Bibliografías temáticas / Pedagogical systems

Literatura académica sobre el tema "Pedagogical systems"

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Publicado: 4 de mayo de 2024

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Artículos de revistas sobre el tema "Pedagogical systems"

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Caro Piñeres, Manuel, Darsana P. Josyula y Jovani Alberto Jiménez Builes. "Multi-level pedagogical model for the personalization of pedagogical strategies in intelligent tutoring systems". DYNA 82, n.º 194 (21 de diciembre de 2015): 185–93. http://dx.doi.org/10.15446/dyna.v82n194.49279.

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Pedagogic strategies are action plans designed to manage issues related to sequencing and content organization, specifying learning activities, and deciding how to deliver content and activities in teaching processes. In this paper, we present an approach to personalization of pedagogical strategies in Intelligent Tutoring Systems using pedagogical knowledge rules in a Web environment. The adaptation of pedagogical strategies is made based on a multilevel pedagogical model. An Intelligent Tutoring Systems called FUNPRO was developed to validate the multilevel pedagogical model. The results of empirical tests show that the multilevel pedagogical model enables FUNPRO to improve the process of personalization of pedagogical strategies, due to the reduction of inappropriate recommendations.
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Kislyakov, Pavel Aleksandrovich. "PSYCHO-PEDAGOGICAL FOUNDATIONS OF THE STUDY OF PEDAGOGICAL SYSTEMS". Sovremennye issledovaniya sotsialnykh problem, n.º 6 (9 de septiembre de 2015): 329. http://dx.doi.org/10.12731/2218-7405-2015-6-28.

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Oʻgʻli, Abloqulov Jaloliddin Neʼmatillo. "PEDAGOGICAL TECHNOLOGIES FOR ENHANCING TEACHING EFFECTIVENESS IN CONTINUOUS EDUCATION SYSTEMS". International Journal of Advance Scientific Research 4, n.º 1 (1 de enero de 2024): 101–6. http://dx.doi.org/10.37547/ijasr-04-01-16.

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Continuous education is becoming increasingly important in the fast-paced world of the 21st century, where knowledge and skills are constantly evolving. To address the challenges of providing effective and efficient education, pedagogical technologies have emergedas powerful tools. This article explores various pedagogical technologies that can be employed to enhance teaching effectiveness within the continuous education system. By leveraging these technologies, educators can create dynamic learning environments that foster engagement, motivation, and skill acquisition among learners.
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Chovriy, Sofiya. "European music-pedagogical systems: the retrospective analysis". Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” 2(10) (2019): 51–54. http://dx.doi.org/10.31339/2413-3329-2019-2(10)-51-54.

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Moules, Nancy J., Janice M. Bell, Brenda I. Paton y Angela C. Morck. "Examining Pedagogical Practices in Family Systems Nursing". Journal of Family Nursing 18, n.º 2 (24 de enero de 2012): 261–95. http://dx.doi.org/10.1177/1074840711435508.

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Nadezhdin, E. N., I. L. Fedotenko y E. E. Smirnova. "Methodology of simulation modeling of pedagogical systems". Chebyshevskii Sbornik 23, n.º 5 (2022): 291–304. http://dx.doi.org/10.22405/2226-8383-2022-23-5-291-304.

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Dokuchaieva, Viktoriia V., Liudmyla M. Sbitnieva, Nazip V. Khamitov, Dmytro O. Chystiak y Nataliia M. Malaniuk. "Design of Innovative Pedagogical Systems on Interdisciplinary Basis". International Journal of Higher Education 9, n.º 7 (7 de agosto de 2020): 267. http://dx.doi.org/10.5430/ijhe.v9n7p267.

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The urgency of the problem raised in the article is determined by: evolutionary trends in education related to the need to design prospects for its development on an innovative basis; undeveloped conceptual foundations of designing innovative pedagogical systems on an interdisciplinary basis, reflecting the dialectical unity of theoretical and technological aspects of the design process; increasing the requirements for the quality of design activities in the process of preparation for practical implementation and improvement of innovations; insufficient development of the technological and methodological apparatus for measuring and evaluating the effectiveness of the process of designing innovative pedagogical systems on an interdisciplinary basis; the need to create an infrastructure for pedagogical design and accumulation of a database of pedagogical projects. The research was conducted as a project study (DBR) for three years (2017-2020) using mixed methods: unstructured interviews, the method of expert evaluations (based on the method of pairwise comparison), qualimetric methods of assessing the quality of pedagogical projects, statistical methods of data processing and testing hypotheses. The study showed that the effectiveness of the design of innovative pedagogical systems on an interdisciplinary basis is ensured by the creation of an external information and educational environment for the design of innovative systems and monitoring of design activities. In terms of content, they reflect the main provisions of the study and provide its experimental verification. The study developed an instrument for expert evaluation of projects of innovative pedagogical systems on an interdisciplinary basis, covering the project presentation scheme, summative and prognostic criteria of examination in socio-pedagogical, psychological and pedagogical, scientific and methodical, managerial and technical areas, methods of project quality assessment. The conclusions and recommendations of the study can be the basis for improving the educational process in educational institutions, as well as the development of pedagogical design practices.
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Vashkevych, Victor y Volodymyr Morozov. "INFORMATION DIMENSION OF THE PEDAGOGICAL DISCUSSION". Educational Discourse: a collection of scientific papers, n.º 1 (11 de septiembre de 2017): 76–87. http://dx.doi.org/10.33930/ed.2017.5007.1-6.

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Structure of information support as a system of social and educational transformation of modern education in the context of information systems and technologies application in the context of globalized and information transformation of education was defined and grounded. Among the leading items in the information dimension of pedagogic discourse were considered the following: information support of education; computer literacy and information culture; media literacy; the system of pedagogical technologies of new information and communication technologies introduction; the contents, forms, methods and means of information presentation of pedagogical discourse object.
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Kuznetsov, Yurii Nikolaevich. "General theory of functional systems as a theoretical-methodological framework of the pedagogical system of quality assurance". Педагогика и просвещение, n.º 1 (enero de 2021): 72–80. http://dx.doi.org/10.7256/2454-0676.2021.1.32844.

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The subject of this research is the pedagogical system of quality assurance. The goal consists in searching for innovative ways of the development of theoretical-methodological foundations for creating the pedagogical system of quality assurance in the higher education institution. The author examines such aspects as the development pf complex pedagogical systems in accordance with the hierarchical principle of compiling its fundamental pedagogical units (pedagogical subsystems), which allow creating branched architecture of the complex pedagogical system is created, depending on the goal and tasks of solution of pedagogical problem (in this case, the problem of quality assurance). Research methodology is based on the productive theoretical-methodological coupling of the concept of the general theory of functional systems (P. K. Anokhin) and the theory of pedagogical systems (N. V. Kuzmina). Comparative analysis is conducted on the analogies of the pedagogical system of quality assurance (according to the author’s version) and the classical functional system of behavioral act of a living organism. As a result, the author develop generalized architecture of the pedagogical system of quality assurance of the university. The novelty of this work consists in introduction of the concept of “pedagogical system of quality assurance” into the general classification of pedagogical systems of vocational education as an example of functional systems. The obtained results can be applied in creation of situational service for predicting and correcting the useful adaptive outcome of the activity of pedagogical system for improving the quality of higher education.
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Acosta, Griselda, Eric D. Smith y Vladik Kreinovich. "CONFIRMATION BIAS IN SYSTEMS ENGINEERING: A PEDAGOGICAL EXAMPLE". Mathematical Structures and Modeling, n.º 1 (30 de mayo de 2020): 144–48. http://dx.doi.org/10.24147/2222-8772.2020.1.144-148.

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One of the biases potentially affecting systems engineers is the confirmation bias, when instead of selecting the best hypothesis based on the data, people stick to the previously-selected hypothesis until it is disproved. In this paper, on a simple example, we show how important it is to take care of this bias: namely, that because of this bias, we need twice as many experiments to switch to a better hypothesis.
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Tesis sobre el tema "Pedagogical systems"

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Mathews, Moffat Mannunkal. "A Framework for Multiple Adaptable Pedagogical Strategies in Intelligent Tutoring Systems". Thesis, University of Canterbury. Computer Science and Software Engineering, 2012. http://hdl.handle.net/10092/7334.

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The need to give educators the ability to enter a particular teaching strategy of their choice into an Intelligent Tutoring System (ITS) and have the ITS respond appropriately to each student has been stated by many researchers. For example, an educator could tell the ITS to keep students within a certain help level ratio (how much help they request), or to introduce a new topic in a particular manner and the ITS simply carries this out at each learning point of interest. Educators could then try new strategies, ones that unaided are impossible to try out in class (such as keeping a student within a help-seeking range) or difficult within an ITS (as the ITS would have to be specially programmed in that way). Current ITSs provide adaptivity to the student at the domain level but not necessarily at the pedagogical level. While a variety of pedagogical strategies have been implemented (e.g. apprenticeship, socratic, practice), there is no system that offers parts or all of these strategies with the ability to choose between them dynamically. In this project, we designed a new framework for an ITS to include multiple, potentially adaptable pedagogical strategies. This was done by breaking up the pedagogical module into separate components. The Pedagogical Strategy Set (PSS) contains all the strategies, written as constraints. The Pedagogical Student Model (PSM) keeps track of which pedagogical strategies were used by each student. Within the ITS, there is still a smaller, separate pedagogical module to deal with domain-specific strategies. The Pedagogical Control Centre (PCC) contains the logic of when and how to use the pedagogical strategies. It gathers its information from the other modules and uses decision logic to trigger strategies. We implemented and evaluated this framework within the context of SQL-Tutor and found that the framework could be used to enter pedagogical strategies, which in turn compared favourably to the original SQL-Tutor. This proof of concept opens up the possibility of the logic and algorithms that could be implemented (e.g. in the PCC) in future ITSs. The PSS is a separate module, written in a different language, independent of ITSs. This could lead to sharing of pedagogical strategies between tutors. Furthermore, students learn differently to each other; this framework allows them to do so.
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Srisethanil, Chaisak. "Pedagogical framework for an engineering intelligent tutoring system". Diss., Georgia Institute of Technology, 1996. http://hdl.handle.net/1853/20240.

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Nordstrom, Karen Lynn. "Pedagogical Praxis Models in Sustainability Education: A Focus on Food Systems and Environment". ScholarWorks @ UVM, 2015. http://scholarworks.uvm.edu/graddis/390.

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As societies embrace notions of sustainability, there is an increasing interest in how to best educate students about these concepts. The field of sustainability education (SE) is an approach that has been developed to address this concern. SE frameworks seek to integrate into curricular contents and formats within campus learning environments, in order to systematically improve upon approaches and services developed to support student learning and development. My research offers insight into the relationships between the philosophical principles and praxes of sustainability education, with the aim to inform educators on how best to prepare students to address complex sustainability issues. I used three cases of University of Vermont courses and programs to explore theoretical and practical factors related to sustainability education and food systems, as follows: 1) a comparative analysis of Education for Sustainability (EfS) together with Sustainable Agriculture and Food Systems Education, 2) an integration of High Impact Educational Practices (HIEP) with the field of agroecology education, and 3) an in-depth program analysis that examined the role of HIEP in engaged learning alongside the EfS framework. I drew from two action research (AR) traditions that determine particular research methodologies for applied social research settings. The first is a systems approach to organizational learning, and the second is teacher research for curricular and program development. I also engaged in utilization-focused evaluation (UFE) with program stakeholders. Research methods included applied social and mixed methods associated with program evaluation. Three main research implications include: a) Agroecology education in experiential, immersion environments can serve as a primary vehicle for sustainability education; b) sequencing of food systems and sustainability curricula can lead to transformative learning; and c) AR and UFE can serve as tools for program development alongside sustainability education frameworks.
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Rodrigues, Jose H. "The acquisition of pedagogical expertise in dance : a constraints-led approach". Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/104817/1/Jose_Rodrigues_Thesis.pdf.

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This thesis explored the acquisition of pedagogical expertise by dance teachers in a tertiary setting. The constraints-led theoretical framework with a qualitative approach was utilised to undertake a retrospective investigation of the potential factors, or constraints, influencing the acquisition of pedagogical expertise in dance. The results identified five themes, which were mapped into the constraints-led theoretical framework as environmental constraints (i.e., mentors, role models and students); task constraints (i.e., rules); and, individual constraints (i.e., needs). The results from this study highlight the potential of understanding constraints within their specific context in order to improve dance teachers’ pedagogical development.
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Schullo, Shauna J. "An Analysis of Pedagogical Strategies: Using Synchronous Web-Based Course Systems in the Online Classroom". [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001236.

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Steel, Caroline Helen. "The Interrelationaship Between University Teachers' Pedagogical Beliefs, Beliefs about Web Technologies and Web Practices". Thesis, Griffith University, 2009. http://hdl.handle.net/10072/367311.

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Educational technologies in university education are widely promoted for their potential to enrich, enhance and extend student laearning experiences (Hedberg, 2006). In the last decade, Learning Management Systems (LMS) have become a standard educational technology solution at most universities. While LMS have been purchased with enthusiasm, they have not always been integrated into university teacher practices with the same enthusiasm, and little work has been completed to assess differential effects across individual teachers, contexts and disciplines. If universities hope to encourage uptake of LMS and other technologies, studies are required to examine how teachers reconcile and translate their beliefs in these envirnments. Research into university teacher beliefs has suggested that belief systems infiltrate teacher thinking, planning, decision-making, behaviour and their application of educational technologies (Bain, McNaught, Lueckenhausen, & Mills, 1998: Reeves & Reeves, 1997).
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Languages and Linguistics
Arts, Education and Law
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Waloszczyk, Dorota. "Reconsidering documentation systems : Examining Polish preschool educators’ reflections upon Polish preschool documentation system, preschool democracy and Reggio Emilia-inspired pedagogical documentation from Sweden". Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Praktiknära utbildningsforskning (PUF), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-45233.

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Sweden and Poland see preschool documentation as a very important practice in Early Childhood Education and Care. Each country, however, conceives of this documentation differently. Reggio Emilia-inspired pedagogical documentation is one of the documentation practices used in Swedish preschools. There is very little research on the approach of Polish educators to this form of pedagogical documentation. Furthermore, the Swedish preschool curriculum is based on Social Pedagogy in contrast to the Polish preschool curriculum, which is based on Readiness for School. These curricular perspectives are underpinned by different views on children’s abilities and on the goal of preschool as an institution. This, in turn, reflects the relative differences in how democracy is viewed, and documentation maintained in these two countries. In this study, semi-structured interviews with four Polish preschool educators were conducted in order to document their understandings of the mentioned terms, as well as their perspectives on the forms and practices of documentation that they use. The participants were also asked about the possibility of adapting pedagogical documentation, as seen in Sweden, to the Polish preschool model. The findings showed, that the participants did not recognize Polish preschool system as democratic. What is more, the interviewees are not satisfied with the form of their preschool documentation. However, the interviews showed, that even though the teachers see value in pedagogical documentation, they do not see this approach as the appropriate one to adapt to Poland, due to the system malfunctions and reluctant co-workers. Lastly, the study shows that more research is needed to examine the relationship between documentation practices and the promotion and maintenance of democratic practices in preschool internationally, as well as suggests some changes in order to improve Polish documentation practices.
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Zakharov, Konstantin. "Affect Recognition and Support in Intelligent Tutoring Systems". Thesis, University of Canterbury. Computer Science and Software Engineering, 2007. http://hdl.handle.net/10092/1216.

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Empirical research provides evidence of strong interaction between cognitive and affective processes in the human mind. Education research proposes a model of constructive learning that relates cognitive and affective processes in an evolving cycle of affective states. Intelligent Tutoring Systems (ITSs) are capable of providing comprehensive cognitive support. Affective support in ITSs, however, is lagging behind; the in-depth exploration of cognitive and affective processes in ITSs is yet to be seen. Our research focuses on the integration of affective support in an ITS enhanced with an affective pedagogical agent. In our work we adopt the dimensional (versus categorical) view of emotions for modelling affective states of the agent and the ITSs users. In two stages we develop and evaluate an affective pedagogical agent. The affective response of the first agent version is based on the appraisal of the interaction state; this agent's affective response is displayed as affective facial expressions. The pilot study at the end of the first stage of the project confirms the viability of our approach which combines the dimensional view of emotions with the appraisal of interaction state. In the second stage of the project we develop a facial feature tracking application for real-time emotion recognition in a video-stream. Affective awareness of the second version of the agent is based on the output from the facial feature tracking application and the appraisal of the interaction state. This agent's response takes the form of affectoriented messages designed to interrupt the state of negative flow. The evaluation of the affect-aware agent against an unemotional affect-unaware agent provides positive results, thus confirming the superiority of the affect-aware agent. Although the uptake of the agent was not unanimous, the agent established and maintained good rapport with the users in a role of a caring tutor. The results of the pilot study and the final evaluation validate our choices in the design of affective interaction. In both experiments, the participants appreciated the addition of audible feedback messages, describing it as an enhancement which helped them save time and maintain their focus. Finally, we offer directions for future research on affective support which can be conducted within the framework developed in the course of this project.
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Clayton, John. "The Exchange of Power and Cultural Attitudes as Authentic Practice in Japanese EFL Pedagogical Spaces". University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1305895854.

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Roos, Sofie. "Chatbots in education : A passing trend or a valuable pedagogical tool?" Thesis, Uppsala universitet, Institutionen för informatik och media, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-355054.

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Digitalizing education and reinventing the learning experience is one of the big challenges in this age of information. In the eld of E-learning, the application of a chatbot as part of the education has shown interesting potential, both as a teaching and administrative tool. Chatbots have been 'trending' for a few years and quite a few papers examining it in the educational sector has been published, albeit very little interest seems to have been given to the summation of this knowledge. In an attempt to fill the knowledge gap this thesis performed a literature study to examine the documented features and possible uses for chatbots in an educational context. Since quite a few chatbot technologies have been developed at this time and exhibit varied functions, this study was limited to only examine bots based on the XML derived language AIML. The results imply that chatbots in education have quite a few uses and even more possible features. An AIML-based chatbot can be both simple and complex to implement, all depending on the effort put into implementation. The tool is diverse and may be used for many different purposes and aims, the only limitation being the creators' creativity and imagination.
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Libros sobre el tema "Pedagogical systems"

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New directions in technological pedagogical content knowledge research: Multiple perspectives. Charlotte, NC: Information Age Publishing, Inc., 2015.

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Martishin, Sergey, Vladimir Simonov y Marina Hrapchenko. Databases: Design and development of information systems using MySQL DBMS and Go language. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1830834.

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The tutorial is intended for studying and creating databases and information systems and applications using the MySQL database management system and the Go programming language. The book consistently introduces students to the installation and development of the MySQL Workbench workspace for working with MySQL DBMS; the basics of MySQL server administration; designing ER models in MySQL Workbench. The basics of the Go language are given. The creation of a project in the Go language is being considered. For the convenience of working with the textbook, program codes are placed in the cloud storage of the electronic library system of the publishing house "Znanium". Meets the requirements of the federal state educational standards of higher education of the latest generation and professional standards. For students, bachelors, undergraduates, postgraduates and specialists studying in the specialties and areas of training: "Computer Science and Computer Engineering", "Information systems and technologies", "Software Engineering", "Applied Mathematics and Computer Science", "Management in technical systems", "Business Informatics", "Pedagogical education", as well as for all persons engaged in the design of modern databases, information systems, the creation of mobile and Internet applications based on the MySQL database management system and the Go programming language.
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Bespalʹko, V. P. Pedagogika i progressivnye tekhnologii obuchenii͡a︡. Moskva: Izd-vo In-ta professionalʹnogo obrazovanii͡a︡ Ministerstva obrazovanii͡a︡ Rossii, 1995.

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Belikov, Vladimir, Petr Romanov, Rafik Baygutlin, Azat Valeev, Ol'ga Vaseva, Evgeniy Grigor'ev, Elena Ivanova, Ol'ga Leushkanova, Evgeniy Petrov y Sazhida Hudayberdina. Innovations in professional education: problems, approaches, pedagogical technologies. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/2074250.

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The monograph presents the results of the work of the founders, leaders and participants of the scientific school V.A. Belikov, Doctor of Pedagogical Sciences, Professor, senior researcher of the Sibai Institute (branch) of the Ufa University of Science and Technology, and P.Yu. Romanov, Doctor of Pedagogical Sciences, Professor, Professor of the Department of Applied Mathematics and Computer Science of the Magnitogorsk Technical University named after G.I. Nosov. The foundations of the research activity of the scientific school staff are outlined. The methodological foundations and conditions for solving the problems of vocational education are described. The issues of professional education, socialization and prevention of desocialization of students of vocational education organizations are highlighted. The problems of digitalization in the system of innovative vocational education are analyzed. The pedagogical technologies of innovative professional education are considered. It was prepared and published in the year of the 40th anniversary of V.A. Belikov's scientific activity and the 30th anniversary of P.Yu. Romanov's scientific activity. It is intended for practitioners of the vocational education system, scientists researching the problems of this system, graduate students and applicants in the specialty 5.8.7 "Methodology and technology of vocational education" (pedagogical sciences).
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Nikolaeva, Svetlana. The system of ecological education of preschoolers. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1860514.

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The textbook presents a theoretical (philosophical, natural-scientific and psychological-pedagogical) justification of the methodology of ecological education of preschoolers. Corresponds to the Federal state educational standard of higher education of the last generation in the field of training "Pedagogical education". For students and teachers of universities, teachers of colleges of preschool faculties, researchers of preschool pedagogy and environmental education.
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Li︠u︡bimov, A. V. Geoinformat︠s︡ionnye sistemy i distant︠s︡ionnye metody v naukakh o Zemle i okhrane prirody: (anglo-nemet︠s︡ko-russkiĭ slovarʹ-glossariĭ spet︠s︡ialʹnykh terminov i opredeleniĭ) : uchebnoe posobie dli︠a︡ studentov pedagogicheskikh vuzov = Geographic information systems and remote sensing in Earth sciences nature conservation and protection : (English-German-Russian glossary of special terms and definitions) : textbook for students of pedagogical universities. Sankt-Peterburg: Izdatelʹstvo RGPU im. A.I. Gert︠s︡ena, 2021.

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Patutina, Nataliya, Yuriy Gus'kov y Ol'ga Kiseleva. Innovative management in education. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1859853.

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The textbook reveals the regulatory and legal foundations of innovation in education. The algorithm of actions for designing an innovative educational platform is described, and modern tools for implementing basic and integrating functions of innovative project management in education are presented. Meets the requirements of the federal state educational standards of higher education of the latest generation. For undergraduates studying in the field of training 44.04.01 "Pedagogical education", training profiles "Personnel management in education", "Resource management of educational systems", studying the specifics of management in education, as well as for specialists in the field of education management.
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Gerasimova, Kseniya, Artur Allagulov, M. Boguslavskiy y E. Neborskiy. Development of ideas of creative activity of students in the theory and practice of Russian and German pedagogy of the late XIX - early XX century. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1859605.

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The monograph examines the development of ideas of creative activity of students in the theory and practice of Russian and German pedagogy of the late XIX — early XX century. It is addressed to scientific and pedagogical workers, teachers of pedagogical disciplines, students, undergraduates, postgraduates, doctoral students, applicants for areas of pedagogical training, students of the system of advanced training and professional retraining of pedagogical personnel, employees of the education system.
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Kashlev, Sergey, A. Poznyak y T. Krasnova. Pedagogy: theory and practice of the pedagogical process. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1514399.

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The structuring of the content of the course "Pedagogy" is based on the idea of a holistic pedagogical process as a leading phenomenon of pedagogical reality. The textbook integrates the innovative experience of developing the theory and practice of the pedagogical process, giving an idea of the teacher as a specialist in the organization of the pedagogical process; pedagogy as a science of the pedagogical process; the pedagogical process as a phenomenon of reality; about a variety of pedagogical tools that can be in the arsenal of the teacher; pedagogical conditions that make up the pedagogical process; the formation of the basic culture of the individual in the pedagogical process. Meets the requirements of the federal state educational standards of higher education of the latest generation. For undergraduate students studying in the fields of Education and Pedagogical Sciences, as well as teachers of educational institutions, graduate students and master's students of pedagogical specialties, students and teachers of the system of advanced training and retraining of specialists in the field of education, teachers and managers of institutions of general secondary education, additional education of children and youth.
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Pashkevich, Aleksandr. Fundamentals of pedagogical technology design. The relationship between theory and practice. 4a ed. ru: Publishing Center RIOR, 2021. http://dx.doi.org/10.29039/01864-4.

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The educational and methodological manual reflects the theoretical aspects of the basics of designing innovative pedagogical technologies. The article presents the practice of designing author's pedagogical technologies, selection criteria, creation algorithm and ways of designing new pedagogical technologies. As an example, the methodological support of the technology for the implementation of the system-activity approach in the educational process of the school, created taking into account the federal state educational standards of general education, the professional standard "Teacher", the national system of teacher growth and within the framework of the national project "Education", is presented. It is addressed to the administration of educational institutions, teachers, and all those interested in the design of educational technologies.
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Capítulos de libros sobre el tema "Pedagogical systems"

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Marsella, Stacy C. "Pedagogical Soap". En Multiagent Systems, Artificial Societies, and Simulated Organizations, 141–48. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/0-306-47373-9_17.

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Frasson, Claude y Guy Gouarderes. "Workshop II — Pedagogical Agents". En Intelligent Tutoring Systems, 622. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/3-540-68716-5_96.

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Giraffa, Lucia M. M., Rosa M. Viccari y John Self. "Multi-agent Based Pedagogical Games". En Intelligent Tutoring Systems, 607. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/3-540-68716-5_73.

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Mitrovic, Antonija y Pramuditha Suraweera. "Evaluating an Animated Pedagogical Agent". En Intelligent Tutoring Systems, 73–82. Berlin, Heidelberg: Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/3-540-45108-0_11.

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Devedzic, Vladan y Andreas Harrer. "Architectural Patterns in Pedagogical Agents". En Intelligent Tutoring Systems, 81–90. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-47987-2_13.

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Hayashi, Yugo. "Coordinating Knowledge Integration with Pedagogical Agents". En Intelligent Tutoring Systems, 254–59. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39583-8_26.

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Mazidi, Karen y Rodney D. Nielsen. "Pedagogical Evaluation of Automatically Generated Questions". En Intelligent Tutoring Systems, 294–99. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07221-0_36.

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Dias, Sofia B., José A. Diniz y Leontios J. Hadjileontiadis. "Embracing and Embedding Techno-Pedagogical Strategies". En Intelligent Systems Reference Library, 35–51. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02078-5_3.

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Spinney, Richard y Ian Ford. "Fluctuation Relations: A Pedagogical Overview". En Nonequilibrium Statistical Physics of Small Systems, 3–56. Weinheim, Germany: Wiley-VCH Verlag GmbH & Co. KGaA, 2013. http://dx.doi.org/10.1002/9783527658701.ch1.

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Towns, Stuart G., Patrick J. FitzGerald y James C. Lester. "Visual Emotive Communication in Lifelike Pedagogical Agents". En Intelligent Tutoring Systems, 474–83. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/3-540-68716-5_53.

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Actas de conferencias sobre el tema "Pedagogical systems"

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Ammar, Brika y Nader Fahima. "Pedagogical hypermédias systems". En 2013 IEEE Third International Conference on Information Science and Technology (ICIST). IEEE, 2013. http://dx.doi.org/10.1109/icist.2013.6747566.

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Ammar, Brika y Nader Fahima. "Pedagogical hypermédias systems". En 2013 8th International Conference for Internet Technology and Secured Transactions (ICITST). IEEE, 2013. http://dx.doi.org/10.1109/icitst.2013.6750217.

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Bezrukov, Valery Ivanovich. "NONLINEAR MANAGEMENT OF PEDAGOGICAL SYSTEMS". En Collection of articles 7th International Scientific Conference. ISOASPSH of N.D. Kondratieff, 2021. http://dx.doi.org/10.46865/978-5-901640-36-4-2021-33-36.

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Колодяжная, Юлия Игоревна y Вячеслав Анатольевич Яшуткин. "PEDAGOGICAL SKILLS". En Проблемы и перспективы развития инновационных технологий: сборник статей международной научной конференции (Санкт-Петербург, Январь 2023). Crossref, 2023. http://dx.doi.org/10.37539/230118.2023.52.21.003.

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В статье мы рассматриваем педагогическое мастерство, так как вопросы педагогического мастерства на всех этапах развития педагогической мысли были предметом пристального внимания и изучения. Это связано с тем, что педагогический процесс является наиболее сложной областью человеческой деятельности. Учитель имеет дело с развивающейся личностью - самой сложной системой из всех известных до сих пор систем, и для того, чтобы вмешиваться в процесс развития личности, регулировать его, недостаточно, чтобы учитель был хорошим человеком. Ему еще нужны специальные знания и навыки, которые делают его компетентным и тренируют его педагогическое мастерство. In the article we consider pedagogical mastery, since the issues of pedagogical mastery at all stages of the development of pedagogical thought have been the subject of close attention and study. This is due to the fact that the pedagogical process is the most complex sphere of human activity. The teacher is dealing with a developing personality - the most complex system of all systems known so far, and in order to intrude into the process of personality development, regulate it, it is not enough for a teacher to be a good person. He still needs special knowledge and skills that make him competent, forming his pedagogical skills.
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Kamal, Rtili Mohammed, Khaldi Mohamed y Dahmani Ali. "Improvement of complementary pedagogical resources indexing based on pedagogical warehouse for recommendation system CEHL". En 2016 Third International Conference on Systems of Collaboration (SysCo). IEEE, 2016. http://dx.doi.org/10.1109/sysco.2016.7831339.

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Yu, Sun y Li Zhiping. "Intelligent Pedagogical Agents for Intelligent Tutoring Systems". En 2008 International Conference on Computer Science and Software Engineering. IEEE, 2008. http://dx.doi.org/10.1109/csse.2008.414.

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Al-Chalabi, Humam K. Majeed y Aqeel M. Ali Hussein. "Pedagogical Approaches in Adaptive E-learning Systems". En 2020 12th International Conference on Electronics, Computers and Artificial Intelligence (ECAI). IEEE, 2020. http://dx.doi.org/10.1109/ecai50035.2020.9223194.

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"PEDAGOGICAL FRAMEWORKS AND TECHNOLOGIES FOR ONLINE NETWORK LABORATORY INSTRUCTION - Research issues in matching technology to pedagogical processes". En 7th International Conference on Enterprise Information Systems. SciTePress - Science and and Technology Publications, 2005. http://dx.doi.org/10.5220/0002539002930296.

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Christopoulos, Athanasios, Marc Conrad y Mitul Shukla. "What Does the Pedagogical Agent Say?" En 2019 10th International Conference on Information, Intelligence, Systems and Applications (IISA). IEEE, 2019. http://dx.doi.org/10.1109/iisa.2019.8900767.

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Cóndor-Herrera, Omar, Pamela Acosta-Rodas y Carlos Ramos-Galarza. "Applying Minecraft Education to Pedagogical Teaching". En Human Systems Engineering and Design (IHSED 2021) Future Trends and Applications. AHFE International, 2021. http://dx.doi.org/10.54941/ahfe1001101.

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Emerging teaching methodologies have reached restructuring educative scenario, leading to the implementation of novel teaching ways, using not conventional elements, such as videogames in the teaching process, it is the case of Minecraft education. This is a learning platform based in games, promoting creativity, collaboration and problem-solving in a digital immersive environment, that allow teachers to work with their students on lessons or projects of different subjects. Applying as basis, gamification and transforming educative scenarios into ludic environments, complementing them with STEM learning, which improves and increases students’ motivation.
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Informes sobre el tema "Pedagogical systems"

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Luparenko, Liliia. The Use of Electronic Open Journal Systems in Scientific and Pedagogic Research: Results of Experiment. [б. в.], noviembre de 2020. http://dx.doi.org/10.31812/123456789/4465.

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The article deals with the problem of the use of electronic open journal systems in scientific and pedagogical research as well as the formation of ICT competence of researchers on the use of such systems. The concepts of electronic journal system (EJS) are considered. The most common kinds of electronic journal systems are revealed (proprietary, local (in-house), open and cloud journal systems). The criteria for accessing the effectiveness of the electronic open journal systems (EOJS) use in scientific and pedagogical research are described (normative, organizational and communication, effective), as well as their indicators. The organizational and pedagogical model of EOJS use in scientific and pedagogical researches is developed. The definition of "ICT competence of researchers on the use of EOJS in scientific and pedagogical research" is provided; its components are described; criteria (axiological, cognitive, praxeological, adaptive) and indicators of its formation are defined. The model of formation of this competence is provided. The main stages of the experimental process (2010–2018) are described. The results of the formation of ICT-competence of researchers and information-analytical monitoring of the scientific journals of the National Academy of Educational Sciences of Ukraine are presented.
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Shyshkina, Mariya, Uliana Kohut y Maiia Popel. The Design and Evaluation of the Cloud-based Learning Components with the Use of the Systems of Computer Mathematics. Sun SITE Central Europe, mayo de 2018. http://dx.doi.org/10.31812/0564/2253.

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In the article the problems of the systems of computer mathematics use as a tool for the students learning and research activities support are investigated. The promising ways of providing access to the mathematical software in the university learning and research environment are considered. The special aspects of pedagogical applications of these systems to support operations research study in the process of bachelors of informatics training are defined. The design and evaluation of the cloud-based learning components with the use of the systems of computer mathematics (on the example of Maxima system) as enchasing the investigative approach to learning of engineering and mathematics disciplines and increasing the pedagogical outcomes is justified. The set of psychological and pedagogical and also technological criteria of evaluation is substantiated. The results of pedagogical experiment are provided. The analysis and evaluation of existing experience of mathematical software use both in local and cloud-based settings is proposed.
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Shyshkina, Mariya, Uliana Kohut y Maiia Popel. The Comparative Analysis of the Cloud-based Learning Components Delivering Access to Mathematical Software. [б. в.], junio de 2019. http://dx.doi.org/10.31812/123456789/3171.

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In the article, the problems of the systems of computer mathematics use as a tool for the students learning and research activities support are investigated. The promising ways of providing access to the mathematical software in the university learning and research environment are considered. The special aspects of pedagogical applications of these systems to support mathematics and computer science disciplines study in a pedagogical university are considered. The design and evaluation of the cloud-based learning components with the use of the systems of computer mathematics (on the example of the Maxima system and CoCalc) as enchasing the investigative approach to and increasing pedagogical outcomes is justified. The set of psychological and pedagogical and also technological criteria of evaluation is used to compare different approaches to the environment design. The results of pedagogical experiment are provided. The analysis and evaluation of existing experience of mathematical software use both in SaaS and IaaS cloud-based settings is proposed.
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Nosenko, Yuliya H., Maiia V. Popel y Mariya P. Shyshkina. The state of the art and perspectives of using adaptive cloud-based learning systems in higher education pedagogical institutions (the scope of Ukraine). [б. в.], septiembre de 2019. http://dx.doi.org/10.31812/123456789/3246.

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The article deals with the problems of using adaptive cloud-based learning systems (ACLS) in the modern high-tech educational environment and expanding access to them as tools of educational and research activity at higher education pedagogical institutions in Ukraine. The conceptual apparatus of cloud-based adaptive learning systems application and design is considered; their main characteristics are revealed; the ways of their pedagogical application are described. The experience of Institute of Information Technologies and Learning Tools of NAES of Ukraine on designing and applying of the cloud-based learning and research environment is outlined. The results of the survey of 31 higher education pedagogical institutions on using ACLS are presented. It is established that in the near future ACLS will become the driving force behind the development of new pedagogy, new strategies for personalizing education, and expanding opportunities for active learning.
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Shyshkina, Mariya y Uliana Kohut. The Method of Using the Maxima System for Operations Research Learning. [б. в.], junio de 2019. http://dx.doi.org/10.31812/123456789/3172.

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In the article, the problems of using the systems of computer mathematics (SCM) as a tool to support the teaching and research activities in the field of informatics and mathematics disciplines training are investigated. The role of SCM in the process of bachelors of informatics training and special aspects of pedagogical applications of these systems in the “Operations research” study is defined. The aim of the article is the justification of the Maxima system use of in the process of “Operations research” teaching in pedagogical university as enchasing the investigative approach to learning and determination of the perspective ways of its introduction. The main characteristics of SCM Maxima and the ways of access organizing to it both in local and the cloud-oriented implementation are considered. The results of the pedagogical experiment on the Maxima application to support the investigative approach to operation research study and the analysis of its conclusions are reported.
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Soloviev, Volodymyr Mykolayovych y Viktoriya Volodymyrivna Solovyova. Universal tools of modeling different nature complex systems. ФОП Однорог Т.В., 2018. http://dx.doi.org/10.31812/123456789/2865.

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It is shown that there is а powerful set of tools for the study of self-organization in complex systems, both natural and artificial origin. They characterize the multidimensional nature of complexity - multifractality, irreversibility, non-linearity, recurrence, nonstability, emeregence, etc., and quantitative evaluation of individual dynamical measures of complexity allows for monitoring, predicting and preventing unwanted critical or crisis. Particular attention is paid to measures of network complexity, which are fully applicable to build synergistic network of pedagogical systems.
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Kohut, Uliana y Mariya Shyshkina. Providing the Fundamentalisation of Operations Research Learning Using MAXIMA System. [б. в.], noviembre de 2020. http://dx.doi.org/10.31812/123456789/4464.

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In the article, the problems of using the systems of computer mathe- matics (SCM) as a tool to provide the fundamental component of operations re- search learning and students research activities support are considered. The role of SCM in the process of bachelors of informatics training and special aspects of pedagogical applications of these systems in the “Operations research” study is defined. The analysis of the basic concepts of the fundamentalisation of educa- tion and in particular the basic concepts of the fundamentalisation of informatics disciplines learning is summarized. The attempt to distinguish explicitly and specify the fundamental concepts in the content of “Operation research” learning is made. The method of “Operation research” study using Maxima system as a tool to support the basic concepts learning and an investigation is approved. The results of the pedagogical experiment on MAXIMA application to support the fundamental component of learning in the course of “Operation research” study and the analysis of its results are reported.
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London, Jonathan D. Adoption, Adaption, and the Iterative Challenges of Scaling up in Vietnam: Policy Entrepreneurship and System Coherence in a Major Pedagogical Reform. Research on Improving Systems of Education (RISE), marzo de 2023. http://dx.doi.org/10.35489/bsg-rise-misc_2023/11.

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Đặng Tự Ân played a pivotal role in the genesis, adoption, and diffusion of pedagogical and curricular reforms that are transforming teaching and learning in the Socialist Republic of Vietnam. His is a fascinating story of a career that began with the paralyzing disappointment of being assigned to study in a seemingly lowly teacher training college only to culminate, decades later, in his central role in the research, design, piloting, and scaling up of a reform that, despite numerous difficulties, would shape the most far-reaching and progressive curricular reforms in Vietnam’s long educational history. This essay uses the case of VNEN, a pedagogical and curricular reform adapted to Vietnam from the Colombian Escuela Nueva (EN) model, to advance our understanding of the challenges policy entrepreneurs and networks of policy stakeholders can encounter in efforts to institute pathbreaking reforms and of the formidable challenges they can encounter in bringing such reforms to scale. In contemporary research on the political economy of education and learning, the notion of an education system’s coherence for learning refers to the extent to which an education system develops relations of accountability that support improved learning outcomes across a range of relationships that define an education system and an array of policy design elements that education policies contain (Pritchett 2015, Kaffenberger and Spivack 2022). In the development literature, the notion of iterative adaptation speaks to a process wherein the performance of policies can improve rapidly through experimentation rather than mechanical transplantation of “best practices” (Andrews et al. 2013, Le 2018). From the standpoint of research on education systems and major reform efforts aimed at enhancing learning, the case of VNEN represents a particularly interesting instance of the innovation of pedagogical and curricular reforms that were, at their most successful moments, deeply coherent for learning, but which encountered problems at scale owing to a range of factors highlighted in this analysis. More broadly and however problematic at times, Vietnam’s VNEN experience contributed to the broad uptake and diffusion of new curricula and teaching practices. This raises questions about what we can learn from VNEN, including its successes and problems, that may have value for promoting continued improvement in Education systems performance around learning in Vietnam and other settings.
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Villegas-Reimers, Eleonora, Paula Pogré, Silvana Freire y Emma Näslund-Hadley. Preparing teachers to deliver hybrid education: a framework for Latin America and the Caribbean. Inter-American Development Bank, julio de 2023. http://dx.doi.org/10.18235/0005008.

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The shift to remote and hybrid education during the COVID-19 pandemic demonstrated the need to revise and improve the education and professional development of teachers. It revealed that teachers often lacked the digital and pedagogical skills to organize and deliver education remotely. Better educational systems and processes begin with better-quality teaching, not only in schools and classrooms, but now remotely and in hybrid form. In Latin America and the Caribbean, a recent survey reveals that half of teachers consider that their single most important training need is pedagogical skills. To seize the opportunity to strengthen the teaching skills of K12 teachers in the region, the Inter-American Development Bank (IDB) and UNESCO are partnering to promote pedagogically driven remote and hybrid education. For that, professional development is key. Based on existing international teacher competency frameworks and drawing on promising global practices, this framework publication presents recommendations for: (i) Initial education programmes to enable new teachers to operate in all modes: face-to-face, remote, and hybrid; and (ii) Short professional development opportunities for in-service teachers to design, plan, implement, and assess lessons in hybrid and remote formats.
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Савченко, Лариса Олексіївна. Characteristic of the future specialists professional preparation to the quality educational assessment. Педагогічна думка, 2015. http://dx.doi.org/10.31812/0564/365.

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To consider the characteristics of the levels of formation of professional readiness of future specialists to pedagogical diagnostics of quality of education. Diagnostics of levels of formation of professional training of future teachers is realized through a number of research methods: observation, testing, interview, analysis of the results. The basis of the diagnostic systems research on three-level assessment scale, supplemented by «high level», which allows to adapt to local conditions and to enrich the features of a particular region. Analysis of modern works on the organization of control of educational achievements of students; the log books of progress and attendance of students in classes, conversations with teachers and our own observations have proved that in educational practice there are different models of the organization of control of educational achievements of students in pedagogical disciplines and professional subject training, validation should be carried out using various schemes and scales of evaluation present different approaches to the calculation of rating of students (in some cases even within the same University) and others. The analysis proved that the existing complex control tasks and tasks for independent work is only seventy percent of jobs differentiated by professional orientation, the rest of the job for the overall development of pedagogical competence of students. In our opinion, well developed task, that is, those that consist mainly of problems of professional and pedagogical orientation that enhance future teachers ‘ motivation to learn pedagogical disciplines. The quality of education becomes the main reference point that determines the credibility and competitiveness of educational institutions on regional, national level and international arena.
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