Journal articles on the topic 'Educational design in higher education'
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1
Adilovna, Ganieva Sharifa. "OF TEACHERS OF TECHNOLOGICAL EDUCATION IN HIGHER EDUCATIONAL INSTITUTIONS DESIGN AND ORGANIZATION BASED ON ZION TECHNOLOGIES." European International Journal of Multidisciplinary Research and Management Studies 02, no. 03 (March 1, 2022): 93–100. http://dx.doi.org/10.55640/eijmrms-02-03-14.
Abstract:
The purpose of conducting research on the problems of technological education, career guidance is to address issues related to the characteristics of education and training, the development and practical application of effective methods, the use of technical means.
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Fernández-Sánchez, María Rosa, and Juan Silva-Quiroz. "EMERGING EDUCATIONAL DESIGN IN ONLINE TRAINING IN HIGHER EDUCATION." Problems of Education in the 21st Century 79, no. 3 (June 10, 2021): 397–411. http://dx.doi.org/10.33225/pec/21.79.397.
Abstract:
Universities are living in a time of major transitions regarding the challenge of rethinking and transforming the current pedagogical models so they can respond to the needs of the global knowmad society. In this study, the Design-Based Research (DBR) approach is used to address the improvements of two emerging pedagogical designs in e-learning in the university context: the model of the Center for Research in Education and ICT (CIIET) of the University of Santiago de Chile (Chile) and the model developed by the Education Node research group of University of Extremadura (Spain). The main focus of these models is the student, who by developing activities based on the resolution of a contextualized problem and using new strategies, accompanied by open resources for resolution, resulting in a learning outcome that can be achieved and measured through assessment. This work aims to advance in identifying of some pedagogical keys for the design of online training scenarios that promote environments of production, research, and open dissemination of best practices, to experience new creative forms and collaborative learning, which have emerged within the hyper connected society and the net-culture. Keywords: instructional design, higher education, open educational resources, research-based design
3
Matthews, Judy, and Cara Wrigley. "Design and Design Thinking in Business and Management Higher Education." Journal of Learning Design 10, no. 1 (January 10, 2017): 41. http://dx.doi.org/10.5204/jld.v9i3.294.
Abstract:
Design and design thinking have been identified as making valuable contributions to business and management, and the numbers of higher education programs that teach design thinking to business students, managers and executives are growing. However multiple definitions of design thinking and the range of perspectives have created some confusion about potential pathways. This paper examines notions of design and design thinking and uses these definitions to identify themes in higher educational programs. We present the findings from an initial exploratory investigation of design and design thinking in higher education business programs and define four distinct educational approaches around human centred innovation, integrative thinking, design management and design as strategy. Potential directions for management education programs are presented.
4
Villanueva Jr., George R. "Design Architecture of FAQ Chatbot for Higher Education Institution." Journal of Advanced Research in Dynamical and Control Systems 12, no. 01-Special Issue (February 13, 2020): 189–96. http://dx.doi.org/10.5373/jardcs/v12sp1/20201062.
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Hoppe, Magnus, Mats Westerberg, and Eva Leffler. "Educational approaches to entrepreneurship in higher education." Education + Training 59, no. 7/8 (August 14, 2017): 751–67. http://dx.doi.org/10.1108/et-12-2016-0177.
Abstract:
Purpose The purpose of this paper is to present and develop models of educational approaches to entrepreneurship that can provide complementary analytical structures to better study, enact and reflect upon the role of entrepreneurship in higher education. Design/methodology/approach A general framework for entrepreneurship education is developed by using theory as well as practical experiences from the fields of business, engineering and pedagogy. The paper is mainly conceptual where the unfolding Swedish practice is used as contextual backdrop. Findings The FOR/IN/THROUGH/ABOUT (FITA) taxonomy is presented and used to develop three models of how to approach entrepreneurship in higher education depending on purpose. As there exists a didactical divide between entrepreneurial education for business and entrepreneurial approach to teaching and learning, educators and researchers ought to let their specific context influence the adoption of the taxonomy as well as the presented models. Research limitations/implications The differentiations suggested by the presented models can be used to both structure the designs and limit claims of future research. More heuristic research is called for. Practical implications The use of FITA in the designing of entrepreneurship education offers new opportunities for enhancing complementary student learning in higher education. Social implications The study suggests that any political or scholarly initiative must acknowledge the diversity of entrepreneurship education and chose different approaches depending on what is to be achieved. Originality/value The multidisciplinary approach has made it possible to present and create models that denote a common ground for a productive discussion on how to better understand and make use of entrepreneurship in higher education.
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Jose Angel Soliz Gemio. "TRANSLOGICS IN THE TRANSDISCIPLINARY CURRICULA DESIGN OF HIGHER EDUCATION." Revista Científica Educ@ção 5, no. 9 (May 21, 2021): 1170–80. http://dx.doi.org/10.46616/rce.v5i9.174.
Abstract:
We try to visualize the dynamics of curricular design and qualify the horizons that lead us to an education that can face emerging challenges, with a multidimensional prospective vision, understanding that uncertainty forces us to reconnect all the potential that human beings have for evolve education to transdisciplinary scenarios that require a new way of designing educational paths, sustained in translogical thinking, that articulate Educational Strategic Planning in Higher Education.
7
Garzón, J. C. V., M. L. Magrini, and E. Galembeck. "EDUCATIONAL TECHNOLOGIES TO EMPOWER HIGHER EDUCATION." Revista de Ensino de Bioquímica 13 (August 24, 2014): 13. http://dx.doi.org/10.16923/reb.v13i2.581.
Abstract:
Introduction and objectives: The New Media Consortium (NMC) Horizon Project defines educational technology in a broad sense as tools and resources that are used to improve teaching, learning, and creative inquiry. Each technology has been carefully researched and framed in the context of its potential impact on higher education. Within the Horizon Project there are currently seven categories of technologies, tools, and strategies for their use that the NMC monitors continuously. All they have the potential to foster real changes in education, particularly in the development of progressive pedagogies and learning strategies; the organization of teachers’ work; and the arrangement and delivery of content. Following the recommendations of NMC experts panel, we design an application named Augmented Reality Metabolic Pathways (ARMET) in order to improve motivation and to promote student interactivity to the development of skills needed to learn the metabolic pathways. Materials and methods: The ARMET app was developed using Unity, 3D molecules obtained from Protein Data Bank and ChemSpider-chemical structure database, the usage data are stored into a database (MySQL) and are analyzed using the statistical software R. Results and conclusions: ARMET mixes several technologies out of seven categories recommend in the NMC Horizon Report: Mobile app, Bring Your Own Device, Flipped Classroom, Learning Analytics and Augmented Reality. The principal criterion for the inclusion of those technologies into the app was its potential relevance to teaching and learning biochemistry. ARMET is available for iOS and Android platforms, and includes PDF files with a set of cards, the game board and classroom worksheet’s. The students and teachers can register for free. Teachers can create classes and track student performance. ARMET collects data for personalizing learning experiences addressing the challenge to build better pedagogical tools to establish effective formative assessment for metabolism teaching.
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Volkov, S. L., L. V. Kolomiets, O. I. Kiseleva, and А. М. Prokopenko. "ORGANIZATIONAL AND INFORMATION DESIGN OF TECHNICAL HIGHER EDUCATION INSTITUTIONS." Key title: Zbìrnik naukovih pracʹ Odesʹkoï deržavnoï akademìï tehnìčnogo regulûvannâ ta âkostì -, no. 1(16) (2020): 6–13. http://dx.doi.org/10.32684/2412-5288-2020-1-16-6-13.
Abstract:
The educational services provided to applicants for higher education in accordance with the Law of Ukraine on Education and the Law of Ukraine on Higher Education are analyzed in the article. The provision of educational services as a separate type of commercial activity, where the leading role is played by the quality of educational services as a key point of competitiveness is defined. The general approach and a kind of organizational design of institutions of higher education which corresponds to the necessary commercial character of their activity is offered; the content and structure of organizational and information design of technical institutions of higher education are determined; the role of each structure in the coordination of the functioning of higher education institutions and the differences in the coordination mechanisms used by them (information links) are analyzed; it is shown that one of the differences in terms of organizational design of technical institutions of higher education from ordinary commercial organizations is the presence of legally defined collegial and advisory authorities at all hierarchical levels of the organizational structure; it is proposed on the basis of these authorities to create a new coordination mechanism that allows the transformation of existing information links into a single information flow of decision-making, thus eliminating contradictions in their approaches, which will coordinate the activities of all departments to maximize the achievement of expected learning outcomes. The general structure of organizational design of technical institution of higher education and the simplified example (variant) of the coordination mechanism of activity of the specified structures are given. Further development of the proposed approach to the organizational design of institution of higher education is the study of the quality of processes that provide coordination mechanisms (information links) and the development of methods for estimating their quality and quality of educational services.
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Kian, Teo Pei. "Creative Teaching Method in Higher Education for Industrial Design Programme." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 5252–59. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020232.
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Syamalamba, Rani. "Design and Development of Open Educational Resources (OERs) in Higher Education." Pearl : A Journal of Library and Information Science 11, no. 4 (2017): 350. http://dx.doi.org/10.5958/0975-6922.2017.00044.4.
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Bhutta, Zahra, Hina Ali, and Salahuddin Bhutto. "Job Design in Career Context: Empirical Evidence from Higher Educational Institutes." New Educational Review 60, no. 2 (June 30, 2020): 61–70. http://dx.doi.org/10.15804/tner.20.60.2.05.
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Uche, CM, and C. Okata Fanny. "Educational Ergonomics in Higher Education Institutions in Nigeria." Makerere Journal of Higher Education 7, no. 2 (May 13, 2016): 133–46. http://dx.doi.org/10.4314/majohe.v7i2.9.
Abstract:
This study focused on investigating the ergonomics and ergonomic considerations of learning environments of higher education institutions (HEIs) in Nigeria. It adopted a descriptive survey design. Population of study comprised all the three universities in Rivers State and a total of 136 lecturers, 230 students and 6 staff of works departments constituted the sample. Four research questions and one hypothesis guided the study. Data was collected using a researcher-constructed questionnaire entitled Educational Ergonomics in Higher Institutions questionnaire (EEIHIQ). An observation checklist and interview schedules were also used. The instrument was validated by experts and its reliability index was established at .75 index using Pearson Moment correlation coefficient. Mean scores were used to answer the research questions while the z–test was used to test the hypotheses at the .05 level of significance. The findings were that school buildings and other teaching and learning facilities in the universities are ergonomically below standard and unsafe. Recommendations towards improvement are made.Keywords: Physical facilities planning; Ergonomics; Quality assurance
13
Molineiro, Aline de Queiroz Passos, Eduardo Manuel de Freitas Jorge, José Antônio Moreira, José Garcia Vivas Miranda, Kathia Marise Borges Sales, and Hugo Saba Pereira Cardoso. "Architectural design of classroom to stimulate learning in Higher Education." International Journal for Innovation Education and Research 10, no. 4 (April 1, 2022): 87–102. http://dx.doi.org/10.31686/ijier.vol10.iss4.3707.
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The architectural design of learning spaces in higher education has undergone profound changes with the new educational perspectives that break with traditional pedagogical practice supported by control, hierarchy, and information dissemination. Educational institutions are gradually seeking disruptive models that enhance new learning experiences. This article presents references of innovative projects of learning and interaction spaces, that have been added to the principles of Neuroeducation and Neuroarchitecture for the development of architectural strategies for a new classroom proposal for the Bahia State University. As a result, the project brings preliminary studies to the Learning Environment Model for Higher Education (LEMHE). A flexible model, divided into three learning areas: flexible zone (active); introspection zone, and relaxing zone. This zoning aims to provide diverse experiences of pedagogical practices, added to respect the physiological needs of its users to enhance well-being and learning in higher education.
14
Gabriyelyan, T. O. "CONCEPTUAL MODEL OF HIGHER EDUCATIONAL PROGRAM ON COMMUNICATIVE DESIGN." Arts education and science 1, no. 2 (2020): 25–35. http://dx.doi.org/10.36871/hon.202002003.
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The article describes the process and the result of a series of seminars "Education of the Future: Communicative Design", held to develop a conceptual model of the educational program on communicative design. The purpose of the seminars was to identify the needs of graphic artists from the point of view of improving the quality and the relevance of education. Goal setting was preceded by a triune problem of mismatch of the existing educational program with modern realities, represented by: the students' vision; a set of competencies; training directions. The methodology to study the current situation is chosen "from the bottom up", when students directly or indirectly describe the educational environment in which they would like to be. To do this, a few weeks before the seminars, participants received background information about what communicative design is in the form of an article and XNUMX keywords (modules) that they had to work with. The first seminar involved the placement of modules for training courses. At the second stage, it was necessary to evaluate the modules according to the relevance of their use in the educational program. At the third stage, which was eventually combined with the fourth, participants had to arrange conditional modules for six specializations (educational trajectories): contemporary art, illustrator, digital designer, graphic designer, art and creative director, motion designer. The result of the seminars was a conceptual model of the educational program on communicative design, presented as a set of conditional modules distributed by training courses and volume (duration) in the context of the educational program. It was also revealed that the educational program on communicative design can and should combine all six specializations (educational trajectories). Only this approach will allow the graduate to become a sought-after specialist in the modern professional environment and the labor market.
15
Czajka, Roman, and Józefina Furmańczyk. "Physically disabled people in higher education buildings." BUILDER 284, no. 3 (February 24, 2021): 78–81. http://dx.doi.org/10.5604/01.3001.0014.7442.
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The aim of this study is to present analyses carried out in higher education buildings in terms of accessibility for people with physical disabilities. The essence of the research is to find solutions that improve both the physical and mental condition of people with reduced mobility. Methodology of this paper was introduced on two levels. First was analysis of literature and design solutions, that have a direct impact on the movement of disabled students and employees around educational institutions. Second was preparation of sketches and diagrams presenting the research results (graphical method). The above research and analyses extend the study field on the concept of movement of people with physical disabilities to issues of educational facilities and present a series of design guidelines, that can be proposed in this type of space. People with physical disabilities are very often excluded from academic life due to insufficient adaptation of facilities to their needs and capabilities. well organized space ensures physical safety, protecting the user from injuries, while the design of the aesthetics of the interior space can contribute to the improvement of mental health.
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Fedorov, Aleksandr Aleksandrovich, Anna Olegovna Budarina, Ksenia Leonidovna Polupan, and Dmitriy Gennadievich Zhitinevich. "Digital reform of higher education: implementation experience." Samara Journal of Science 11, no. 2 (June 1, 2022): 325–31. http://dx.doi.org/10.55355/snv2022112311.
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The study examines the existing experience in implementing digital reform in higher educational system, and outlines the prospects for its further development. The philosophical and pedagogical issues of different approaches to implementing educational trajectories and customized lifelong educational routes are tackled and substantiated. The main aim of underpinning the existing steps of implementing the reform is proved to be the advancement of student self-development. The practical significance of the research lies in the attempts of designing a matrix of competencies underpinning the possibility of building up individual educational routes. The main results comprise the introduction of 16 main industries of higher education for the future. Further development of this topic is seen in the study of the interdisciplinary and cultural aspects of interaction in the educational process, implemented in digital management of the stated industries, such as Industry of Cognition, Industry of Thinking and Design, Industry of Health Preservation, Industry of Knowledge, Neuro Industry, Industry of Management, Industry of Law, Industry of Culture, Industry of Hospitality, Industry of Territories, Industry of High Technologies, Industry of Logistics, Industry of Production Systems, Industry of Resource Conservation and Efficiency, Industry of Research, Industry of Transfer, Industry of Social Initiatives.
17
Taqwa, Taqwa, and Sumardin Raupu. "Website-Based Academic Service Development with ADDIE Design in Higher Education." AL-ISHLAH: Jurnal Pendidikan 14, no. 2 (May 20, 2022): 1511–26. http://dx.doi.org/10.35445/alishlah.v14i2.1323.
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This study aims to develop a website-based academic service at the Islamic Educational Management Study Program at an Islamic university in Palopo. Research and development (RD) using ADDIE Design was employed to develop the website. The data collection technique used was an observation, interviews with five students, the distribution of questionnaires, and documentation, among other methods. The data analysis technique was carried out qualitatively and quantitatively through data analysis techniques of validity, practicality, and effectiveness. At the Islamic Educational Management Study Program, an Islamic university in Palopo, this research results in the development of website-based academic services, which students can use to obtain educational services with a high level of validity from the layout/design, the material/website, and the language in the product in the very valid category, according to the findings. Regarding the practicality and effectiveness of the website-based academic services developed for use, they fall into "very practical and very effective" for use in the program. The findings of this study have implications for the critical role that management information systems play in providing excellent service to the entire academic community in higher education, as described above.
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Abeles, Tom P. "The challenge of personalized education on the institution of higher education." On the Horizon 23, no. 4 (November 9, 2015): 273–76. http://dx.doi.org/10.1108/oth-08-2015-0056.
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Purpose – This paper aims to look at the potential impact of personalized or competency-based learning on educational institutions at the structural level and in the knowledge acquisition domain. Design/methodology/approach – This article takes the structure of an editorial piece. Findings – The essay suggests that the shift in pedagogy can impact on the operational and economic structure of the institution separate from the educational impact. Originality/value – The potential impact of pedagogy shift could affect the economics of institutions as well as the entire operational structure and employment of the institution at the administrational level.
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Oksana, Kryzhantovskaya. "Modern trends in design of Higher educational institutions of Ukraine." Sustainability, Agri, Food and Environmental Research 10, no. 1 (March 11, 2021): 10. http://dx.doi.org/10.7770/safer-v10n1-art2460.
Abstract:
The article deals with the problems of architectural and town-planning issues when creating and building buildings of higher educational institutions (hereinafter -HEIs) of Ukraine. The approaches to construction of the functional structure of the external and internal environments of the HEI of the architectural and planning, educational and laboratory blocks, three-dimensional spatial resources are analyzed.
Keywords: town-planning, architecture, environment, higher education institutions.
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Mallinder, Stephen, and Debbie Flint. "Sharing higher education learning and teaching resources in art, design and media." Art Libraries Journal 35, no. 3 (2010): 35–39. http://dx.doi.org/10.1017/s0307472200016527.
Abstract:
Wider social, cultural and technological changes are precipitating transformations in higher education. There is increasing need for universities and specialist colleges to operate effectively in a global online environment. The development of accessible and re-usable online teaching and learning materials has provided challenges to staff and institutions. This article explores aspects of the UK Open Educational Resources Programme and, in particular, the Art Design and Media Open Educational Resources (ADM-OER) Project which has sought to examine the processes, challenges and opportunities open educational resources (OERs) present to these ‘creative’ disciplines. Part of the project has explored art, design and media tutors’ perceptions of the shift to ‘teaching in public’ and we share some preliminary findings.
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Katal, Avita, and Vijay Kumar Singh. "Curriculum Design and Development: A Case for Higher Education in India." International Journal of Pedagogy and Curriculum 29, no. 1 (2022): 45–66. http://dx.doi.org/10.18848/2327-7963/cgp/v29i01/45-66.
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Gorbunova, Irina B., and Svetlana V. Mezentseva. "Sound Design as an Educational Trend of Higher Education: Issues and Perspectives." Problemy Muzykal'noj Nauki / Music Scholarship, no. 3 (2022): 184–95. http://dx.doi.org/10.56620/2782-3598.2022.3.184-195.
Abstract:
This work researches the issues of instruction of the specialist sound designer in the sphere of work with sound who is endowed with present-day competence. Sound design is examined as a special type of artistic activity and as an educational direction in Russian higher education. Creation of sound by means of digital design already possesses its own history, theory and sphere of practice in the domain of education. The authors illuminate the new profile of the Master’s program “Information Technologies in Music and Sound Design” available at the Herzen State Pedagogical University of Russia. The quality of the process of education must provide the necessity of instruction of high-level specialists on demand. Sonar design requires specific skills and complex attainments from the specialist. Offered for discussion are the professional competencies which are necessary for the sound designer to master as a specialist capable of applying the attained knowledge in various present-day spheres of professional activity. Characterization is provided for the complex of required disciplines of the examined educational program within the frameworks of the educational program within the frameworks of instruction of “Informational Systems and Technologies.” The experience of work of the tutorial methodological laboratory “Musical Computer Technologies” of the Herzen State Pedagogical University of Russia in this field are disclosed. The prospects of the development of the new educational direction are determined.
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Riccomini, Fernanda Edileuza, Claudia Brito Silva Cirani, Carolina Corrêa de Carvalho, and José Eduardo Storopoli. "Educational innovation: trends for higher education in Brazil." International Journal of Educational Management 35, no. 3 (March 1, 2021): 564–78. http://dx.doi.org/10.1108/ijem-07-2019-0245.
Abstract:
PurposeThe purpose of this paper is to characterize the trends for educational innovation in higher education in Brazil, constructing a conceptual model of innovation trends in the sector.Design/methodology/approachA preliminary profile online was done with 76 experts in university education, and 17 were contacted for in-depth perceptions. The analysis of the content was made of all material and, as a result, the critical analysis of the results, which culminated in the development of a conceptual model and characterization of trends, dimensions and subdimensions to innovation in higher education.FindingsThe dimension universal design of accessibility and learning had major considerations, contributing to implementation of new innovative practices for higher education. Some subdimensions emerged, namely, governance, risk management, curricular extension and affirmative policies.Research limitations/implicationsThe difficulty in performing the deepening of all dimensions involved in terms of plurality of specialties involved.Practical implicationsThe use of the model and characterization of trends could serve as tools to support the strategic planning of HEI, and the trends allow planning innovation practices, favoring improvements of higher education institutions (HEI), students, employees and community to learning organization.Social implicationsThe identification of trends for higher education, highlighting innovation indicators or successful practices, and the characterization of the dimensions and subdimensions trends, and undeniable contribution to measure the educational innovation in higher education.Originality/valueEncourages researchers, in partnership with institutions, to develop scientific projects with other institutions and researchers, to meet interests not only of HEI as a whole but also of countries that prioritize education with quality, to reach the real educational objectives.
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Chub, Yana V. "Internal resources for improving the higher education quality." Innotrans, no. 1 (2020): 29–32. http://dx.doi.org/10.20291/2311-164x-2020-1-29-32.
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The article analyzes the resources of the modern higher education system in the direction of improving the quality of student training for professional activities, including the railway transport. Gaps in educational programs between professional disciplines (technological) module and general subjects modules of the basic professional educational programs of Federal State Educational Standard of higher education. The identity of the structure of professional and any other (cognitive, household, socio-cultural, etc.) human activity is determined. The connection between rational activity and technological thinking is established. The author substantiates the proposals for the development of educational disciplines of the professional module and the module of humanitarian disciplines, based on the formation of rational technological thinking on the design and implementation of activities, which can be based on the orientation of students’ individual work to finding solutions to problems for life-sustaining activities.
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Alshehri, Saad Zafir. "Health-promoting initiatives in Saudi higher education." Health Education 119, no. 5/6 (July 5, 2019): 366–81. http://dx.doi.org/10.1108/he-12-2018-0067.
Abstract:
Purpose The purpose of this paper is to understand if effective road safety education is being provided to students by embedding educational programmes within a curriculum framework. Design/methodology/approach A qualitative methodology was used to gain in-depth understanding of the health-promoting initiatives of Saudi Arabian universities and colleges in preventing risky driving behaviour among students. Interviews were used to collect data from 11 faculty members. Findings Results suggest that educational programmes for changing the risky driving behaviour of students are still in their infancy. The findings raise questions about road safety and driving. While initiatives are being taken for promoting awareness within educational institutions on road safety, there is still a lack of awareness of traffic regulations and signs. Originality/value Since there is a paucity of research on health promotions specifically related to aberrant and risky driving in the Kingdom, this paper adds value to educators and policy-makers.
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Pratsri, Sajeewan, and Prachyanun Nilsook. "Design on Big data Platform-based in Higher Education Institute." Higher Education Studies 10, no. 4 (October 8, 2020): 36. http://dx.doi.org/10.5539/hes.v10n4p36.
Abstract:
According to a continuously increasing amount of information in all aspects whether the sources are retrieved from an internal or external organization, a platform should be provided for the automation of whole processes in the collection, storage, and processing of Big Data. The tool for creating Big Data is a Big Data challenge. Furthermore, the security and privacy of Big Data and Big Data analysis in organizations, government agencies, and educational institutions also have an impact on the aspect of designing a Big Data platform for higher education institute (HEi). It is a digital learning platform that is an online instruction and the use of digital media for educational reform including a module provides information on functions of various modules between computers and humans. 1) Big Data architecture is a framework for an architecture of numerous data which consisting of Big Data Infrastructure (BDI), Data Storage (Cloud-based), processing of a computer system that uses all parts of computer resources for optimal efficiency (High-Performance Computing: HPC), a network system to detect the target device network. Thereafter, according to Hadoop’s tools and techniques, when Big Data was introduced with Hadoop's tools and techniques, the benefits of the Big Data platform would provide desired data analysis by retrieving existing information, to illustrate, student information and teaching information that is large amounts of information to adopt for accurate forecasting.
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Heffernan, Troy, Stephen Wilkins, and Muhammad Mohsin Butt. "Transnational higher education." International Journal of Educational Management 32, no. 2 (March 12, 2018): 227–40. http://dx.doi.org/10.1108/ijem-05-2017-0122.
Abstract:
Purpose The purpose of this paper is to assess the extent to which the critical relational variables of university reputation, student trust and student-university identification influence student behaviour towards transnational education partnerships. Design/methodology/approach Students undertaking British degrees at two transnational partnership locations (Hong Kong, n=203 and Sri Lanka, n=325) completed a quantitative survey questionnaire. A conceptual model was developed and tested using structural equation modelling. Findings University reputation and student trust were found to be significant predictors of student identification with each partner institution, and student-university identification was a significant predictor of student satisfaction, loyalty and extra-role behaviours towards both the local and foreign educational organisations. Practical implications The findings suggest that student relationship management strategies should focus on strengthening the higher education institution’s reputation, and increasing the students’ trust and identification with the institution. Moreover, universities should also assess potential partners for these qualities when entering into transnational education partnerships. Originality/value Drawing on theories of social and organisational identification, this is the first study to consider student-university identification as the linchpin between the exogenous constructs of reputation and trust, and the endogenous constructs of student satisfaction, loyalty and extra-role behaviours in both the international education and international business literatures.
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Minasyan, Eva Tigranovna. "HYBRID LEARNING INCORPORTED IN HIGHER EDUCATION GENERATES MORE INFORMAL LEARNING." Педагогика и просвещение, no. 1 (January 2022): 116–25. http://dx.doi.org/10.7256/2454-0676.2022.1.34937.
Abstract:
E-learning with its diverse forms and wide-ranging applications has gone forward changing globally teaching and learning strategies in tertiary education. Technology-enhanced learning has progressed both from enhancements of innovative technologies, amendments in educational sphere and integration of international designs in learning environment. The article analyses the interaction of blended learning models aiming to promote the most effective curriculum design to serve the learners’ requirements, their life experiences and the opportunities and limitations of the particular learning setting. The subject of the study is to get the insight of the newly emerged catchword micro-blended learning, which is abundantly used in educational sphere with its interwoven constituent parts. The research is based on empirical studies conducted by contemporary scholars, comparative analyses of diverse modes of teaching and learning and practical implications of micro-blended learning strategies. The study outcomes imply that technological enhancements and inconsistencies in scholastic environment dictate the emergence and evolvement of blended learning styles which pursue the goal to increase the insufficient language practice through informal self-study. The authors assume that the synergistic cycle of micro blended learning applied in the design of in-company produced textbooks suits directly the requirements of undergraduate and postgraduate learners. The research findings can be helpfully applied in educational sphere for designing and introducing e-learning schemes.
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Liow, Susan Rickard, Martin Betts, and Julian Kok Leong Lit. "Course design in higher education: A study of teaching methods and educational objectives." Studies in Higher Education 18, no. 1 (January 1993): 65–79. http://dx.doi.org/10.1080/03075079312331382468.
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Ziablovska, Daryna. "FEATURES OF ORGANIZATION OF PROFESSIONAL TRAINING OF DESIGNERS IN THE EUROPEAN HIGHER SCHOOL." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 162–65. http://dx.doi.org/10.24144/2524-0609.2021.48.162-165.
Abstract:
. In the context of the constant growth of information flows, the rapid development of technology, globalization and European integration, education occupies a key place. There is an acute issue of comparison and interconnection of educational systems developing in different countries. A forecast on the quality of the provision of educational services can be made according to the profile of the educational program, which contains information on the curriculum, its specific features, the organization of the educational process and the content of education for the preparation of a qualified worker. The purpose of the article is to analyse the educational programs of domestic, English and Finnish schools in the field of fashion design of leading European higher educational institutions. Methods of scientific knowledge applied: theoretical analysis and synthesis of pedagogical phenomena, study, and generalization of pedagogical experience, comparative analysis, activity approach. The main components of the formation of professional education of a graduate were determined: professional skill, professional culture; creative, collective and humanistic character of professional activity. It was established that the domestic level of professional education in the field of clothing design is practically in no way inferior to higher educational institutions in developed countries. The advantage was the focus on professional skills (individual and collective), practical use of the results of professional education in well-known design studios, fashion houses, fashion industry enterprises, creative unions of Ukraine, exhibition environment enhances the professional culture of future specialists. Domestic design education does not cover such issues of European design.
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Safronova, Olena, Oleksandra Shmeliova, and Ruslan Ahliullin. "Peculiarities of Design of Modern Educational Space of Artistic Direction of Higher Education Institutions." Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 45, no. 2 (August 2020): 71–81. http://dx.doi.org/10.46727/jshs.2020.v45.i2.p71-81.
Abstract:
The article analyzes the factors influencing the design of modern educational spaces in higher education institutions in the context of training future designers. The definition of the learning environment is provided as a set of specific material, communication and social conditions that make up the processes of teaching and learning. The division of physical learning environments into formal and informal is considered according to the functional purpose and form of interaction of the subjects of the educational process. The definition of formal learning environments in universities is provided. The interrelation of the organization of formal learning environments with the form and way of interaction, relevant to the current educational discipline, of the teacher with students and between students is considered. The functional features of the organization of the formal educational environment are determined. The needs of students that can be satisfied using informal environments in universities are established. The necessity of introduction of modern innovative technologies is considered. The list of factors is established that directly affect the design of the educational environment and which are largely caused by transformational changes in the educational process in Ukraine and the world.
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Ganicheva, Alla, Alexander Kaitov, Eleonora Nikitina, Tatiana Dmitrievna Savenkova, and Anne-Mari Riekkinen. "Coworking As Innovative Educational Content in Modern Higher Education." SHS Web of Conferences 79 (2020): 02007. http://dx.doi.org/10.1051/shsconf/20207902007.
Abstract:
The definition of “coworking” is just beginning to enter the orbit of Russian and foreign scientific research. Coworking spaces as innovative educational content in higher education are being created in Russian universities. The purpose of the study is the justification, development, and testing of a model of electronic coworking environment in the system of higher pedagogical education. At that, coworking environment is considered as an educational virtual cluster at which a basic platform for educational content is created with all educational products attached to it. The following methods of research were used to solve the tasks: design and modeling; the study of coworking environment products, chat conversations, questionnaires; and mathematical methods of result processing (quantitative and qualitative analysis of research results). The results of the study have revealed the advantages of coworking environment: successful socialization, minimization of time and economic resources, expansion of business partnerships, mutual assistance and a comfortable atmosphere. Analysis of studies on the criterion of coworking productivity revealed an increase in student mobility and an increase in the index satisfaction and communication effectiveness. Testing of the electronic coworking model proves its benefits and prospects of its introduction into the system of higher pedagogical education. The results can be used in social psychology, pedagogy, and practice.
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Reedy, Alison Kay. "Rethinking online learning design to enhance the experiences of Indigenous higher education students." Australasian Journal of Educational Technology 35, no. 6 (December 28, 2019): 132–49. http://dx.doi.org/10.14742/ajet.5561.
Abstract:
The educational inequity that Aboriginal and Torres Strait Islander people have experienced in higher education in Australia is replicated in virtual learning spaces, with generic models of online learning design taking little account of cultural factors that impact on learning. To counter this, new approaches to online learning design are needed that consider the experiences of Indigenous people. This article explores culture as a critical element of online learning design that enhances the learning experiences and outcomes of Indigenous people. The study reported in this article was conducted at a regional Australian university and was methodologically situated within an educational design research framework. Data were collected through the narrative method of yarning with 19 Indigenous students enrolled in a range of disciplines. From the data, 10 themes were developed, which guided the design of a learning design model and six preliminary design principles. The study contributes to the gap in the literature on learning design for Indigenous online higher education students. As the model and preliminary design principles are culturally situated at the site of the study, they need testing by educational designers and academics to ascertain their usefulness in other contexts.
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Lvova, Anna S., Mikhail Vladimirovich Voropaev, Svetlana Ivanovna Karpova, Tatiana Ivanovna Zinovyeva, and Elka Kirilova Yanakieva. "Training of Professional Pedagogues in Modern Socio-Economic Conditions of Higher Education." SHS Web of Conferences 79 (2020): 02016. http://dx.doi.org/10.1051/shsconf/20207902016.
Abstract:
The article presents the actualization of the methodological base for the design and realization of educational programs for professional training of pedagogues under the socio-economic conditions of the higher education system. The study objective is to identify and describe the principles of the design and realization of educational programs for professional training of pedagogues in modern socio-economic conditions. The main methods of the study include a comparative analysis of scientific literature and modeling. Based on the interdisciplinary comparative theoretical analysis of economical concepts and education system phenomena, the principles of the design and realization of educational programs in modern socio-economic conditions are defined as the result of the study through the means of modeling the processes of professional pedagogues’ training.
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PETRIDOU, EUGENIA, and KATERINA SARRI. "DEVELOPING "POTENTIAL ENTREPRENEURS" IN HIGHER EDUCATION INSTITUTES." Journal of Enterprising Culture 19, no. 01 (March 2011): 79–99. http://dx.doi.org/10.1142/s0218495811000647.
Abstract:
Successful entrepreneurial activities are a function of human venture and environmental conditions, since the key to improving entrepreneurial perceptions and attitudes within society and within Higher Education (HE) institutions lies in education. The purpose of this paper is to address issues surrounding entrepreneurial education in HE in Greece, and describes the delivery and evaluation of two programs. The programs were offered by a public university and a public technological & educational institute designed to create opportunities for learning entrepreneurial capacities, in order to develop a framework for the design and implementation of such activities. Research results, concerning (i) the programs' concept and (ii) the degree that the programs influence the students' knowledge, skills and attitudes towards the undertaking of entrepreneurial activities, provide useful information for academicians, educators, educational managers and policy makers, concerning the design of similar programs. The methodology used brings in the description of each program's structure (in terms of its formation, development, implementation and evaluation) and the evaluation of its effectiveness, based on a pre- and post-analysis of students' perceptions from each institution. Data were collected from 904 students, with both business and scientific-technological studies background. The analysis of data provides useful conclusions in relation to (i) the design of entrepreneurial education, (i.e. emphasis should be placed on the networking with the business world, the laboratory assistance, the mentoring process, the participants' scientific background) and (ii) the accomplishment of the two programs' objectives in "developing potential entrepreneurs", which seems to be moderately positive.
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Kovalska, Gelena, Irina Bulakh, Margaryta Didichenko, Olena Kozakova, and Olena Chala. "Higher education institutions energy efficient methods of functional planning solution." E3S Web of Conferences 280 (2021): 04013. http://dx.doi.org/10.1051/e3sconf/202128004013.
Abstract:
The article determines that the priority factor of energy efficiency at the design stage is the optimal functional and planning solution of educational buildings; established architectural and planning techniques aimed at improving energy efficiency of higher education institutions, including compaction of educational institutions, clear zoning, implementation of compact architectural and planning solutions for educational buildings and structures, blocking in one or adjacent areas of several free economic cooperation with cooperative use of engineers increasing the number of storeys of buildings, the use of underground space and landscaping in the architectural and planning solution of buildings.
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Dorofeeva, Marina A. "Individual Educational Trajectory in Higher Legal Education (Bachelor’s Degree)." Zakon 20, no. 1 (January 2023): 45–59. http://dx.doi.org/10.37239/0869-4400-2023-20-1-45-59.
Abstract:
The article examines the problem of actualisation of higher legal education in the Russian Federation in the context of the Fourth Industrial Revolution and the transition to the knowledge economy. The novelty of the research lies in the formulation of the question of the possibility of combining the principles of two educational systems in the training of lawyers: the Russian fundamental classical model, which forms professional legal thinking through immersion of the student in a clearly defined subject environment, and the model «2 + 2 + 2», flexible, individualised to the needs of a particular student and creating a unique set of competencies for each graduate. The author defines the meanings and value basis of the model «2 + 2 + 2». The academic community manages to maintain a balance between the quality of legal education demanded by society and the needs of an individual. On the example of two universities, the variants of the synthesis of two systems in the bachelor’s degree programs are analysed. Common to the reform of the educational model of these universities is the design of the value image of a graduate who has a legal mindset and has developed cross-functional metaskills. This experience shows that two educational models will not conflict with each other, but can be harmoniously combined if the transformation is based not on the goal of constructing a hybrid of educational systems, but on the desire to create a space of opportunities and professional self-improvement within programs.
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Gladkov, O., and A. Bychkov. "ON THE APPROACH TO DESIGN OF EDUCATIONAL PROCESS IN A HIGHER EDUCATION INSTITUTION." Information Technologies in Education, no. 7 (November 29, 2010): 90–95. http://dx.doi.org/10.14308/ite000184.
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Antunes, M., M. A. R. Pacheco, and M. Giovanela. "Design and Implementation of an Educational Game for Teaching Chemistry in Higher Education." Journal of Chemical Education 89, no. 4 (January 17, 2012): 517–21. http://dx.doi.org/10.1021/ed2003077.
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Gluzman, Iulia V., Vladimir A. Vishnevskij, Elena E. Bodrova, Galina I. Gribkova, Anton Z. Izmailov, and Irina M. Naumenko. "Distance learning in russian higher school." Laplage em Revista 6, Extra-C (December 30, 2020): 143–51. http://dx.doi.org/10.24115/s2446-622020206extra-c636p.143-151.
Abstract:
The article is devoted to reforming of the higher education system, which is associated with technological and technical changes, namely, distance learning. The authors emphasize that the distance learning at the university makes education more open and mobile, but interindividual computer-mediated communication not only contributes to the design of a high-quality information educational space of higher school, forming the information culture of the actors of the educational process, but also causes a huge number of risks: informational, organizational, technical, psychological, health risks. As a result of the analysis, the authors concluded that certain elements of distance technologies can strengthen the education system, but a complete distance will exclude the social component from educational practices, which will entail a deformation of society.
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Serbezova, Ivanichka, Tsveta Hristova, and Yoana Lukanova. "E-LEARNING IN HEALTHCARE WITHIN HIGHER EDUCATION." Knowledge International Journal 34, no. 2 (October 4, 2019): 475–81. http://dx.doi.org/10.35120/kij3402475s.
Abstract:
The Health Care department specialities are regulated professions whose training programmes require the graduates to be competent in a number of issues and activities related to their work. The subject of their professional activity is the individual with their health-related conditions. Healthcare specialists draw conclusions in a variety of clinical situations and perform different healthcare procedures aiming to achieve prevention and recovery in a patient’s health. They have to establish a number of practical psychomotor skills in the field of compliant medical and healthcare handling, as well as communication skills for liaising with the patient and their relatives. In addition, the healthcare specialists have to learn how to overcome negative emotions, and to seek balance between the development of their technological knowledge and professional behavior. In the changing profile of healthcare trainees – nurses and midwives, there is a strongly-influenced tendency towards technological development and digital revolution. Video methods are developing educational technologies. They have their own place in the acquisition of healthcare patient-handling and communication skills when they are effectively included within the standard curriculum. This poses a challenge for the academic staff to draw up and provide educational tools and technologies that are liked, and match the students’ contemporary learning styles. It has become necessary for academic staff to withdraw the traditional didactic educational models and to adopt more constructive approaches for greater involvement and participation of the trainees in the educational process.The article justifies the necessity for optimizing education in the healthcare field through implementing e-learning within higher education. This need is driven by the ever-increasing inclusion of information technologies in healthcare, as well as in all other aspects of life. The design and development of e-learning technology and methodology in university contributes to solving great many pedagogical and psychological problems. Implementing information and communication technologies presents us with a new level of mediation for mental and communicative activities of both lecturers and students. Video education has been explored in the current scientific report and an educational cycle is presented in regard to the healthcare experts training. Implementation of social media and its inclusion within the educational process of both midwives and nurses are discussed. The necessity to include video tutorials in the educational process is justified. It is concluded the aforementioned are educational resources which should not be ignored but, on the contrary – they have to be used as complementary educational content within the contemporary education of healthcare experts.
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Tereseviciene, Margarita, Airina Volungeviciene, and Estela Dauksiene. "Fostering Internationalisation in Higher Education by Virtual Mobility." Acta Technologica Dubnicae 3, no. 2 (December 1, 2013): 1–15. http://dx.doi.org/10.1515/atd-2015-0015.
Abstract:
Abstract The concept of virtual mobility and its characteristics are presented. Most definitions which consider virtual mobility from the educational perspective describe it as a form of learning, research, communication, and collaboration, but also as a form of mobility, which can be a supplement or substitute for physical mobility. Based on the theoretical dispositions a study module “Learning in Higher Education” was created and delivered by an international, multiinstitutional group of teachers to an international, multi-institutional group of students. The virtual mobility case, research design, and data analysis, are presented. The results demonstrate the importance of virtual mobility in promoting international communication and developing communication skills with people from other countries, cultures as well as impact of internationalisation on higher educational institutions
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Jamaludin, Rozinah, Elspeth McKAY, and Susan Ledger. "Are we ready for Education 4.0 within ASEAN higher education institutions? Thriving for knowledge, industry and humanity in a dynamic higher education ecosystem?" Journal of Applied Research in Higher Education 12, no. 5 (March 13, 2020): 1161–73. http://dx.doi.org/10.1108/jarhe-06-2019-0144.
Abstract:
PurposeThe purpose of this paper is to explore the perception, readiness and change involved in the implementation of Education 4.0 within the region of Association of Southeast Asian Nations (ASEAN) among policymakers, enablers (lecturers) and receivers (students), within globalisation, referred here as the Fourth Industrial Revolution (4IR).Design/methodology/approachThis study used a mixed method research design using quantitative data from a Likert scale of 1–5, involving: (1) Not Ready; (2) Ready; (3) No Sure; (4) Quite Ready and (5) Extremely Ready. Open-ended questions formed the qualitative approach taken by the researchers to uncover the richness of the respondents' perceptions of Education 4.0. The test items reliability index of 0.744 drew quantitative data from the perspective of the educational policymakers, enablers and receivers to reveal their collective definition of each construct (knowledge, industry and humanity).FindingsThis study has exposed the importance of knowing and capturing the interrelated components of an educational ecosystem that exists in higher education (HE) within the ASEAN region. The personal readiness of respondents towards Education 4.0 is very high; yet concern was raised about the financial and managerial readiness of institutions across the region.Originality/valueThis study highlighted the dynamic nature of the HE ecosystem and the connectivity between the elements of Education 4.0 – knowledge, industry and humanity within the ASEAN region.
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Di Cintio, Lorella. "Teaching Design Activism in Higher Education." International Journal of Design Education 6, no. 1 (2013): 25–32. http://dx.doi.org/10.18848/2325-128x/cgp/v06i01/38474.
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Lanford, Michael. "Perceptions of higher education reform in Hong Kong: a glocalisation perspective." International Journal of Comparative Education and Development 18, no. 3 (August 8, 2016): 184–204. http://dx.doi.org/10.1108/ijced-04-2016-0007.
Abstract:
Purpose – In 2012, the eight UGC-funded higher education institutions in Hong Kong completed a multi-year process in which the majority of academic programmes were transformed from three-year to four-year undergraduate curricula to accommodate liberal arts education. The purpose of this paper is to discuss why stakeholders in Hong Kong felt that reforms were necessary and summarizes the implementation of these reforms. Afterwards, recent literature that has similarly addressed higher education reforms is reviewed. Finally, the results of a qualitative research study, grounded in glocalization theory, are presented and contextualized. Design/methodology/approach – This paper first draws upon policy documents, newspaper accounts, and other published primary sources for the review of Hong Kong’s educational reforms. Subsequently, an exploratory qualitative research design consisting of semi-structured interviews with 23 administrators and professors in Hong Kong is presented. These individuals are designated as “key informants”, as they gave presentations, made speeches, or were otherwise active in conceptualizing Hong Kong’s undergraduate educational reform on macro- and micro-levels. Findings – Four primary findings concerning educational reform in Hong Kong are highlighted. They include tensions between international benchmarking and internal value systems; confusion over multiple educational paradigms; the limited efficacy of outside speakers and leadership; and controversy over outcome-based assessment. Originality/value – First, recent educational reforms in Hong Kong’s higher education sector are summarized. Second, the implications of educational reforms for Hong Kong and glocalization theory are discussed. Third, conclusions that may resonate with educational reform processes in other international contexts are drawn.
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Lohinskyy, Yaroslav, Olena Maydanets-Bargylevych, Alla Rudencenko, Volodymyr Tymenko, and Yuriy Didovets. "Problems of preparation for educational design of students of institutions of higher art education." Revista Tempos e Espaços em Educação 14, no. 33 (September 5, 2021): e15972. http://dx.doi.org/10.20952/revtee.v14i33.15972.
Abstract:
In modern conditions of production development, the requirements for a young specialist in the field of higher art education are growing. The main task of higher art education is to train a competitive, mobile specialist who has a readiness for self-education throughout his life. When preparing a specialist in higher art education, it is necessary to form in him such knowledge, abilities and skills that will allow him to solve non-standard production problems, use modern technologies, independently analyze the results of his activities, and draw conclusions. Thus, a graduate of institutions of higher art education must be ready to work actively in a changing environment. Teaching focused only on memorizing the material can no longer meet modern requirements. The problem of the formation of such qualities of attention, memory and thinking that allows the student to independently assimilate information, is constantly updated, as well as the development of such abilities and skills, which, preserved even after completing education, would provide him with the opportunity to keep up with the accelerated scientific technical progress. One of the problems of modern education is that graduates experience some difficulties in applying theoretical knowledge in practice. The ability to apply the acquired knowledge, skills and abilities in professional activities cannot appear by itself, for this you need to teach. To solve this problem, it is necessary to introduce the educational design teaching method into the educational process, which today has its own characteristics and problems.
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Varchenko-Trotsenko, Liliia, Viktoriia Vember, and Tetiana Terletska. "MAIN ASPECTS OF EDUCATIONAL VIDEO MATERIALS DESIGN FOR USE IN EDUCATIONAL PROCESS OF HIGHER EDUCATIONAL INSTITUTIONS." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 7 (2019): 119–26. http://dx.doi.org/10.28925/2414-0325.2019.7.12.
Abstract:
One of the modern trends in both formal and corporate education is microlearning which involves using short videos in educational process. Microlearning has a variety of advantages including that this approach is more student-oriented, aimed at increasing the level of mastering knowledge, requires less time spent by students for learning, gives a possibility to study at any time and anywhere using own devices, increases motivation etc. The article deals with methodological aspects of creating educational video materials taking into account psychological peculiarities and learning habits of modern students. Video materials belong to the most powerful tools in educational process as they provide students with the possibility of simultaneous perception of auditory and visual information. Video materials must be strictly structured and involve students into learning process, in particular they could be included into different sources of electronic learning courses (ELC). There are different types of videos that are used in ELC such as introductory video, video lectures, video tutorials, additional video materials, interactive video. In spite of content variety all video materials undergo the same procedure of creation including dividing material into logically finished parts, notions definition, writing content questions, components structuring etc. Recording of a video must be a thoroughly planned process to ensure high quality of outcoming product. The article also deals with peculiarities of webinars as one of the possibilities of using video materials in educational process of higher educational institutions. Different types of webinars are analysed including tutorial webinar, lecture webinar, practical webinar. The article also deals with peculiarities of webinars as one of the possibilities of using video materials in educational process of higher educational institutions. Different types of webinars are analysed including tutorial webinar, lecture webinar, practical webinar. A comparative analysis of different webinar-oriented platforms has also been made.
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Kazarinova, N. V., and V. A. Sukhanova. "Professional Practices of Methodical Work in Higher Education." Discourse 8, no. 5 (November 26, 2022): 55–67. http://dx.doi.org/10.32603/2412-8562-2022-8-5-55-67.
Abstract:
Introduction. In the article the peculiarities of scientific and communication practices of the methodologists in interaction with the university teachers are considered on the material of the analysis of the ITMO.Expert methodological community activity. Methodology and sources. The theoretical framework of the research is institutional and structural-functional approaches to the study of university activities. The method used for collecting empirical data presented in the article is a content analysis of the co-messages sent by the participants of the online intensive “Personalized Learning Technologies” on the Zoom-conference, which was held on August 23–27, 2021. The research hypotheses are the following: discussions of new pedagogical practices and new design formats initiated by university methodologists provoke teachers' skepticism, distrust, and resistance. Also teachers may demonstrate vulnerability in discussing new approaches in education.Results and discussion. Testing the hypothesis that discussing new pedagogical practices and approaches will cause skeptical attitudes and distrust on the part of teachers was not confirmed. The patterns of distrust accounted for less than 5 % of the total array of messages. The hypothesis of teachers (especially beginners) being vulnerable when discussing new approaches, a manifestation of which was their refusal to discuss their own pedagogical experience and the problems encountered, was partially confirmed. At the same time due to the organizational and communicative actions of the methodologistsorganizers of the intensive there was formed an atmosphere of trust and safety, so the participants had an opportunity to share their experience or ask questions without being judged by their colleagues. Conclusion. The activity of the pedagogical designer is both an educational activity, aimed at teaching and promoting new educational technologies in teaching, and an organizational and managerial activity, aimed at stimulating the activity of teachers in developing and modeling a variety of knowledge formats. Many researchers suggest characterizing pedagogical design as a sociocultural activity. When designing educational experience and new educational products, methodologists help develop pedagogical traditions and reconsider norms.
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Centra, John A. "By Design: Planning Research on Higher Education." Journal of Higher Education 62, no. 3 (May 1991): 359–60. http://dx.doi.org/10.1080/00221546.1991.11774134.
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Centra, John A., Richard L. Light, Judith D. Singer, and John B. Willett. "By Design: Planning Research on Higher Education." Journal of Higher Education 62, no. 3 (May 1991): 359. http://dx.doi.org/10.2307/1982292.