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Relevant bibliographies by topics / Innovation. university pedagogy. pedagogical systems

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Journal articles

Academic literature on the topic 'Innovation. university pedagogy. pedagogical systems'

Author: Grafiati

Published: 4 May 2024

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Journal articles on the topic "Innovation. university pedagogy. pedagogical systems"

1

Ilaltdinova, Elena Yu, Svetlana V. Frolova, and Tatiana N. Sergeeva. "Institutional identity of pedagogical education: problems and development trends." Perspectives of Science and Education 50, no. 2 (2021): 70–87. http://dx.doi.org/10.32744/pse.2021.2.5.

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Introduction. The ongoing geopolitical and socio-economic global changes, undoubtedly, have a strong impact on educational systems in general and on the paradigm of pedagogical education in particular. The ability of educational ecosystems to anticipate possible changes, respond to them in a timely manner, and, ideally, to make these changes manageable, seems to be relevant. Materials and methods. Content analysis of pedagogical literature, source study method, comparative description, binary analysis, linguistic analysis. Results. The analysis of socio-cultural and educational tendencies, as

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2

Smirnov, I. P. "The contextual method of Academician Verbitsky: is a revolution in didactics possible?" Education and science journal 23, no. 4 (2021): 108–25. http://dx.doi.org/10.17853/1994-5639-2021-4-108-125.

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Introduction. The article provides an overview of the most notable pedagogical innovations (project method, programmed teaching, pedagogy of cooperation), mastered at the scientific level, but not widely used in educational practice. Special attention is paid to the paradigm of contextual education developed by the Academician of the Russian Academy of Education, Head of the Department of Social and Pedagogical Psychology in Sholokhov Moscow State University for the Humanities, A. A. Verbitsky and his scientific school. This paradigm accumulates many effective forms, methods and means, substan

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Alisov, Evgenii A. "International practice of the activity approach in higher pedagogical education." Psychological-Pedagogical Journal GAUDEAMUS, no. 4 (2022): 9–17. http://dx.doi.org/10.20310/1810-231x-2022-21-4-9-17.

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We present the results of a comparative pedagogical study, the purpose of which was to identify and characterize the directions of application of the activity approach (as a key methodological basis) implemented in the world educational practice to the organization of the system of lecturer training. The study was conducted using classical methods for comparative pedagogy: comparative, descriptive, inductive-deductive. The considered in the study trends determine the general patterns of designing educational programs for lecturer training in many countries of the world with high quality educat

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Naumkin, Nikolay I., Elena P. Grosheva, Galina A. Kondratieva, and Vladimir F. Kupryashkin. "Training Higher School Students in Rapid Prototyping Technology as a Final Stage of Their Preparation for Innovative Activities." Integration of Education, no. 3 (September 28, 2018): 519–34. http://dx.doi.org/10.15507/1991-9468.092.022.201803.519-534.

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Introduction. The methodological systems of preparation for innovative engineering activity involve the involvement of students in all stages of the innovation cycle, including obtaining an intangible innovative product. However, the inability to obtain in students a material innovative product reduces the effectiveness of the preparation of these systems. The purpose of this study is to create a methodical system for preparing students for innovative research activities based on their involvement in all stages of obtaining a material innovative product using additive technologies. Materials a

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Novy, Julia Wells, Banny Banerjee, and Pamela Matson. "A Core Curriculum for Sustainability Leadership." Sustainability 13, no. 19 (2021): 10557. http://dx.doi.org/10.3390/su131910557.

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In response to the scale, complexity, and urgency of the sustainability challenges societies face, there has been both rapid growth in the broad field of sustainability science and technology, as well as sustainability education globally. Yet, demand for sustainability education still far outstrips supply, and the gap between current reality and achieving the goal of intergenerational well-being is widening. There is a need for greater understanding, innovation, and alignment in sustainability education to ensure programs are effective in cultivating agents of change with capabilities pertinen

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Borisov, Egor, Elena Petrenko, Elena Zatsarinnaya, Alexey Romanov, Vera Cherkina, and Lyudmila Sotnikova. "Organization of taking exams of university students in online format: problems and opportunities." E3S Web of Conferences 217 (2020): 08005. http://dx.doi.org/10.1051/e3sconf/202021708005.

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Digitalization and automation in all sectors of the economy have increased the efficiency and effectiveness of various systems and processes. Online technologies are also widely used in the higher education system. Online learning, e-learning, e-learning tools and digital assessments are not innovations in the full sense of the word, but the widespread use of these technologies took place in mid-2020, due to the COVID-19 pandemic. The using the online format of training by universities and schools in the spring of 2020 was mostly spontaneous and forced, but later, due to the complication of th

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Babich, Vladimir, Vadim Zyubanov, and Maria Gorbuleva. "Semiotic Diagnostics of Philosophy Teaching Goals in Pedagogical Education." Ideas and Ideals 16, no. 1-2 (2024): 398–414. http://dx.doi.org/10.17212/2075-0862-2024-16.1.2-398-414.

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Modernization of domestic education and global diversiﬁcation of pedagogical education make it relevant to analyze the role and place of the subject ‘Philosophy’ in order to diagnose new goals for teaching this discipline. Based on the methodological innovation of the semiotic approach proposed by I.V. Melik-Gaykazyan, the correspondence between the semantics of universal competencies and the pragmatics of the formation of individual trajectories for the training of future teachers is established. This correspondence captures the navigational role of philosophy, ﬁrstly, in the development of b

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Skvortsov, Aleksandr A., and Anatoly A. Molchanov. "Analysis of the publication activity of world researchers on the problem of forming a digital educational ecosystem for university students." Tambov University Review. Series: Humanities, no. 4 (2023): 770–82. http://dx.doi.org/10.20310/1810-0201-2023-28-4-770-782.

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Relevance. We consider the publication activity on the problem of forming a digital educational ecosystem for university students. The period of appearance of publications on the problem and the dynamics of the publication activity of the scientific community are revealed. Based on the use of Dimensions.ai, Lens.org, Scopus, Web of Science, VOSviewer built charts, bibliometric maps of the publication activity of authors by keywords, activity of countries. The purpose of the study is to show that the digital educational ecosystem is a promising tool for pedagogical communication and contains si

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9

Konst, Taru, and Liisa Kairisto-Mertanen. "Developing innovation pedagogy." Contemporary Educational Researches Journal 9, no. 3 (2019): 74–84. http://dx.doi.org/10.18844/cerj.v9i3.4224.

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The purpose of this paper is to discuss the concept of a pedagogical strategy called innovation pedagogy and study how it has been and will be developed. The paper provides a discussion of the changes in innovation pedagogy and, more generally, in higher education, including the changes in educational goals and involving a sustainable future as the priority in all education. The research methodology is based on action research and participatory observation as well as on the experiences of the authors of the development process, which has taken place in a Finnish university of applied sciences

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10

Joshi, Marjo, Minna Scheinin, Luis Miranda, and Juliana Piispa. "Reports from the Field: Primary School in Brazil Using Finnish Innovation Pedagogy to Create Meaningful Online Education During the COVID-19 Pandemic." Journal of Learning for Development 7, no. 3 (2020): 473–78. http://dx.doi.org/10.56059/jl4d.v7i3.446.

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ISO Colegío in Paraiba, Brazil, implemented Finnish innovation pedagogy from Turku University of Applied Sciences (TUAS) as a pedagogical strategy in their new primary school in early 2020. The implementation started in class teaching but due to the pandemic, it was transferred online, still using the new pedagogical approaches. Experiences by teachers and pupils have so far been mostly positive. Management has been satisfied with the overall success and plan to continue with innovation pedagogy as a strategy.

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