating disorder information clearinghouses; the news media; documentary feature films; and a PBS television Nova documentary program. The results provide an overview of the ways in which valid information becomes flawed, including poor journalism, lack of fact-checking, plagiarism, and typographical errors. Less obvious—and perhaps even more important—much of the misinformation results from scientific research being co-opted to promote specific sociopolitical agendas. These results highlight a significant gap in science communication between researchers, the medical community, and the public regarding these diseases, and recommendations to address the problem are offered.

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Rugbeer, Hemduth. „Communicating by ordering electrons : the development of electronic communication as part of a secondary school Communication Science curriculum in the Language, Literacy and Communication learning area“. Thesis, University of Zululand, 2001. http://hdl.handle.net/10530/314.

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A thesis submitted in fulfilment of the requirements for the Degree of MA in Communication Science, University of Zululand, 2001.
In this thesis I focus on the introduction of Electronic Cornmunication as part of an envisaged Communication Science curriculum in the Language, Literacy and Communication Learning area of the Further Education and Training band. In the course of my thesis I will show that the requisite elements of verbal and written cornmunication are dispersed throughout the Language, Literacy and Communication learning area in the General Education and Training band, and that they can be utilised as basis for formally introducing Communication Science, as a subject in the Language, literacy and Communication learning area in the Further Education and Train¬ing band. I also show that electronic communication will form a crucial area of study in such a Communication Science curriculum. I argue that due to the diversity of cultures in South Africa, cross-cultural cornmunication is required in such a curriculum. I also argue that by the very na¬ture of Outcomes-Based Education it is necessary to have a subject into our school curriculum that will form an interface with conceptual learning and experiential learning, that will contextu-alise language study within the more comprehensive scope of forms of human communication, and that will form an interface between the humanities and science to prevent the humanities from becoming soft options in Further Education and Training band learning programmes. To this effect I focus on the crucial role of Constructivism as integrating theory to account for vari¬ous approaches to motivational learning, the primary form of learning required in Outcomes-Based Education. I examine the principles of curriculum construction in OBE and its associated culture of learn¬ing against the backdrop of the theory of Situated Cognition. This presents a platform to argue the case for Electronic Communication as part of Communication Science in the Further Edu¬cation and Training band curricula in South African schools.
National Research Foundation
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Marks, Lori J., und M. L. McMurray. „Core Vocabulary in Augmentative Communication“. Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/3539.

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Bücher zum Thema "Communication in education"

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D, Murray Michael, und Moore Roy L, Hrsg. Mass communication education. Ames, Iowa: Iowa State Press, 2003.

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Oliver, Boyd-Barrett, Mercer Neil und Open University. Communication and Education Course Team., Hrsg. Communication and education. Milton Keynes: Open University Press, 1987.

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Fehl, Pamela. Communication, education, and travel. New York: Ferguson, 2010.

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Abdallah-Pretceille, Martine. Education et communication interculturelle. 2. Aufl. Paris: Presses universitaires de France, 2001.

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H, Ang Peng, und Ramanathan Sankaran, Hrsg. Communication education in ASEAN. Singapore: Asian Media Information and Communication Centre, 2000.

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Louis, Porcher, Hrsg. Education et communication interculterelle. Paris: Presses universitaires de France, 1996.

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Thibodeaux, Terry Mark. Communication/education: Effective communication for the teacher. Dubuque, Iowa: Kendall/Hunt Pub. Co., 1991.

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A, Materese Stephanie, Bach Betsy und National Communication Association (U.S.), Hrsg. Communication programs in higher education. Washington, D.C: National Communication Association, 2004.

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Bareham, Steve. Communication : a priority in education. Vancouver, B.C: EduServ, 1987.

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1926-, Clark Margaret M., und University of Birmingham, Hrsg. Helping communication in early education. Birmingham: University of Birmingham, 1985.

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Buchteile zum Thema "Communication in education"

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Saeverot, Herner. „Communication“. In Indirect Education, 35–60. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003193463-4.

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Feldman, Evan, und Ari Contzius. „Communication“. In Instrumental Music Education, 402–13. Third edition. | New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429028700-25.

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Feldman, Evan, und Ari Contzius. „Communication“. In Instrumental Music Education, 437–48. 4. Aufl. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003366157-27.

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McHugh, Sheli, und Kristen Yarmey. „Education“. In Near Field Communication, 45–48. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-031-02036-0_6.

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Lebenhagen, Chandra. „Communication“. In Autism and Inclusive Education, 56–80. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781032687926-4.

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Sage, Rosemary. „Intercultural Communication“. In Paradoxes in Education, 113–45. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-185-8_7.

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Colapietro, Vincent. „Communication and Education“. In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-287-532-7_578-1.

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Halder, Santoshi, und Sanju Saha. „Communication and Communication Strategies“. In The Routledge Handbook of Education Technology, 56–73. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003293545-6.

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Stocklmayer, Susan. „Science Communication“. In Encyclopedia of Science Education, 1–2. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-6165-0_324-2.

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Stocklmayer, Susan. „Science Communication“. In Encyclopedia of Science Education, 868–69. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_324.

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Konferenzberichte zum Thema "Communication in education"

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Dementieva, T. G. „FOREIGN LANGUAGE ENVIRONMENTAL EDUCATION FOR SPECIALISTS AS A FACTOR OF SUCCESSFUL PREPARATION TOWARDS INTERCULTURAL COMMUNICATION“. In SAKHAROV READINGS 2022: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute of Belarusian State University, 2022. http://dx.doi.org/10.46646/sakh-2022-1-53-56.

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The purpose of additional adult education is the personal development of students as subjects of intercultural communication. Foreign language environmental education of specialists is one of the conditions for successful preparation for intercultural communication. To achieve this goal, teachers use various pedagogical technologies for teaching adults, which helps to increase the communicative motivation of adult students, increases their activity, and contributes to the intensification of the educational process. The article presents the experience of working with the educational material of the authentic textbook «EDITO A2», dedicated to the analysis of environmental problems in francophone countries: France, Belgium, Switzerland and Canada.
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Grujic, Tamara, und Ljiljana Krneta. „ENGLISH LANGUAGE AS EDUCATION BARRIER IN USING INFORMATION TECHNOLOGY“. In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-136.

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Education barriers in communication based on information technology (IT) could be caused by differences in students’ previous knowledge, teaching communication quality and personality of teachers, quality of textbooks and foreign literature, students’ interest for specific curriculum content, demographic potential of educational institution, as well as a quality of family support for a student. Teaching communication can be studied in terms of pedagogical and psychological theory, and on the other side in terms of informational and communicational theory. New forms of education barriers, caused by information technology and internet as a source of knowledge, are detected in all models of classical teaching communication. Based on analysis of numerous studies, education barriers could be classified as media, linguistic, psychological, sociological, technological, demographical, economic and other barriers. In our research we define education barriers as communicational obstacles in IT based learning which cause students’ poor achievement in all educational levels. The sample includes students from: higher grades of elementary schools, gymnasiums and vocational schools and higher educational institutions. All examinees are from the Republic of Serbia. Additional to teaching, psychological and IT experts, examinees’ parents also made a contribution to the research process. The focus of this paper is on language barriers of lower intensity which are present in all other educational barriers. Language barriers refer to foreign words and phrases, technical terms, abbreviations, and English as general language in communication within information technology users. Obtained data were course to statistical methods. For determining the relation between variables we applied the multiple-regression factor analysis according to Guttman-Kaiser criterion.
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Capogna, Stefania. „COMMUNICATION FOR EDUCATION“. In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1189.

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M. Gallant, Linda, Gloria M. Boone und Gregg Almquist. „Wireless Organizational Communication: A Framework for Communicative Informatics“. In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2709.

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As mobile communication becomes more pervasive, there is an increasing need to study the potential uses of wireless organizational communication. The difficulty in analyzing information and communication technology (ICT) in organizational communication is the unintentional split between information processes perspectives and human communication perspectives in the discussions of workplace technology. By merging two constructs, organizational informatics and organizational sensemaking, this paper develops a communicative organizational informatics (COI) framework, which provides a robust perspective on how people communicate through the uses of technology in organizational settings. This communicative informatics framework offers a powerful lens to study the meanings, understandings, uses and gratifications, and potentials of technology in organizations and how it can facilitate workplace communication. A COI analysis of a personal digital assistant (PDA), a Palm VII, with a live wireless connection to a company sales database is examined by applying a usability testing methodology.
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I.I., Ivanchenko, und Milov A.A. „NON-VERBAL MEANS OF COMMUNICATION IN MODERN MEDIA“. In "INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION". ДГТУ-Принт, 2021. http://dx.doi.org/10.23947/itno.2021.112-114.

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This paper shows the importance of non-verbal means of communication during a pandemic and highlights the threats and opportunities for the processes of transformation of communication channels against the background of quarantine measures. The growth of the role of network communication tools and a new impetus for the development of machine education and cloud technologies are noted. The modern classification of non-verbal means of communication in the theory of communications and special pedagogy is presented.
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Sousa, Paulo Cesar, und Lucilene CURY. „A New perspective to the Process of Education/Communication in the Era of Digital Technologies“. In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8242.

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This paper aims to discuss the challenges of higher education regarding the relationship between the university and the individual in the era of Information and Communication Technologies (ICTs). It proposes a new teaching-learning model that allows establishing an educational and transformative communication between university-student. Therefore, it is imperative to consider that technology by itself adds little to the construction of new knowledge and, in this sense, the university can wave towards the establishment of a new paradigm in the education-student relation. In order to justify this proposal, this paper will analyze how the course “Theory and Method of Research in Communication, taught in face-to-face format for the undergraduate students of the School of Communications and Arts of the University of São Paulo, will be converted into a distance-learning course. This conversion will contribute with the formation of new researchers in the scientific field and consequently with the democratization of knowledge. As it can be observed, the mass use of the e-learning modality in Brazil presents itself as a potential tool for consolidating this new teaching-learning model, when associated with the communication process
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LI, YUANTING. „THE CULTIVATION OF INTERCULTURAL COMMUNICATION TALENTS IN SINO-FOREIGN COOPERATIVE EDUCATION“. In 2021 INTERNATIONAL CONFERENCE ON ADVANCED EDUCATION AND INFORMATION MANAGEMENT (AEIM 2021). Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/aeim2021/36007.

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Abstract. The study mainly explores the main characteristics, existing problems and corresponding solutions of Sino-foreign cooperative education in cultivating intercultural communication talents. It adopts exploratory analysis and case studies through data collected principally from QMUL Engineering School, NPU and Glasgow College, UESTC. It is found that students in Sino-foreign cooperative education have strong intercultural communication competence since they have: 1) a good master of foreign language; 2) more opportunities to communicate and exchange with foreigners; 3) strong acceptance towards multi-cultures; 4) strong initiative and practical-ness to work or study abroad. However, problems and challenges exist, such as poor language output, superficial intercultural communication and unstable intercultural communicative approach. It is suggested to adopt diversified assessment modes, create an intercultural communicative environment and build an intercultural assistant mechanism to comprehensively promote the cultivation of intercultural communication talents in Sino-foreign cooperative education.
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Voci, Denise, und Matthias Karmasin. „Sustainability and Communication in Higher Education“. In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12831.

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Sustainability Sciences need communication to communicate knowledge effectively and to engage audiences toward sustainable development. Therefore, the present study examines to what extent media and communication aspects are integrated into sustainability science's curricula of higher education institutions in Europe. For this purpose, a total of n=1117 bachelor and master's degree programs and their related curricula/program specifications from 31 European countries were analyzed by means of content analysis. Results show that the level of curricular integration of media and communication aspects in the field of sustainability science is not (yet) far advanced (18%). This leaves room for a reflection on the perceived (ir-)relevance of communication as a crucial discipline and competence in the sustainability science area, as well as on the social and educational responsibility of higher education institutions.
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Cortoni, Ida. „DIGITAL MEDIA AND INCLUSIVE EDUCATION IN HOME-SCHOOLING“. In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end019.

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"The paper focuses on one of the aspects most investigated and monitored in recent years by the Desi index (Digital Economy and Society Index) on the digitization process in Europe, human capital, with an in-depth focus on primary school teachers. The emergent state of Covid 19 has had a strong impact in the field of education, so much so that the uses of digital technology and its applications are now an essential topic in public and political debate. The implementation of digital devices for education, during the lockdown, has necessarily led to a reflection on the methodological paths that can be applied and tested in the educational context. There are many uncertainties linked to the validity of new digital didactic approaches and to the communicative and transmissive effectiveness of the contents where the digital skills of teachers and families and the lack of adequate equipment risk compromising the objective of effective and inclusive education. How can educational quality and inclusion be guaranteed through digital communication, beyond socio-cultural inequalities? How can school digital capital guarantee new educational planning in the classroom? These are the main questions of the paper, which will focus on illustrating the communicative strategies of visual storytelling and graphicacy as tools for democratising digital communication, for sociocultural inclusion and for reducing sociocultural inequalities, by illustrating the structural framework and the main actions/strategy of the European Erasmus Plus project CAVE (Communication and Visual Education in homeschooling)."
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Atanasov, Anton, und Viktor Danchev. „Space communication system for education“. In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.050.

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This article describes EnduroSat’s Space Educational modules which are used to physically simulate radio wave communication in space applications for small satellite missions. The educational modules generate physical ultra high frequency radio waves and recreate the conditions of the environment. They can also simulate the effects of S-band and X-band frequencies by changing the losses accordingly while the physical simulation remains at ultra high frequencies. They are intended for practical hands-on exercises of students in the space communications sector. The modules utilize the same equipment currently used in space and are used to experimentally analyze the link budget, noises and error rate of signal. Simulating a given configuration of a satellite and ground station’s parameters with them exposes the system’s vulnerabilities and its reliability when transmitting signals. The system consists of two identical transceiver modules that can emit and receive information in the form of radio waves, and a free space propagation simulator module. Each of the modules connects via Universal Serial Bus to a host computer with the simulation software. In this paper we present the modules and some of their uses for education
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Berichte der Organisationen zum Thema "Communication in education"

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HarvestPlus, Research Program. Lessons learnt in nutrition education communication and advocacy. Washington, DC: International Food Policy Research Institute, 2022. http://dx.doi.org/10.2499/p15738coll2.136502.

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Soroko, Nataliia V., Lorena A. Mykhailenko, Olena G. Rokoman und Vladimir I. Zaselskiy. Educational electronic platforms for STEAM-oriented learning environment at general education school. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3884.

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The article is devoted to the problem of the use of educational electronic platform for the organization of a STEAM-oriented environment of the general school. The purpose of the article is to analyze the use of educational electronic platforms for organizing the STEAM-oriented school learning environment and to identify the basic requirements for supporting the implementation and development of STEAM education in Ukraine. One of the main trends of education modernization is the STEAM education, which involves the integration between the natural sciences, the technological sciences, engineering, mathematics and art in the learning process of educational institutions, in particular, general school. The main components of electronic platform for education of the organization STEAM-oriented educational environment should be open e-learning and educational resources that include resources for students and resources for teachers; information and communication technologies that provide communication and collaboration among students; between teachers; between students and teachers; between specialists, employers, students, and teachers; information and communication technologies that promote the development of STEAM education and its implementation in the educational process of the school; online assessment and self-assessment of skills and competences in STEAM education and information and communication technologies fields; STEAM education labs that may include simulators, games, imitation models, etc.; STEAM-oriented educational environment profiles that reflect unconfirmed participants’ data, their contributions to projects and STEAM education, plans, ideas, personal forums, and more. Prospects for further research are the design of an educational electronic platform for the organization of the STEAM-oriented learning environment in accordance with the requirements specified in the paper.
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Arévalo-Martínez, RI, R. Del Prado-Flores und RT Ramírez-Beltrán. Institutional Education of Communication Researchers and Media Literacy. The case of the PhD in Communication Research. Revista Latina de Comunicación Social, September 2016. http://dx.doi.org/10.4185/rlcs-2016-1121en.

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Tadevosyan, Gohar, und Swetal Sindhvad. Innovations in Information and Communication Technology Enhanced and Competency-Based Education. Manila, Philippines: Asian Development Bank, Juli 2024. http://dx.doi.org/10.22617/brf240350-2.

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Vivar-Zurita,, Hipólito, und Alberto García-García. Adaptation of official education and continuing professional development in the field of Communication. Revista Latina de Comunicación Social, 2012. http://dx.doi.org/10.4185/rlcs-067-959en.

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Severin, Eugenio. Projects for the Use of Information and Communication Technologies in Education: Conceptual Framework. Inter-American Development Bank, Februar 2010. http://dx.doi.org/10.18235/0008659.

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Incorporation of Information and Communication Technologies (ICTs) into areas of education is no longer optional. Countries, regions and schools are driven to develop new initiatives that take into consideration the incorporation of these tools into teaching and learning processes, so that education systems can connect the society¿s new demands for knowledge with the new characteristics of the learners who are part of these systems. This document presents and describes a Conceptual Framework that endeavors to support the design, implementation, monitoring, and evaluation of projects that aim to incorporate the use of ICTs for the purpose of improving the quality of education. It also presents a list of indicators that can aid in achieving this purpose if aligned with the Conceptual Framework itself. This work is part of the IDB-led initiative to develop, in tandem with other international organizations, a common Framework and Indicators that will lend support to decision making in different countries.
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Voloshynov, Serhii A., Halyna V. Popova, Alona Y. Yurzhenko und Ekaterina O. Shmeltser. The use of digital escape room in educational electronic environment of maritime higher education institutions. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3869.

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The paper is tended to investigate the gamification activities use in educational electronic environment of maritime higher education institutions. Gamification methods with examples are described (gamification testing, QR Code quest, storytelling and escape room). Comparative characteristic of traditional learning and learning using gamification in educational electronic environment is given in the article according to different criteria: the place and role of teacher or students in the learning process; type of information communication; methods of training; equipment; level of freedom of the actions; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of gamification activities based on escape room quest to form communicative competency of future maritime professionals. Escape room activity presented in the article contains storytelling element, crossword and electronic testing questions of different types. Question types listed in the paper are Drag and drop to the text, Short answer and Multiple choice. Escape room activity was done by second year cadets of Kherson State Maritime Academy. According to the received results, knowledge quality increased by 10% and success by 20%. Further investigation of gamification activities can also be done for learning system of maritime higher education institutions using simulation technologies of virtual, augmented and mixed realities.
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Білоконенко, Л. А. The Course of Communicology in the System of Vocational Training of Philologists. ФОП Маринченко С. В., 2020. http://dx.doi.org/10.31812/123456789/4646.

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Communicology is the science of human communication. The purpose of this work is to share the experience of the Department of Ukrainian Kryvyi Rih State Pedagogical University in the field of communication studies, in particular, in organizing the practical work of students at bachelor’s degree, master’s Degree and PhD Degree. The activity of the teachers of our department is aimed at ensuring that students and postgraduate students acquire communicative competences, which allow the modern teacher to get to a high level of realization of professional functions based on national and world standards. The focus of this work is an analysis of compliance of the State standards in speciality “Philology” and the content of the programs of disciplines of the department, which ensure the quality of higher education. In this context, the author talks about the three stages of communicative education. We draw attention to our own practical experience in teaching the course in Ukrainian Communology for PhD students. The article also discusses the prospects for communication education in Ukraine, which today has not yet become a mandatory humanitarian component of vocational training.
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Jogie, Melissa, Christopher Smith, James Gilleen und Tomoka Nakamura. Adapting to the ‘New Normal’: Implications for Post-COVID-19 Health Communication and Education. The British Academy, September 2022. http://dx.doi.org/10.5871/c19-recoveryg7/mj.

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Braslavskaya, Elena, und Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, Juni 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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