Relevant bibliographies by topics / Educational framework

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educational framework'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2023

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Journal articles on the topic "Educational framework"

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EDGINTON, CHRISTOPHER R. "World Leisure's Educational Framework." World Leisure Journal 49, no. 3 (January 2007): 173–75. http://dx.doi.org/10.1080/04419057.2007.9674505.

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Ahmad, Omar, Irfan Ullah, and Jamshed Iqbal. "A multi-robot educational and research framework." International Journal of Academic Research 6, no. 2 (March 30, 2014): 217–22. http://dx.doi.org/10.7813/2075-4124.2014/6-2/a.32.

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Kelsey, Catherine, and Sally Hayes. "A framework for educational leadership." Primary Health Care 22, no. 8 (September 28, 2012): 16–19. http://dx.doi.org/10.7748/phc2012.10.22.8.16.c9321.

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Tsironis, Loukas K. "Educational websites quality assessment framework." International Journal of Decision Sciences, Risk and Management 10, no. 1/2 (2021): 51. http://dx.doi.org/10.1504/ijdsrm.2021.10041060.

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Tsironis, Loukas K. "Educational websites quality assessment framework." International Journal of Decision Sciences, Risk and Management 10, no. 1/2 (2021): 51. http://dx.doi.org/10.1504/ijdsrm.2021.117558.

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Paiva, Ana C. R., Nuno H. Flores, André G. Barbosa, and Tânia P. B. Ribeiro. "iLearnTest – Framework for Educational Games." Procedia - Social and Behavioral Sciences 228 (July 2016): 443–48. http://dx.doi.org/10.1016/j.sbspro.2016.07.068.

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House, Ernest R. "A Framework for Appraising Educational Reforms." Educational Researcher 25, no. 7 (October 1996): 6–14. http://dx.doi.org/10.3102/0013189x025007006.

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THOMPSON, WINSTON C. "On Extending the Educational Goods Framework." Journal of Philosophy of Education 54, no. 5 (September 26, 2020): 1364–70. http://dx.doi.org/10.1111/1467-9752.12511.

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Heineman, E., J. F. Hamming, and I. H. Borelrinkes. "SE10�THE EDUCATIONAL FRAMEWORK: IN PRACTICE." ANZ Journal of Surgery 79 (May 2009): A72. http://dx.doi.org/10.1111/j.1445-2197.2009.04930_10.x.

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Sangsawang, Thosporn. "Instructional Design Framework for Educational Media." Procedia - Social and Behavioral Sciences 176 (February 2015): 65–80. http://dx.doi.org/10.1016/j.sbspro.2015.01.445.

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Dissertations / Theses on the topic "Educational framework"

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McLuskie, David. "Enhanced educational framework for networking." Thesis, Edinburgh Napier University, 2008. http://researchrepository.napier.ac.uk/Output/4033.

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Teaching and assessing students in the practical side of networking can be achieved through the use of simulators. However the network simulators are limited in what can they can do since the device being simulated is not fully functional and the generation of the exercises always result in the same specification being presented to the student[1, 2]. When the student has finished the exercise they are just presented with a pass or fail mark with no indication of areas of weakness or strength. The thesis investigates how the Bloom[3] and SOLO[4] learning taxonomies can be used to specify and mark network challenges while using the idea of fading worked examples[5] to design the challenges to lower the cognitive load on the student. This thesis then proposes a framework that can be used to generate network challenges specifications that changes every time the student attempts it. The challenge can then be solved using an emulation package called Dynamips while a bolt-on package called GNS3 is used to provide the graphical user interface. Once the student has finished the challenge it will then be graded and feedback presented indicating what was correct and incorrect. The evaluation of the framework was carried out in two phases. In the first phase the performance of the framework was monitored using a windows utility called performance monitor. The performance was measured on Windows XP, Windows Vista and XP running in an emulator. In each instance the performance was deemed to be satisfactory for running on each operating system. The second phase of the evaluation was carried out by asking students to evaluate the proposed framework. Once the students had finished the evaluation they were then asked to fill in a questionnaire about their experience. From the results of the questionnaire two of the most positive aspects of using the framework was that a fully feature IOS command line interface was available for the students to use and also once they had a mastered a skill they did not have to start from scratch in subsequent exercises reusing skills that had already mastered. However one of the negative aspects noticed from the questionnaire was the number of complex steps that was required to be followed to setup the challenge. The final implementation of the framework proved the concept of the design, even though all the proposed elements were not implemented. A program was written that generated a challenge with dynamic variables that changed every time it was attempted, Dynamips was used to provide to the student a fully working command line IOS interface and GNS3 was used to provide a graphical user interface. Finally the student was presented with feedback when they had completed the challenge.
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Brien, Hugh P. "Framework for development of educational multimedia." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1995. http://handle.dtic.mil/100.2/ADA296470.

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Thesis (M.S. in Information Technology Management) Naval Postgraduate School, March 1995.
Thesis advisor(s): William J. Haga, Kishore Sengupta. "March 1995." Bibliography: p. 53-54. Also available online.
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Revelt, Joseph E. "Contextual evaluation a framework for accountability in higher /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.55 Mb., 153 p, 2006. http://wwwlib.umi.com/dissertations/fullcit?3220747.

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Ba-Omer, Hafidh Taher. "A framework for educational web usage mining." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492063.

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Hanna, H. L. "Citizenship education in Northern Ireland and Israel within an educational rights framework." Thesis, Queen's University Belfast, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676509.

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This thesis explores how international education rights obligations are reflected in the contested curricular subject of citizenship education in the two divided jurisdictions of Northern Ireland and Israel. Given the difficulties faced in developing and delivering a common citizenship curriculum to a diverse group in each jurisdiction, where conceptions of citizenship vary, this empirical research explores the unifying potential of an approach to citizenship education based on internationally agreed human rights law on education. The research builds upon the citizenship education typology of knowledge, values, skills and participation and overlays it with a 2-A framework for education rights in citizenship education of 'acceptability' and 'adaptability', to provide a provisional literature-based conceptual framework . Data is approached from an interpretative perspective which involves consideration of policy and curriculum documents, qualitative semi-structured interviews with policy-makers and teachers of citizenship education, and focus group sessions with students of citizenship education in both jurisdictions. Analysis reveals that interpretations of education rights made by citizenship education stakeholders and found within key documents can be oriented around three themes - minority group representation, dealing with difference, and preparation for life. Locating these themes within the 2-A framework proves problematic, and reveals wide and sometimes conflicting variety in interpreting the framework. Questions are raised regarding the 'universality' of international interpretative frameworks for education rights, and therefore the workability of such frameworks in the national and divided context. The original contribution to knowledge of this thesis relates to how its combination of the disciplines of education and law, and comparison of two divided jurisdictions, illuminate this interpretative variety, offering a critique of the international human rights system of interpretation, and proposes the notion of 'interpretative communities' as a way of conceptual ising the variety of understandings. It also underlines the complexity of delivering a common citizenship education curriculum in a divided society.
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Watkins, Mark N. "Technology and the history-social science framework." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1055.

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Bautista, Emily Estioco. "Transformative Youth Organizing| A Decolonizing Social Movement Framework." Thesis, Loyola Marymount University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10788827.

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The compounding experiences of colonial miseducation of youth of color, neoliberal policies and logics in urban communities, colonial logics that render the role of spirituality in social movements as invisible, and adultism in legal and social institutions constrain the transformative possibilities of youth agency in social movements. This study explored (a) how educators working in youth movements can build a decolonizing paradigm and practice for transformative organizing and (b) new paradigmatic interventions and theoretical directions that can help inform a transformative youth organizing approach. The research was conducted through a decolonizing interpretive research methodology (Darder, 2015a) and utilized the interrelated lenses of critical pedagogy and decolonizing pedagogy, in order to gain a historicity of scholarly discussions about the logics of coloniality, social movement theories, and youth-organizing frameworks across various texts. By utilizing the decolonizing interpretive methodology and decolonizing and critical pedagogy theoretical frameworks, this study found that a decolonizing social movement framework for transformative youth organizing calls for (a) creating counterhegemonic havens that create solidarity spaces between youth and adults; (b) building authentic revolution through communion between youth and adults, community-building, and communion with indigenous peoples and the Earth; (c) cultivating a sense of love that sustains community bonds to facilitate healing; (d) promoting healing through engaging in dialectics and dialogue; and (e) creating opportunities for agency and creation to implement the praxis of transformative youth organizing. The findings support the need for adults seeking to authentically be in solidarity with youth to engage in transformative justice practices that help communities collectively heal from colonial violence and engage in a counterhegemonic praxis of creating new transformative and liberatory possibilities in communities.

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Palko, Steffen E. "An epistemological framework for curriculum and instruction." [Fort Worth, Tex.] : Texas Christian University, 2009. http://etd.tcu.edu/etdfiles/available/etd-03162010-154844/unrestricted/Palko.pdf.

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Denton, Stephen E. "Exploring active learning in a Bayesian framework." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3380073.

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Thesis (Ph.D.)--Indiana University, Dept. of Psychological and Brain Sciences the Dept. of Cognitive Science, 2009.
Title from PDF t.p. (viewed on Jul 19, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: B, page: 7870. Advisers: John K. Kruschke; Jerome R. Busemeyer.
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Sharon, Taly 1969. "An advanced driver warning framework incorporating educational warnings." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/62377.

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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2003.
Includes bibliographical references (leaves 74-76).
Car accidents are a serious problem. The measures currently being taken are not very successful in preventing accidents. To reduce the number of accidents, driver support and warning systems are built. Part of their solution is the use of education, in the form of educational warning systems. However, issuing warnings might distract the driver from the driving task exactly when the stress level is high and immediate action is required. This work concentrates on educational warning systems in the framework of cars and driving. It proposes an innovative design that is demonstrated via a prototype of an educational warning system. One of the main objectives of the research presented here is to test if delaying warnings and feedback (to prevent stress and distraction) improves the learning ability and the performance of drivers using them. Are delayed (educational) warnings superior to immediate warnings? Using the 300M IT Edition, an experiment to test the effects of delayed feedback on the learning process in two driving tasks was carried out. The findings showed significant evidence of better performance overall, while yielding marginal significant of improvement in task understanding, and some indication, although not significant, of faster and stronger improvement in task performance of the delayed feedback group. The main impact of the work is some evidence that delayed warnings in driver learning tasks are superior. More importantly, it is not evident that it is inferior, which makes it preferable to immediate feedback that may distract the driver from the driving task.
by Taly Sharon.
S.M.
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Books on the topic "Educational framework"

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Bruce, Randy. Educational technology planning: A framework. Victoria, BC: Centre for Curriculum, Transfer and Technology, 1999.

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Education, Middle States Association of Colleges and Schools Commission on Higher. Framework for outcomes assessment. 2nd ed. Philadelphia, Pa: CHE/MSA, 1996.

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Education, Alberta Alberta. Accountability in education: Policy framework. Edmonton: The Dept., 1995.

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Klages, Ellen. Facilitating the framework. [San Francisco, Calif.]: Exploratorium, 1999.

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Ofsted. Connexions partnerships: A framework for inspection. London: Office for Standards in Education, 2002.

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Blundell, Patricia. Inter-religious dialogue: Towards an educational framework. Saarbrücken: VDM Verlag, 2010.

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Equity 101--: The Equity framework. Thousand Oaks, Calif: Corwin Press, 2011.

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California. Legislature. Joint Committee to Develop a Master Plan for Education-Kindergarten Through University. Framework to develop a master plan for education. Sacramento, CA (1020 N St., Rm. 5-53, Sacramento 95814): Senate Publications, 2000.

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H, Broadhurst William, and Ontario. Ministry of Education and Training., eds. University accountability: A strengthened framework. Toronto: The Task Force, 1993.

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Haddad, Wadi. Education policy-planning process: An applied framework. Paris: UNESCO, International Institute for Educational Planning, 1995.

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Book chapters on the topic "Educational framework"

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Tadesse, Aklilu Tilahun, Pål Ingebright Davidsen, and Erling Moxnes. "Theoretical Framework." In SpringerBriefs in Educational Communications and Technology, 21–33. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88289-1_3.

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Scheerens, Jaap. "An Overarching Conceptual Framework." In Educational Effectiveness and Ineffectiveness, 3–25. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-7459-8_1.

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Foulk, P., M. Desmulliez, L. Mackinnon, and M. Ferreira. "The ASTEP Educational Multimedia Framework." In Microelectronics Education, 213–16. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-5110-8_50.

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White, Beth A., Taimi Olsen, and David Schumann. "A Threshold Concept Framework for Use across Disciplines." In Educational Futures, 53–63. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-512-8_5.

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Almond, Russell G., Robert J. Mislevy, Linda S. Steinberg, Duanli Yan, and David M. Williamson. "The Conceptual Assessment Framework." In Bayesian Networks in Educational Assessment, 411–65. New York, NY: Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4939-2125-6_12.

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Morel, Gwendolyn M., and J. Michael Spector. "Values, Foundations, and a Framework." In Foundations of Educational Technology, 17–31. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003268406-3.

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Napoleon, D., and V. Ramanujam. "Education 4.0: Curriculum Development for the Educational Framework." In Industry 4.0 Technologies for Education, 275–91. Boca Raton: Auerbach Publications, 2022. http://dx.doi.org/10.1201/9781003318378-17.

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Doecke, Brenton, Desvalini Anwar, and Bella Illesca. "Narrative Language and Literacy Education Research Within a Postcolonial Framework." In Educational Linguistics, 29–43. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49140-0_3.

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Ward, Sarah, Claire Bynner, and Victoria Bianchi. "Building a capabilities framework with learners from high-poverty neighbourhoods." In Educational Equity, 134–56. Names: Chapman, Christopher, editor. | Ainscow, Mel, editor. Title: Educational equity : pathways to success / edited by Christopher Chapman and Mel Ainscow. Description: Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003128359-8.

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Tadesse, Aklilu Tilahun, Pål Ingebright Davidsen, and Erling Moxnes. "Assessing the Design Framework." In SpringerBriefs in Educational Communications and Technology, 35–53. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88289-1_4.

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Conference papers on the topic "Educational framework"

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Rizzardini, Rocael Hernández, and Hector R. Amado-Salvatierra. "Full Engagement Educational Framework." In L@S 2017: Fourth (2017) ACM Conference on Learning @ Scale. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3051457.3053969.

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Strelkova, Lyudmila, Yulia Makusheva, Olga Bodrikova, Anton Shtanyuk, and Anna Miloserdova. "On the issue of evaluating educational programs for additional professional education." In Human resource management within the framework of realisation of national development goals and strategic objectives. Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcsebm.gizu3309.

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The article considers the problems of assessing the program of additional vocational education, considering the new realities, the management environment, the widespread introduction of the digital economy, which place new demands on workers and their professional competencies or even changes in their work activities. A methodology is proposed for calculating the integrated index of the educational program effectiveness, including vocational education, considering important economic, social, organizational, and educational components, which involves considering their quantitative and qualitative characteristics. The main conceptual elements of the evaluation system of additional programs are reflected, and the scale and evaluation standards are proposed. The economic effect of the program is determined in cost terms based on the expected revenues and expenses for the program. The article shows an example of calculating private indicators of the effectiveness of educational programs for additional vocational training, and their translation into the relative effect is carried out with the help of the profitability indicator. This allows choosing the educational product necessary for specific consumers to attract additional extra-budgetary funds for the development of science in educational institutions. In addition, the issue of training the necessary personnel in demand for business is being addressed. According to societal needs, personnel with specified professional competencies appear on the labor market. All this creates conditions for realizing the interests of employees, employers, and the state.
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Mudaliar, Aarthi, V. D. Garde, and D. P. Sharma. "Educational Resource Planning - A Framework for Educational Institutions." In 2009 Second International Conference on Emerging Trends in Engineering & Technology. IEEE, 2009. http://dx.doi.org/10.1109/icetet.2009.84.

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Alenteva, Elena, Tatiana Korenyakina, Marina Vedenkina, and Marina Semenischeva. "Estimation of the efficiency of use digital resources in elementary school in Astrakhan region." In "The Caspian in the Digital Age" within the framework of the International Scientific Forum "Caspian 2021: Ways of Sustainable Development". Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcsebm.rqgy8642.

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The study is devoted to the problem of digitalization of primary general education. The goal of digitalization in primary education is seen in its optimal adaptation to the successful solution of the intended pedagogical problems. The authors of the article clarify the definition of the concept of "digitalization of education", reveal the essence of the concept of "digitalization of primary education", provide substantiation of the theoretical and practical aspects of the topic. The article touches upon some aspects of the implementation into the practice of educational institutions of the main ideas of the Federal project "Digital Educational Environment". Digitalization of education covers all subjects of the educational process: students, teachers, parents of minor children. The pedagogical competence of primary school teachers in the use of digital education technologies is critical. The authors of the article describe the options for using digital resources in primary school and investigate the level of digital information technology skills of primary education teachers, as well as their use of digital resources in the educational process of primary school.
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Smirnova, Regina, Olga Korobkova, Nadezhda Anokhina, and Ruslan Putilov. "Challenges of digitalization of civic education of students in a socio-cultural safe educational environment." In "The Caspian in the Digital Age" within the framework of the International Scientific Forum "Caspian 2021: Ways of Sustainable Development". Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcsebm.yalm2399.

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The objective of the article is to study the challenges of digitalization of civic education of students in a socio-cultural safe educational environment and to describe the ways to address them, based on the implementation of digital technologies presented in the form of Allan Carrington's Pedagogical Wheel. The methodological basis of the article is the theory of human security and humanization of education; informative-environmental, cybernetic, culturological approaches to civic education in the socio-cultural educational environment. The research methods included analysis, synthesis, and synthesis of the scientific literature, thesis research, and publications on the topic. Empirical methods: questionnaires, discussion, and survey (offline). The theoretical positions presented in the paper complement the main points of education digitalization, enriching the theory and methodology of pedagogical science.
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Boldyrevskii, Pavel, Valeria Vinnik, Mikhail Zalessky, Mara Grigoryan, and Elena Pravodelova. "Evaluation of the effectiveness of the use of digital educational technologies in the educational process of a university." In Human resource management within the framework of realisation of national development goals and strategic objectives. Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcsebm.pegw5399.

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The paper presents a comparative analysis of the effectiveness of the use of various learning technologies: digital, traditional, and blended learning in the educational process of a university. The authors show the results of research related to the analysis, development, and refinement of parameters, capabilities and implementation of digital technologies in the educational process. The analysis is carried out based on a set of surveys of students and teachers. A comparison of the impressions of the participants of the educational process and an analysis of its results during the transition from the classic model of the educational process to a blended (classic model with the use of digital educational technologies) anddistance learning is carried out. The results obtained were correlated with objective indicators — compliance with the academic schedule, average academic performance, and the level of residual knowledge. Significant advantages and disadvantages of the introduction of distance learning in the educational process were identified, on the part of both trainees and teachers. In conclusion, the authors summarize that the use of digital technologies makes it possible to create a learning environment around the student that forms professional digital innovative competencies.
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Medvedeva, Tatiana Arkadevna. "INNOVATIVE EDUCATIONAL WORK IN THE FRAMEWORK OF PRESCHOOL DISTANCE EDUCATION." In Международный педагогический форум "Стратегические ориентиры современного образования". Уральский государственный педагогический университет, 2020. http://dx.doi.org/10.26170/kso-2020-34.

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Kamatchi, R. "Service Oriented Architecture - Collaborative Educational Framework." In 2013 International Conference on Cloud & Ubiquitous Computing & Emerging Technologies (CUBE). IEEE, 2013. http://dx.doi.org/10.1109/cube.2013.29.

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Senapathi, Mali. "A Framework for the Evaluation of CASE Tool Learnability in Educational Environments." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2895.

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The aim of the research is to derive a framework for the evaluation of Computer Aided Software Engineering (CASE) tool learnability in educational environments. Drawing from the literature of Human Computer Interaction and educational research, a framework for evaluating CASE tool learnability in educational environments is derived. The two main differences between this framework and existing evaluation frameworks is that 1) it is specific to educational environments and 2) it recognizes the significance of contextual factors such as learning environment and teaching and learning methodologies in evaluating learnability. The framework is oriented towards learnability and is customisable. It helps to define the important issues related to CASE tool learnability, and allows conclusions to be drawn about all influential factors on learning in the given context. A detailed case study describes the application of the framework to evaluate the learnability of Rational Rose, a CASE tool used in an undergraduate Systems Analysis and Design course.
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Meyer, Anika, Ina Fourie, and Preben Hansen. "A participatory design informed framework for information behaviour studies." In ISIC: the Information Behaviour Conference. University of Borås, Borås, Sweden, 2020. http://dx.doi.org/10.47989/irisic2004.

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Introduction. Applying participatory design in educational contextscan improve the congruence between perceptions of students, teachers and instructional designers.Information behaviour activities such as collaborative information seeking and information sharing are core to participatory design. Information behaviour studies related to participatory design must be guided by an information behaviourframework informed by the principles of participatory design. Albeit a few examples of frameworks, reference is mostly only to participatory design steps, phases and stages, with limited acknowledgement of information activities. This paper suggests a participatory design information behaviour framework for studies in educational contexts. Method. Scoping review of selected publications on participatory design and information behaviour, and participatory design in education. Analysis. Thematic analysis applied in educational context as exemplar. Results. A participatory design information behaviour framework must allow for the following constructs: context, participant selection (i.e., actors, stakeholders), definition of shared visions and purposes; roles and tasks; information resources and access; iterative information activities; participatory design steps, phases and stages; consideration of intervening factors; and finer nuances of all of these constructs. Conclusion. The suggested framework can guide information behaviour studies on participatory design with a focus on information activities.
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Reports on the topic "Educational framework"

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Galiani, Sebastian, Guillermo Cruces, Pablo Acosta, and Leonardo Gasparini. Educational Upgrading and Returns to Skills in Latin America: Evidence from a Supply-Demand Framework. Cambridge, MA: National Bureau of Economic Research, November 2017. http://dx.doi.org/10.3386/w24015.

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Ruiz, Pati, Eleanor Richard, Carly Chillmon, Zohal Shah, Adam Kurth, Andy Fekete, Kip Glazer, et al. Emerging Technology Adoption Framework: For PK-12 Education. Digital Promise, October 2022. http://dx.doi.org/10.51388/20.500.12265/161.

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The Emerging Technology Adoption Framework was created with education community members to help ensure that educational leaders, technology specialists, teachers, students, and families are all part of the evaluation and adoption process for placing emerging technologies in PK-12 classrooms. We engaged an Emerging Technology Advisory Board through Educator CIRCLS based out of The Center for Integrative Research in Computing and Learning Sciences (CIRCLS) and gathered additional feedback from researchers, policy experts, the edtech community, educators, and families to ground our work through a community of experts. This framework is specifically designed to include community members in the process of making informed evaluation and procurement decisions and outlines the important criteria to consider during three stages of emerging technology implementation: (1) initial evaluation, (2) adoption, and (3) post-adoption. Each criterion has specific questions that can be asked of decision makers, district leaders, technology researchers and developers, educators, and students and families, as well as resources and people who might serve as resources when answering these questions.
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Tarasov, Alexander F., Irina A. Getman, Svetlana S. Turlakova, Ihor I. Stashkevych, and Serhiy M. Kozmenko. Methodological aspects of preparation of educational content on the basis of distance education platforms. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3857.

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The urgency of application of technologies and means of distance learning in educational process of higher educational institutions is designated. The growing frequency of using cloud services and electronic textbooks in mobile and distance learning is noted. The importance of building educational environment is highlighted, where the key element is e-learning resources in digital form, including structure, subject content and metadata about the course. For higher educational institutions, the need for methodical support for the preparation of educational content on the basis of distance education platforms is determined. The experience of using the free distance education platform Moodle within the framework of the higher educational institution Donbass State Engineering Academy is considered. Methodical aspects of training content preparation on the basis of distance education platforms on the example of MoodleDDMA system are given. The General structure of the distance course and an example of evaluation of test tasks of the distance course (module) on topics are considered. An example of the presentation of the course on the basis of distance education platform MoodleDDMA is given. Conclusions about the experience of using the Moodle distance education system at the Donbass State Engineering Academy from the point of view of teachers and students are drawn. The perspective directions of researches and development of the Moodle distance education platform in completion and expansion of educational materials by multimedia elements and links, and also creation of the application for mobile devices for possibility of more effective use of the platform are allocated.
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Шестопалова (Бондар), Катерина Миколаївна, and Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.

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An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) individualization of the educational process; 5) competences of the teacher in inclusive education: strategies of teaching in inclusive education, method of collaborative learning, integration of technology into the discipline teaching methods, peculiarities of formation of mathematical concepts in children with special needs, difficulties with reading mastering and correction of dyslexia in children with special educational needs, correction and development of sense side of reading, development of intelligence of a child with SEN with the help of kinesiology methods, cooperation of teacher, psychologist and parents of a child with special educational needs, five levels can be associated with parents engagement; 6) work with children with behavior problems; resource room as the method of a child specific sensor needs satisfaction.
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Mahat, Marian, Guy Morrow, Brian Long, Siew Fang Law, Amy Gullickson, and Chengxin Guo. Developing an impact framework for Science Gallery Network: Final report. University of Melbourne, 2022. http://dx.doi.org/10.46580/124372.

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The aim of this project was to develop an impact framework for the Science Gallery Network (SGN). This work was commissioned by the Science Gallery International (SGI). The SGN has eight member organisations across four continents: Dublin, London, Melbourne, Bengaluru, Detroit, Rotterdam, Atlanta and Berlin. Whilst the network consistently sees unprecedented levels of accomplishment by its members, a testimony to their capacity, innovation and vision, the SGN does not have a systematic way to measure and monitor this impact. An impact framework that can assist with understanding and reporting the value of this impact will provide important recognition that the SGN has achieved what it sets out to do— bringing science, art, technology and design together to deliver world-class educational and cultural experiences for young people. This report details the robust consultation approach that was undertaken by the University of Melbourne’s project team—one that included a desktop review, focus group discussions, surveys and interviews—to ensure multiple perspectives were gathered on what could be considered a multi-faceted concept. The desktop review provided a thorough review and an environmental scan of the impact literature and its measurement. In addition, the focus group discussions and interviews provided a rich understanding of what ‘good impact’ means for the SGN and the implications of this to the measurement of impact outcomes. Five key recommendations are provided and summarised. Note that these key recommendations should be taken as a point of departure for further in-depth consultation throughout the wider SGN.
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Dabrowski, Anna, Yung Nietschke, Syeda Kashfee Ahmed, Amy Berry, and Maya Conway. Readiness, response, and recovery: The impacts of COVID-19 on education systems in Asia. Australian Council for Educational Research, September 2022. http://dx.doi.org/10.37517/978-1-74286-689-5.

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This review provides insights into COVID-19 responses in educational systems in Asia, and reviews which policies and practices were already in place to contribute to system readiness and resilience. Although the evidence base remains scarce, reflecting on the different system and school-level responses in Asia provides opportunity to identify gaps in current policies and research, and consider new ways in which countries in Asia can strengthen their educational systems into the future. It considers what makes an education system resilient, and the importance of school level practices. It uses an analytical framework to review readiness, response and recovery, and concludes with a discussion of gaps in evidence in Asia.
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Mintii, I. S. Using Learning Content Management System Moodle in Kryvyi Rih State Pedagogical University educational process. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3866.

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The article analyzes the results of the survey of 75 lecturers on using learning content management system (LCMS) Moodle in the educational process. It is defined that more than 75% of the respondents use LCMS Moodle. The lecturers up to 30 or over 60 years old, with up to 3-year-work experience in Universities need methodic assistance. Textual e-learning resources are widely used in developed courses while video and audio are not used enough. LCMS Moodle is mostly used during exams or tests and student work, and using LCMS Moodle should be intensified in lectures, laboratory and practical classes. Among the most demanded resources are label, page, file, URL, book, assignment, attendance, glossary, quiz. Thus, the popularization of other resources is identified as one of the most important. An action plan how to improve LCMS Moodle usage: increasing the IT competencies of both teachers and students – planned long-term courses “IT in full-time (blended) learning”; seminars, consultations, (group and individual forms) both on general issues, and according to the specificity of the specialties; methodic handouts and recommendations; improving logistics; improving logistical support – ensuring constant access to the Internet, updating and equipping computer classrooms; creating of transparent, predictable and attractive for authors content of the regulatory framework.
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Morkun, Volodymyr S., Сергій Олексійович Семеріков, Svitlana M. Hryshchenko, and Kateryna I. Slovak. System of competencies for mining engineers. Видавництво “CSITA”, 2016. http://dx.doi.org/10.31812/0564/719.

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Topicality of the material, highlighted in this article is stipulated by the need to ensure effectiveness of educational process while preparing mining engineers. System of competencies for future mining engineers, taken as basis for high school sectoral standard for Mining 6.050301 update is theoretically substantiated and developed. Sources of state-of-the-art foreign educational system and technologies as well as scientific research results of local teachers have been analyzed, enabling development of new sectoral standard. Switching to new high school competencies-based sectoral standards is the necessary step in high education reforming in Ukraine, while the application of competencies-based approach to high school sectoral standards development facilitates tuning of education towards labour market’s requirements and demands, further development of educational techniques and educational system as a whole. Objective of the article: to project system of competencies and to define components of environmental competencies for mining engineers. Methods: – theoretical: analysis, generalization, systematization of legislative framework, educational standards, Internet - sources in order to distinguish theoretical basis of research, develop system of competencies for future mining engineers. – Empirical – improvement of system of competencies for future mining engineers. Scientific novelty is represented with structured system, consisting of 49 competencies, comprising the core of new sectoral standard for mining engineers preparation; Practical importance of the outcomes is related to developments: separate constituents of high school draft sectoral standard for Mining engineers bachelors’ preparation 6.050301 Mining (system of social & personal, general scientific, tool-based, general professional and special professional competencies. Research outcomes can be used while developing educational qualification profile and training program for Mining bachelors 6.050301 education field, in course of geoinformational technologies review by ecology, land survey and geography bachelors.
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Osadcha, Kateryna, Viacheslav Osadchyi, Serhiy Semerikov, Hanna Chemerys, and Alona Chorna. The Review of the Adaptive Learning Systems for the Formation of Individual Educational Trajectory. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4130.

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The article is devoted to the review of the adaptive learning systems. We considered the modern state and relevance of usage of the adaptive learning systems to be a useful tool of the formation of individual educational trajectory for achieving the highest level of intellectual development according to the natural abilities and inclination with the help of formation of individual trajectory of education, the usage of adaptive tests for monitoring of the quality of acquired knowledge, the formation of complicated model of the knowledge assessment, building of the complicated model of the subject of education, in particular considering the social-emotional characteristics. The existing classification of the adaptive learning systems was researched. We provide the comparative analysis of relevant adaptive learning systems according to the sphere of usage, the type of adaptive learning, the functional purpose, the integration with the existing Learning Management Systems, the appliance of modern technologies of generation and discernment of natural language and courseware features, ratings are based on CWiC Framework for Digital Learning. We conducted the research of the geography of usage of the systems by the institutions of higher education. We describe the perspectives of effective usage of adaptive systems of learning for the implementation and support of new strategies of learning and teaching and improvement of results of studies.
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Samji, Salimah, and Mansi Kapoor. Funda Wande through the Lens of PDIA: Showcasing a Flexible and Iterative Learning Approach to Improving Educational Outcomes. Research on Improving Systems of Education (RISE), January 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/036.

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Funda Wande has adopted a ‘learning by doing’ strategy that is similar to the Problem Driven Iterative Adaptation (PDIA) approach to solving complex problems. PDIA is a high-impact process of innovation that helps organisations develop the capability to solve complex problems while they are solving such problems. It is a step-by-step framework that helps break down problems into their root causes, identify entry points, search for possible solutions, take action, reflect upon what is learned, adapt, and then act again. Its dynamic process and tight feedback loops enable teams to find and fit solutions to the local context. This case provides a narrative of the Funda Wande story with boxes illustrating how PDIA principles and tools like problem construction, deconstruction, entry point analysis, iteration, and building authorisation would have been applied in practice. The sources of this case include a literature review of education in South Africa, related research documents, and conversations with staff at Funda Wande.
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