Littérature scientifique sur le sujet « Innovation. university pedagogy. pedagogical systems »
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Articles de revues sur le sujet "Innovation. university pedagogy. pedagogical systems"
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Ilaltdinova, Elena Yu, Svetlana V. Frolova et Tatiana N. Sergeeva. « Institutional identity of pedagogical education : problems and development trends ». Perspectives of Science and Education 50, no 2 (1 mai 2021) : 70–87. http://dx.doi.org/10.32744/pse.2021.2.5.
Texte intégralRésumé :
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 well as the university trends and the actual trends in pedagogical education, let the authors conclude that pedagogical education faces an institutional crisis. Discussion. The post-critical phase of development of the pedagogical university’s institutional identity is represented by a stage of formation and implementation of a new institutional model of pedagogical education – Open Pedagogical Education of the Future (OPEF). The open transregional project-based educational institution trains personnel for constructing a knowledge economy; it is an innovational basic centre for improving pedagogues’ professional mastery, as well as a resource centre for advanced educational projects providing systemic training of innovation agents. Conclusion. The open pedagogical education of the future should become a basis for creating a new manageable educational and pedagogical reality which, in turn, will become a foundation of the new pedagogy.
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Smirnov, I. P. « The contextual method of Academician Verbitsky : is a revolution in didactics possible ? » Education and science journal 23, no 4 (18 avril 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, substantiated within the framework of various innovative approaches; however, it finds application only on the experimental sites of individual creative teachers of Russia.The aim of the present publication is to investigate the reasons for the rejection by educational practice to apply pedagogical innovations, conditions and prospects.Methodology and research methods. The author analyses the works of A. A. Verbitsky's scientific school, consistently developing the paradigm of contextual education in monographic and dissertation research, mastering it in the long-term teaching practice of the leading Russian university in the field of intelligent systems in humanities and applied humanities.Results and scientific novelty. The author rejects the widespread opinion about the inhibition of innovations by the conservative pedagogical environment and shows their ideological incompatibility between the centralised management of education and the autocracy of Russian society as a whole. It is proved that the imperative of the perception of pedagogical innovations by education is a change in the social environment.Practical significance. The author's assessments and conclusions create methodological prerequisites for developing a discussion about the mission of pedagogical science and the conditions for its development in modern Russian society. Thus, it could explain why the “didactocentrism”, proclaimed by John Amos Comenius, prevails in Russian education.
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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 education. A detailed description of the essential content of the epistemic spaces of the activity approach is given: paradigms, syntagmas and pragmatics, taking into account the specifics of the university training of teachers in Russia, the USA, the Netherlands, Norway, Sweden, Cyprus, Thailand, Malaysia and other countries. As the key guidelines of modern higher pedagogical education from the perspective of the activity approach the following are designated: a target orientation for continuous professional self-improvement, meaning-forming preparation for solving life tasks, personalization of the educational environment of the university, organization of joint network activities. The application of the activity approach correlates with the educational results, which are normatively fixed in the standards. The principles of the system-modular organization of higher pedagogical education are updated. We consider the specific features of the implementation of the conceptual foundations of the activity approach in higher pedagogical education at the present stage of the development of world educational systems. Based on the generalization and systematization of a number of theoretical and empirical scientific and pedagogical studies, it is concluded that it is necessary to preserve the activity basis in the practice of implementing educational programs of higher pedagogical education, with the introduction of innovations that meet the general trends in the functioning of educational systems around the world.
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Naumkin, Nikolay I., Elena P. Grosheva, Galina A. Kondratieva et 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 (28 septembre 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 and Methods. For writing the article the authors used the main points of the integrated approach to learning (integration of theoretical and practical training of innovative research activities and interdisciplinary integration of various branches of science (pedagogy, mathematical modeling, 3D modeling, additive technologies, innovation). Results. The methodical system of training students of technical higher education institution has been created and implemented, ensuring their involvement in all stages of the innovation cycle due to the use of rapid prototyping technologies. The effectiveness of technologies is confirmed by the results of the pedagogical experiment. Discussion and Conclusions. The performed researches allowed to create a methodical system for training students of technical universities of innovative research activities based on rapid prototyping technologies. This method significantly improves the effectiveness of training. It ensures the participation of students in all stages of obtaining a material innovative product: during the study of the course, and during classroom sessions. This method was developed and tested for the implementation at National Research Ogarev Mordovia State University. It provides the practical significance of the study considered in the article. Further development of the material presented in the article can be related to the expansion of the infrastructure of the Rapid Pro university center for designing and prototyping and attracting students to manufacturing industrial products.
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Novy, Julia Wells, Banny Banerjee et Pamela Matson. « A Core Curriculum for Sustainability Leadership ». Sustainability 13, no 19 (23 septembre 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 pertinent to and commensurate with the nature of the challenge. Through a highly consultative, multi-year process, we used systems design, combining a systems perspective with the iterative design and inquiry process from design thinking, as well as grounded theory to develop a model of a “New Leader”, and an associated curriculum and pedagogy to cultivate these change agents. The resulting Change Leadership for Sustainability Program at Stanford University offers a set of perspectives, frameworks, and tools and a pedagogical approach that prepares students to study and lead change effectively in any social-environmental system, no matter the sector or topic of interest, with an explicit normative goal of intergenerational well-being. After testing and evaluating the Program’s curriculum and pedagogy over the past five years through both master’s and executive programs, we have found that the development of specific competencies is an essential element of sustainability education, yet it is also crucial to focus on cultivating the identity, perspectives, and agency of these New Leaders in order to prepare them for maximum impact.
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Borisov, Egor, Elena Petrenko, Elena Zatsarinnaya, Alexey Romanov, Vera Cherkina et 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 the sanitary and epidemiological situation in the world, as well as in order to improve electronic pedagogical technologies in the field of certification of university students, this technology became the subject of consideration by specialists from different industries and, above all, from the field of pedagogy. The authors made attempts to study the main problems of University students passing exams and tests in an online format in order to avoid them in the future, and also developed ways to improve this technology.
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Babich, Vladimir, Vadim Zyubanov et Maria Gorbuleva. « Semiotic Diagnostics of Philosophy Teaching Goals in Pedagogical Education ». Ideas and Ideals 16, no 1-2 (26 mars 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 basic academic disciplines, and, secondly, in understanding the continuity of their curricula. The implementation of this role will not happen naturally, since the domestic tradition of university philosophy has its own characteristics, which are retrospectively indicated in the article. The retrospection emphasizes the context in which S.I. Gessen formulated his well-known thesis that pedagogy is an applied philosophy. This thesis is of essential importance for determining the role and place of teaching philosophy for the future teacher training, and also remains relevant in the situation of modern diversification of the goals of pedagogical education. The purpose of teaching philosophy is the propaedeutics of the development of special courses devoted to modern theories and the actual practice of education. At the same time, the actual practice of education takes place in social conditions that transform behavioral and ethical norms, therefore, the goals of teaching philosophy in the context of pedagogical education include explaining intellectual traditions and the limits of their effectiveness in order to find ways to solve situational problems generated by modern communication tools and systems. These situational problems are formed under the influence of multiple factors, and therefore, to solve them, it is necessary to understand the essence of transdisciplinarity. The simultaneous multiplicity of communications and the variability of their formats in specifi c psychological and pedagogical conditions make the modern understanding of theessence of the mediatization phenomenon relevant. Modern requirements for education to ensure the training of unique specialists fixes the need for the formation of tolerance, which is a condition for the implementation of inclusive education. The listed principles of modern philosophical anthropology andpost-non-classical methodology – tolerance, mediatization, transdisciplinarity, multidimensionality – coincide with those competencies which formation can be led by the teaching of philosophy.
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Skvortsov, Aleksandr A., et 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 significant potential for enhancing the research and innovation activities of students. Research methods. To achieve the goals of the study, various methods were used, including the analysis of psychological and pedagogical literature, cluster analysis, generalization and systema-tization of data. Research results. An analysis of the distribution map of publications made it possible to identify the main directions of research on the problem. According to the data, the most significant areas are computer science, business, sociology, knowledge management and the environment. In the period from 2010 to 2019, there has been an active growth in publications on related topics. Pre-sumably, the increase in activity is associated with attempts to understand not so much the essence of the digital educational ecosystem as to understand the concept of a digital educational ecosystem, which was discussed in foreign publications during this period. But the results of the analysis based on these publications may indicate a shift in the focus of research in this area. Perhaps this is due to a change in trends that affect the activity of researchers in this topic. This downward trend may indicate a shift in researchers’ interest to problems related to the pandemic. It is concluded that studies related to “digital educational ecosystems” (digital educational ecosystems) are characterized by fragmentation and fragmentation, which represents the need for a systematic approach and a deeper study of this subject area, which will allow us to analyze and understand the complex interactions and relationships between the various components of these ecosystems. It is substantiated that publications on the research problem in the field of pedagogy are fragmented, and publication activity lags behind the information technology industry, which slows down research in the field of realizing the pedagogical potential of the digital educational ecosystem for university students. Conclusions. The digital educational ecosystem is a promising tool for pedagogical communica-tion and contains significant potential for enhancing the research and innovation activities of stu-dents. But this potential has not yet been realized due to the undeveloped methodological frame-work. A systematic understanding of the methodological basis of the digital educational ecosystem is required.
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Konst, Taru, et Liisa Kairisto-Mertanen. « Developing innovation pedagogy ». Contemporary Educational Researches Journal 9, no 3 (31 août 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 during the past 12 years. The study helps to understand how education development takes place gradually and how it can simultaneously respond to the demands of a sustainable future. This paper strengthens the understanding of innovation pedagogy by providing a set of concrete steps to advise how to put innovation pedagogy in practice.
Keywords: Education development, higher education, innovation pedagogy, sustainable future
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Joshi, Marjo, Minna Scheinin, Luis Miranda et 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 (19 novembre 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.
Thèses sur le sujet "Innovation. university pedagogy. pedagogical systems"
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Marescot, Vanessa. « Dispositifs pédagogiques innovants à l’université. Diversité méthodologique pour le recueil et l’analyse de l’expérience des usagers : étude du cas NCU PRéLUDE ». Electronic Thesis or Diss., Valenciennes, Université Polytechnique Hauts-de-France, 2023. http://www.theses.fr/2023UPHF0036.
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Ce travail doctoral a pour objectif de questionner l’expérience vécue par les usagers dans les dispositifs pédagogiques innovants mis en place à l’université. En effet, les différentes vagues de massification de l’accès au supérieur ont introduit une diversification du public étudiant dont la réussite est devenue une priorité. Les discriminants de la réussite sont nombreux, et les facteurs contextuels, dont les pratiques pédagogiques des enseignants en font partie. Ainsi, la transformation pédagogique et numérique est au cœur de différents appels à projet visant à soutenir financièrement l’université dans ses évolutions. Le mode de fonctionnement compétitif des appels à projet et l’émulation qu’il insuffle, fait émerger des propositions de dispositifs de plus en plus innovants. A l’autre bout de la chaîne, des acteurs mettent en œuvre, expérimentent et vivent ces dispositifs sur le terrain. L’objet de ce travail de recherche est d’interroger les acteurs et notamment les étudiants sur leur vécu dans ces innovations pédagogiques, dans le cadre du projet PRéLUDE, un des lauréats du PIA 3 Nouveaux Cursus Universitaires. La recherche est abordée suivant une approche constructiviste, dans une démarche inductive. Elle a utilisé des méthodes de recueil variées : questionnaires, entretiens semi-directifs, entretiens Repertory Grid complétés par une collecte documentaire et l’observation participante. Ces méthodes ont produit des données quantitatives et qualitatives, analysées avec des méthodes quantitatives et qualitatives. Cette diversité méthodologique permet d’analyser l’expérience vécue par les usagers, questionnant ainsi le processus de design à la fois dans l’adéquation de l’idéation aux usagers et dans la mise en œuvre effective du projet idéelThe aim of this doctoral work is to examine the experience of users of innovative teaching methods introduced at university. The various waves of massification of access to higher education have led to a diversification of the student population, whose success has become a priority. There are many factors that determine success, including contextual factors such as teaching practices. As a result, educational and digital transformation is at the heart of various calls for projects aimed at providing financial support for the university's development. The competitive nature of these calls for projects and the emulation they engender give rise to increasingly innovative proposals. At the other end of the chain, those involved implement, experiment with and experience these schemes on the ground. The aim of this research project is to question the players, and in particular the students, about their experience of these educational innovations, as part of the PRéLUDE project, one of the winners of the PIA 3 New University Curricula programme. The research is based on a constructivist, inductive approach. It used a variety of data collection methods: questionnaires, semi-structured interviews, Repertory Grid interviews, supplemented by documentary research and participant observation. These methods produced quantitative and qualitative data, analysed using quantitative and qualitative methods. This methodological diversity makes it possible to analyse the experience of users, thus questioning the design process both in terms of how the ideation is adapted to users and in terms of the actual implementation of the ideal project
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Xavier, Amanda Rezende Costa. « Contextos curriculares da Universidade Nova e do Processo de Bolonha : a assessoria pedagógica universitária em questão / ». Rio Claro, 2019. http://hdl.handle.net/11449/191261.
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Orientador: Maria Antonia Ramos de AzevedoResumo: Este trabalho tem como objeto de pesquisa a Assessoria Pedagógica Universitária, em contextos de inovação curricular, considerando que esta inovação atinge o ensino superior carregada de pilares pedagógicos que impactam a docência. Nessa condição, a questão do assessoramento pedagógico emerge como importante função que intenciona a construção de saberes docentes, em espaços coletivos, permanentes e institucionalizados de formação. Logo, os contextos de inovação curricular que definem o recorte deste trabalho revelam-se como elementos intransponíveis à pesquisa, referindo-se ao Processo de Bolonha, focalizando Portugal, e à Universidade Nova, focalizando o Brasil. Neste cenário, a pergunta que orientou a pesquisa foi: Que Assessoria Pedagógica Universitária tem sido construída e como se estrutura seu trabalho em contexto de inovação curricular? Objetivamos identificar seu papel nos contextos ora delimitados e compreender como têm se autoformado para dar conta das exigências que lhe recaem, no que diz respeito à consolidação de modelos curriculares inovadores. Buscando o objetivo, definimos o método que denominamos Mapeamento com Estudo Focalizado, sob abordagem qualitativa. O Mapeamento visa descrever amplamente os dados referentes ao objeto, proporcionando visão panorâmica, descritiva e contextual, enquanto que o Estudo Focalizado busca os significados que os sujeitos atribuem ao objeto, em uma dimensão interpretativa. A análise dos dados se deu por unidades, que visam uma co... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This work has as object of research the University Pedagogical Advisory in curricular innovation contexts, considering that this innovation reaches higher education loaded with pedagogical pillars that impact the teaching. In this condition, pedagogical advice emerges as an important function, intending to build teaching knowledge in collective, permanent and institutionalized spaces of formation. Therefore, the contexts of curricular innovation defining the outline of this work are revealed as insurmountable elements to the research, referring to the Bologna Process focusing on Portugal, and to Universidade Nova focusing on Brazil. In this scenario, the question that guided this research was: Which University Pedagogical Advisory has been built and how is its work structured in the context of curricular innovation? We aim to identify its role in the delimited contexts and understand how they have been self-trained to manage the demands placed upon them, regarding the consolidation of innovative curricular models. Pursuing the objective, we defined a method we called Mapping with Focused Study, under qualitative approach. The Mapping aims to broadly describe data related to the object, providing a panoramic, descriptive and contextual view, while the Focused Study seeks the meanings attributed to the object by the subjects, in an interpretative dimension. Data analysis was performed by units, aimed at an integrated construction of knowledge about the object, observed in both ... (Complete abstract click electronic access below)
Doutor
Chapitres de livres sur le sujet "Innovation. university pedagogy. pedagogical systems"
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Berrada, Khalid, Khadija El Kharki et Daniel Burgos. « 10 Years of Research at Cadi Ayyad University : Pedagogical Innovation to Cross Borders in Education ». Dans Pedagogy, Didactics and Educational Technologies, 1–7. Singapore : Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5137-4_1.
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Chafiq, Nadia, Mohamed Housni et Mohamed Moussetad. « Towards a Dynamics of Techno-Pedagogical Innovation Within the University : Case Study Hassan II University of Casablanca ». Dans Information Systems and Technologies to Support Learning, 118–25. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03577-8_14.
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Vischi, Alessandra. « Employability and Transitions towards Work : MSc Degree Programme in Educational Planning and Human Resource Development, Catholic University of the Sacred Heart of Brescia ». Dans Employability & ; Competences, 471–80. Florence : Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.50.
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The acceleration of changes underlines the need to enhance our efforts to adapt education to the dynamics of the current economic situation and the issue of employment. In the framework of the circular economy, pedagogy, which is based on the educability of individuals, takes into consideration forms of educational planning to identify a long-lasting balance between economic prosperity, social wellness, and environmental development. The challenge of the future is the possibility of increasing youth employment; this calls for pedagogical expertise and organizational planning to ensure that everyone’s development is authentic and holistic. To this end, the MSc Degree programme in Educational Planning and Human Resource Development offered by the Catholic University trains graduates to become professional figures with expertise in coordinating and managing the development of human resources (guidance, selection, personal services); the professional training and retraining of project managers in social and educational contexts for both academic and corporate spheres. The guiding vision behind the MSc in Educational Planning and Human Resource Development is fully in line with the Catholic University of the Sacred Heart’s educational project, to support a culture of responsibility and creativity, entrepreneurism and collaboration, multi-disciplinary knowledge and skills, and scientific research for the purpose of holistic human development. Educational planning, in a period of socio-economic and social change, involving the whole planet in many respects, can relaunch an ‘integral model of development’, based on long-term wellbeing, technological innovation, ‘human development’, and the dignity of work
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Herhanov, Leonid. « FORMATION OF SCIENTIFIC POTENTIAL AT THE ENGINEERING DEPARTMENT IN THE PROCESS OF PERFORMING RESEARCH WORKS AS A PEDAGOGICAL PROBLEM ». Dans Science, technology and innovation in the modern world. Publishing House “Baltija Publishing”, 2023. http://dx.doi.org/10.30525/978-9934-26-364-4-21.
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The results of the analysis of scientific literature and dissertations on the topic of the study show that the problem of forming scientific potential in universities of the III-IV level is relevant for the pedagogy of higher education. The purpose of the paper is to substantiate the creation of a pedagogical system of the scientific potential formation at the engineering departments in the process of carrying out scientific research works. Conducting scientific research in higher education should be considered as certain pedagogical system of educational and scientific processes. Pedagogical system formation of the scientific potential at the engineering departments in the process of scientific implementation, should be presented as a set of structural and functional components interconnected on the basis of purposefulness, adaptability, optimality, effectiveness, which provides the possibility of use modern forms and methods of education, implementation of methodical recommendations for performance of scientific activities, psychological support and adaptation to the conduct scientific research, an environment of interaction between researchers and teachers department. Methodology of the study is based on the presentation of the pedagogical system for formation of the scientific potential at the engineering departments in the process of carrying out research works by the teachers of the maritime university as a set of structural and functional components that are fundamentally interconnected purposefulness, adaptability, optimality, effectiveness, provides the possibility of using modern forms and methods of training, implementation methodical recommendations for carrying out scientific and psychological activities support and adaptation to scientific research, interaction environment scientific workers with teachers of the department. The paper outlines the following didactic principles: scientific, rational combination of collective, group and individual works; flexibility and dynamism in scientific research; priority independence and activity in choosing a topic; dialogization and subject-subject organization of scientific research; use of practical experience in solving problematic – situational phenomena according to the scientific approach; expansion of creative potential, interconnection and interaction; modularity; anticipatory character in choosing the object and subject of research; overcoming the stereotypical approach to problem solving and thinking, mutual enrichment. Results. According to these principles, the content of the formation of the scientific potential at the engineering departments is defined discipline. A number of contradictions due to the place and role of engineering were revealed department in the educational activity of the educational institution on the one hand and work on scientific research topic of the department on the other hand. Determined ways to solve defined contradictions on the example of the conducted research and practical experience at the Engineering department of the Danube Institute of the National University "Odesa Maritime Academy". Practical implications. Developed author's concept of the scientific potential development at the educational institution, the main role in which belongs to the departments where the general scientific staff is formed and provided collective scientific research that directs the scientific activity of teachers to understanding the need to conduct research on technical and pedagogical problems directions. Value/originality. According to this approach, a corresponding structural model was designed formation of scientific potential in conditions of continuous training of specialists of sea transport through the scientific and industrial complex of continuous education, a namely: "college – institute – university – postgraduate education". In this case, the staff of the department is able to provide not only professional and personal, but also scientific growth of young teachers and teachers-practitioners of the department on such principles: integrity, joint productive scientific activity, intensification scientific activity of cadets, activity-oriented professional preparation.
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Olkhova, Nataliia. « FORMATION OF WORLDVIEW CULTURE OF THE FUTURE PRIMARY SCHOOL TEACHER IN THE CONDITIONS OF THE NEW UKRAINIAN SCHOOL BY MEANS AND IN THE PARADIGM OF INFORMATION AND COMMUNICATION TECHNOLOGIES ». Dans Development of scientific, technological and innovation space in Ukraine and EU countries. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-151-0-11.
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The system of values of the New Ukrainian School (NUS) is designed to adapt Ukraine’s education system to progressive world standards in line with the prospects of sustainable development and lifelong learning while preserving the best traditions of national pedagogy. In the vector of such ambitious plans and positive prospects for qualitative changes in education and other areas of social life, the personality of the NUS teacher becomes central and conceptualized around the problem of forming a worldview culture, which we propose to specify by the definition of “positive worldview culture of the teacher.” At present, there is a clear need for high-quality methodological generalization. Thus, the aim of current study is investigation on the mutual integration of concepts of worldview of primary school teachers, ideological-axiological and practical aspects of NUS and ICT implementation as one of the central methodological lines of the renewed primary school in Ukraine. As a result of the conducted research, the concept of worldview culture of primary school teachers is analyzed, directions and sources of formation of worldview culture of future primary school teachers are determined. The main desirable features of worldview culture of future NUS teachers formed during acquiring professional competences in HEIs are structured, and the potential for forming a worldview culture through ICT is outlined. The conducted work actualizes the conclusion about the need for increased attention to the system of training organization of future NUS teachers to the fundamentally important concept of positive worldview culture. In the organization of work on the formation of the worldview culture of the future primary school teacher by university teachers, the image of a motivated (this is how it is outlined in the NUS Concept) creative and responsible teacher working constantly on his own personal and professional improvement in an atmosphere of partnership between all participants should be targeted. The NUS Concept states that the permeability of ICT is one of the main tools for NUS success. In addition, the manner of implementation of ICT should be transformed from episodic to thoughtful and holistic application, which would cover all types of educational activities. Accordingly, if the worldview culture is both the foundation and generalization of pedagogical development, then ICT is a mechanism that triggers the movement and development of knowledge and skills of teachers, shaping his attitude to the world, professional activity and himself in the context of pedagogical work. Pedagogical process organized on the basis of academic freedom and impartiality is very important. Promising areas of further research on the topic is the organization of empirical research on diagnosis, correctional and modeling influence on the formation of the worldview culture of the future primary school teacher in the conditions of NUS, especially in the paradigm of end-to-end ICT integration.
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Usheva, Tat'iana Fedorovna. « Neobkhodimost' razvitiia refleksivnoi kompetentnosti u budushchego pedagoga na etape vuzovskoi podgotovki ». Dans Psychological and Pedagogical in High School, 41–53. Publishing house Sreda, 2023. http://dx.doi.org/10.31483/r-107634.
Texte intégralRésumé :
In considering the theoretical and methodological development of the validity of the reflexive competence of the future teacher in research, presenting the implementation of innovative practice on experimental conditions for the reflexive activity of students – experienced teachers. Reflective teaching of ideas in educational activities in higher education implements: subjectivity in the educational process, individualization, dialogicity and metasubjectivity. Research work was carried out with students of different levels and areas of training: bachelors, masters, specialists (in the areas of training: 44.03.01 and 44.04.01 «Pedagogical education» and 44.03.02 and 44.04.02 «Psychological and pedagogical education»). Research results show that the development of the reflective competence of the future teacher at the university occurs as a result of the systemic work of the university and the pedagogical community. The author comes to the conclusion that it is possible and necessary to develop the reflective competence of a teacher not only on the basis of his many years of professional experience, but also in a reflective environment at the stage of studying at a university.
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Nair, D. Radhakrishnan, et Justin Joy. « “Case” as “Text” in the Class ». Dans Teaching Innovation in University Education, 252–65. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4441-2.ch015.
Texte intégralRésumé :
The research work undertakes to examine “case,” “case study,” and “case pedagogy.” As the first step, the chapter explores the feel of the Case. This leads to a further investigation and lets out certain malfunctions: gross lapses, loopholes, casualties, and shortcomings. Case then has been subjected to further investigations. Keeping intact the primary concerns of case scan and its explications thereupon, the study takes up the interpretations and intricacies involved in understanding the case. These expose the puzzles involved in the pedagogical exercises in educational institutions. The research with astute expedience does the operation with logical reasoning. The work leads to proper remedial measures and redefines case and case grasp. Using theory of ontology, case is subjected to closer examination. Theory of epistemology further deepens research pursuits to unravel a few more case mysteries. From these, the authors evolve a few keys and tips to study case more effectively. All help readers build up exemplary teaching methods and effective learning concepts.
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Tefo, Regina M., et Leila Goosen. « Fostering Pedagogical Innovation Through the Effective Smartboard Instruction of Physical Sciences ». Dans Fostering Pedagogical Innovation Through Effective Instructional Design, 287–307. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-1206-3.ch013.
Texte intégralRésumé :
The purpose of the study reported on in this chapter is exploring the pedagogy with regard to the teaching, learning, and assessment of grade 12 Physical Sciences using smartboard technologies in schools selected from one of the districts in the city of Tshwane, Gauteng province, South Africa. Against the background of fostering pedagogical innovation through effective instructional design, the chapter will discuss digital education and support for entrepreneurship, e-learning, flipped classroom pedagogy, learning management systems (LMS), mediation pedagogy, pedagogical approaches, and innovative teaching practices.
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Lavina, Tat'iana Aronovna, Anna Nikolaevna Zakharova et Tatiana Igorevna Gritsevich. « Innovatsionnye modeli formirovaniia edinogo prostranstva podgotovki, otsenki kachestva i povysheniia kvalifikatsii pedagogicheskikh kadrov v RF : po materialam effektivnykh praktik raboty FIP ». Dans Modern educational technologies : psychology and pedagogy, 27–41. Publishing house Sreda, 2023. http://dx.doi.org/10.31483/r-109024.
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The chapter highlights innovative models for the formation of a unified training, quality assessment and professional development of pedagogical personnel in the higher education system of the Russian Federation, based on the analysis of the best practices of federal innovation platforms. The work was carried out within the framework of the Research Agreement on "Identification of best practices based on the results of expert evaluation of applications and reports of federal innovation platforms" with Financial Expert Systems LLC. Moscow, the operator of the organization of the procedure for evaluating the activities of FIP subjects within the framework of the execution of the State Contract dated April 25, 2022 No.05.2022.244.02.003.021 for the performance of works (provision of services) under the project "Information, analytical and technological support for the formation and functioning of a network of federal innovation platforms in the advanced educational ecosystem of the Russian Federation". The authors consider projects of federal innovation platforms of higher education institutions implemented in the field of "pedagogical education", as well as in other interdisciplinary areas related to the professional development of teaching staff.
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Reid, Samuel, et Travis West. « Measuring the Frequency of Critical Thinking in a Second Language Academic Discussion Course ». Dans Development of Innovative Pedagogical Practices for a Modern Learning Experience, 237–68. CSMFL Publications, 2021. http://dx.doi.org/10.46679/978819484836309.
Texte intégralRésumé :
As technology and globalization increase the chances of exposure to information, learners’ Critical Thinking (CT) and researchers’ ability to measure it will play an important role in developing modern educational experiences. This is particularly the case for English language learners who wish to enter tertiary education in English-speaking countries (Liaw, 2007; Wagner, 2010). Emphasis on such skills is increasingly a facet of language education in Japanese contexts. This can be seen in changes implemented by the Japan Ministry of Education, Culture, Sports, Science, and Technology which have encouraged a focus on CT in English language courses during recent years (MEXT, 2011). However, it can be difficult for second language (L2) learners to exhibit CT in an L2 (Bali, 2015; Luk & Lin, 2015). Measuring CT in learner output has also proven difficult, which can be an obstacle to further integrating CT in L2 pedagogy. Studies exploring ways of measuring CT in an L2 have largely focused on written work (e.g., Davidson & Dunham, 1997; Floyd, 2011; Stapleton, 2001), while analysis of CT in spoken L2 discourse has seen little attention. As a result, little advice can be found on practical steps for teachers to help learners display CT when speaking in an L2. This chapter describes a study of arguments made during group discussions in an L2 English Discussion course at a Japanese university. A corpus of spontaneous spoken discourse recorded during class was analyzed to measure the frequency of CT displayed in an academic setting where CT was not an explicit focus of the course. Arguments in the corpus were identified using Ramage et al.’s (2016) model of argument criteria, and a categorization system was developed in which discourse was classified as displaying either objective reasoning or subjective reasoning. Participants were found to have used approximately 72% objective and 28% subjective reasoning. However, further analysis revealed an important qualitative difference in arguments identified as incorporating objective reasoning. The results of the study suggest two areas that may help teachers promote an increase in student usage of CT: the importance of question prompts in orienting learners towards CT in their answers, and a specific focus on the role of pronoun usage in taking a subjective or objective stance.
Actes de conférences sur le sujet "Innovation. university pedagogy. pedagogical systems"
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Azcona, David, Owen Corrigan, Philip Scanlon et Alan F. Smeaton. « Innovative Learning Analytics Research at a data-driven HEI ». Dans Third International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5245.
Texte intégralRésumé :
A university campus is comprised of Schools and Faculties attended by students whose primary intention is to learn and ultimately graduate with their desired qualification. From the moment students apply to a university and thereafter gain acceptance and attend the campus they create a unique digital footprint of themselves within the university IT systems. Students’ digital footprints are a source of data that is of interest to groups including teachers, analysts, administrators and policy makers in the education, sociology, and pedagogy domains. Learning analytics can offer tools to mine such data producing actionable knowledge for purposes of improving student retention, curriculum enhancement, student progress and feedback, and administrative evolution. In this paper, we summarise three ongoing Learning Analytics projects from an Irish university, demonstrating the potential that exists to enhance Higher Education pedagogical approaches. First year students often struggle with making the transition into University as they adapt to life and study at a Higher Education Institution. The research projects in the area of Learning Analytics at our institution focus on: improving test performance using analytics from a general-purpose VLE like Moodle, identifying studying groups and the performance peer effect using on-campus geolocation data, and detecting lower-performing or at-risk students on programming modules.
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Kharisov, Firaz, et Chulpan Kharisova. « INNOVATIONS IN NON-NATIVE LANGUAGE EDUCATION ». Dans eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-096.
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INNOVATION IN NON-NATIVE LANGUAGE EDUCATION Education system both in Russia and abroad has its own traditions and customs established throughout the centuries. In some educational institutions there were used non-conventional teaching methods along with traditional ones. However we are aware of the fact that both in those old times and now educational and pedagogic work was founded on the Jan Amos Comenius teaching, that was published in Didactica Magna (1638) that contains 'universal art of teaching everyone everything...'. Despite the fact that every country establishes specific educational systems which capture the peculiarities of socio-political framework and national and cultural differences, there is a certain degree of commonality among them. We understand 'innovation' as a certain novelty that was specifically developed or accidentally discovered through the pedagogical practice. Authors give different meanings to 'novelty' and 'innovation'. Novelty is a new means (new method, new methodology, technology etc.), while Innovation is the process of adopting that means. Innovational teaching is focused on developing an individual who is adaptable to constant changes in society, living conditions, to effective and durable acquisition of science basics by means of developing creative capabilities, thinking, and communication skills through new technology. When using innovation technologies, there occurs transition from lesson (task) systems as a teaching process to a lesson as 'a leading form of living' (lesson-creation, lesson-labor, lesson-communication, lesson-friendship, lesson-meeting, lesson-concerto, lesson-conversation, integrated lesson, lesson-roundtable, lesson-craft, etc.), Innovative approaches when teaching non-native language can be considered from the point of view of innovation-modernization of the teaching process, whereby the result is guaranteed as in traditional reproductive orientation. Technological approach to teaching concerns communicating certain knowledge to a student, forming a certain set of actions based on an example offered by a teacher; innovation-transformation which changes traditional understanding of the educational process and supports the research nature of the cognitive activity. Exploratory approach has an ability to transform traditional learning based on productive activity, which guarantees meeting certain goals and results. Teaching languages by using innovative technologies implies organizing the teaching process in a new, oriented at foreseeing the end results, stimulating students to dynamic communicative activities dialogue which fully leverages the emotional and intellectual potential. By 'technology' we mean a set of methods and techniques, which are used by teachers, as well as educational materials that are used when teaching Tatar language (educational-methodical system, computer technologies, video and audio, etc.). Educational-methodological systems that have been developed in recent years are communication-oriented and contain multiple tests that allow for self-control and teacher-control. Essentially, they bring communication in a non-native language close to natural environment. There are several goals of using modern technologies for teaching non-native languages, o Increasing motivation and interest in studying; o Strengthening cognitive activity; o Creating comfortable environment, the atmosphere of mutual understanding and support when communicating in non-native language; o Developing creative potential and skills, developing initiative. Using new educational technologies implies that the teacher should act in numerous roles: be a producer, a teacher, a student, an organizer of certain type of activity (e.g. games), a consultant, etc. Dr. Firaz F. Kharisov, Professor, Doctor of Pedagogical Sciences, Kazan Federal University Chulpan M. Kharisova, Professor, Doctor of Pedagogical Sciences, Kazan Federal University
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Filippovskaya, Tatyana. « . On the Right of the Academic Community to Intellectual Property and Scientific Creativity ». Dans The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-26.
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The author continues to present his analysis of various aspects of the violation of educators’ rights at the national and international levels, which he has articulated extensively in publications and conferences. This is of particular importance in the current context of uncertainty regarding the content of Generation Z and even more so about Generation Alpha’s professional activities. Given that up to 85% of professions, to which part of them shall be ready as early as in a decade, have not yet been identified even by name, the education system is faced with the challenge of developing special qualities of personality - sustainability, adaptability to change and the desire for self-development. Can an educator under systemic pressure from violations of academic rights and freedoms provide an effective solution to such a challenge? The author begins to seek an answer to this question by drawing attention to the contradictions in the dispositions of public and private law regarding intellectual property, work quota settings for teaching staff and the rating of the effectiveness of educational activities. The employed methodology of content analysis allowed for the author’s conclusions concerning the necessity of amending the regulatory procedure of higher school function for the purpose of the remedy of the mentioned disproportions to be justified. A proposal was made on the need for reconcilation of institutional innovations in the course of recovery of the basis of university autonomy regarding the elaboration of objective parameters of ranking universities both at national and at international levels, the correction of work quotas for teachers in order to achieve comparability in the activities of the academic community in the two dimensions of its actors: in the scientific, in which pedagogy is the accompanying activity segment, and in the pedagogical, in which pedagogy is the accompanying activity segment.
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Vlada, Marin, et Adrian Adascalitei. « COMPUTERS : AS DIGITAL FACILITIES FOR SCIENTIFIC RESEARCH AND AS TOOLS FOR ENHANCED LEARNING IN HIGHER EDUCATION ». Dans eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-138.
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Complexity of learning causes at all stages of development of human society, the search for new methods, new tools, new resources for relevant efficiency in education. Until now developed new theories and methods developed by educators and psychologists were reformed and modernized education systems of the countries have adapted curriculum learning goals were always set new directions in scientific research. Over time, changes in all scientific theories, methods and techniques of investigation of development of human knowledge that influence the overall development of human society. To achieve development and efficiency in life, one must continually adapt to the changes of knowledge. In education, particularly learning and improvement, the emergence of new information and communication technologies (ICT) to improve pedagogical theories and psychological forces pupils / students, teachers, parents and professionals to adapt to these changes. What do pupils and students? What do teachers and parents? What do experts? What are governments? An Example. INTIME Project (1999-2001). "The mission of INTIME is to help educators improve student learning at all levels (PK thru University work) and in all content areas. We work with PK thru 12th grade teachers and university faculty to accomplish this mission. We use contemporary technology, high quality conceptual models, online streaming videos, case studies and probing questions analysis to help educators learn the skills necessary for improving student learning". Technology as Facilitator of Quality Education Model: A Model (by William P. Callahan and Thomas J. Switzer, College of Education, University of Northern): o COMPUTER: means for forming a new vision of education, research and innovation. o TECHNOLOGY: mediator of quality education. o STUDENTS: active participants in their own learning process. Computer Aided Learning Many educational projects that use computer and software are the result of complex ideas and exploratory actions immediately after 2000. Already there were many changes in education by supporting it with systems, programs and applications, including the development of IDD shape (Open Distance Learning). At that time - the transition from Web 1.0 to Web 2.0 technology, the terms "e-Learning" and "Educational Software" appeared more often in various articles, studies, reports, etc.. Today, some experts in e-learning and educational software actually admit that at the time concepts were not clear and do not understand the context of their use in education and training. After 10 years, by following some step-difficult-sometimes even e-Learning products and educational software incorporates not only expertise in informatics and IT professionals, especially teachers and teaching scenarios for learning: IAC (Computer Aided Training). Systemic approach to learning and teaching strategy Computer assisted learning systems approach to training enables a new vision that psycho-pedagogy one theorized in recent years, but which becomes operative when teaching strategy is combined with multimedia technologies. While in training designed as a system can be determined: for the system (training objectives), the processes by which it is achieved for (type of activities, learning situations in which students must participate to achieve the targets) and the results that they want to reach (translated into effective procurement categories of students), educational software design allows even cover the main elements of the system, helping to optimize the learning process. News trends New trends in education highlights the need for a teaching tool that involves both players learning process: teachers and students.Changing the paradigm shift from learning and knowledge acquisition in the development of skills, values and attitudes necessary focus on training activities and voluntary dominant active participation of students to the needs, interests and their learning profiles. Differentiated Instruction and its contextualization is particularly useful support in using computers in the classroom. The Power of Learning "Teaching is more than imparting knowledge, it is inspiring change. Learning is more than absorbing facts, it is acquiring understanding." William Arthur Ward Knowledge and lifelong learning frees you from ignorance and superficiality. Today, technology and software resources help business efficiency and a better job in this regard. "Educational content it should encourage students to create their own knowledge by experiment, not by learning a text by heart." Radu Jugureanu The responsibility for education is nowadays shared: collaborative demarches and adequate commitment from all stakeholders is very much increasing the effects of education as a whole, oriented towards preparing competitive human resources equipped with competences for the 21st Century: cooperation, communication, critical thinking, creativity, innovation. In the United States and also in UNESCO strategies these are referred to as the 21st Century Skills. The European Union in the Lisbon framework outlines eight domains of Key Competences for Lifelong Learning. These 21st Century Skills are critically important to support the challenges of the modern workplace and its dynamic and the rapidly changing knowledge society. There is a growing and widely accepted understanding that a different set of skills need to be developed by our students in our school systems. Highly structured and disciplined schooling systems do not necessarily prepare students well for the dynamics and challenges of the 21st century workplace and society. For Dr. Howard Gardner (American Psychologist and Educator), intelligence is (Building the 21st-Century Mind: www.howardgardner.com, Gardner, 2009): o the ability to create an effective product or offer a service that is valued in a culture; o a set of skills that make it possible for a person to solve problems in life; o the potential for finding or creating solutions for problems, which involves gathering new knowledge. Skills are critically important to support the challenges of the modern workplace and its dynamic and the rapidly changing knowledge society. There is a growing and widely accepted understanding that a different set of skills need to be developed by our students in our school systems. Highly structured and disciplined schooling systems do not necessarily prepare students well for the dynamics and challenges of the 21st century workplace and society. More self-motivated, individualized, group and collaborative learning processes, supported by ICT will contribute significantly to the preparation of a more agile modern workforce (Hamilton, & O'Duffy 2009).
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McCarthy, Sean, Audrey Barnes, Keith S. Holland, Erica Lewis, Patrice Ludwig et Nick Swayne. « Making It : Institutionalizing Collaborative Innovation in Public Higher Education ». Dans Fourth International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8247.
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This descriptive case study provides a broad overview of JMU X-Labs, an academic maker space (in other words, a teaching lab with fabrication and digital production technologies) that hosts team-taught, project-driven multidisciplinary courses. The JMU X-Labs serves the students and faculty of James Madison University[MSR-m1] , a mid-sized, public, and undergraduate-focused university in the United States. The narrative proceeds from two different but overlapping points of view: how courses at JMU X-Labs are designed and taught; and how administration of JMU X-Labs supports them. The authors refer to specific courses, pedagogical methods, and problem-solving strategies to illustrate the narrative, and they argue throughout that pedagogy and administration are indelibly intertwined in how the organization operates. Gesturing to the broad applicability and transferability of the JMU X-Labs model, the authors mark some of areas of further research that would benefit a more robust understanding of how the organization operates and grows. Finally, the authors speculate how the dynamics of this young and growing organization may answer some core and difficult questions pertaining to innovation in higher education.[MSR-m1]James Madison University (JMU) Clearlyl referenced in abstract and opening paragraph below to explain institutional context as per reviewer request.
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Andone, Diana, Vlad Mihaescu et Radu Vasiu. « ABCTOVLE - ABC-LD COURSE DESIGN EXPERIENCES FOR BLENDED AND ONLINE EDUCATION ». Dans eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-188.
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How can we engage and enable our time-pressured teachers design rich blended and online courses (modules)? Today's education system needs to design future-looking, digitally rich, flexible courses (module), mobile-ready and attuned to students' expectations for engaging, professionally related learning experiences (UK Open University "Innovating Pedagogy 2018"). ABCtoVLE planned to develop, implement and, evaluate a rapid development learning design method in the form of a downloadable 'pack' to help university and college teachers design ICT rich blended courses, investigating a range of pedagogical, technological, support, quality, cross-cultural and strategic issues. This development includes running several workshops using the ABCtoLD (ABC to Learning Design) resource pack, methodology and to apply this to specific national requirements. ABC to LD is an effective and engaging workshop, which has been tested so far successfully on a number of educational programs in over 30 universities. In just 90 minutes, using a game format, teams are able to collaborate to create a visual "storyboard" that highlights the type and sequence of learning activities (online and offline) required to meet the learning outcomes of the course or specialization. ABC is especially useful for new specialties or in the process of modification, but also for those that turn into an online format or blended learning (with technology support). The involvement of Romanian higher education professionals is done through the full translation of the program, running workshops and supporting teachers into integrating the ABC Learning Design principles in their ongoing educational programs. This paper presents the development of the Romanian workshops by integrating the ABCtoLD principles as part of the ABCtoVLE project.
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Vizioli, Jacopo, Pierre-Eric Sautière, Catherine Delbende, Bernard Deleplanque et Bernard Mikolajczyk. « Photo 3D technology applied to e-Learning tools production for animal biology ». Dans Fifth International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9225.
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The teachers from the Biology Department of the University of Lille have been developing for the last two years, a digitalization program of naturalist collections. This project aims to preserve this scientific heritage and to use it for animal and plant biology teaching. Specimens are digitalized by a photo 3D capture system, that produces a 360° and/or hemispheric images of the objects starting from high-resolution pictures. Based on the use of this particular imaging technology, teachers realized multimedia eBooks and a series of files “at the glance“ for practical works in animal biology for Bachelor students in Life Sciences. These supports, enriched by graphic complements, texts, legends and interactive animations, are available on the pedagogic platform Moodle. These digital tools are viewable on computers and can be handled on smartphones and tablets for a nomad utilisation. Students generally consider these supports useful for learning and they consult these resources before, during and after the practical sessions. This distance-learning approach gives the students a complete autonomy for practical session preparation and reviews. The innovative tools here presented constitute a useful learning complement to classical academic lectures in animal biology.
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DAUKILAS, Sigitas, et Rita KEIBIENĖ. « FRAMEWORK OF VOCATIONAL SCHOOL AND UNIVERSITY OF APPLIED SCIENCES TEACHER ACTIVITIES : MOTIVATIONAL FACTORS, PROFESSIONAL ROLES AND APPLICATION OF EDUCATIONAL TECHNOLOGIES IN CORRELATION WITH PERSONALITY TRAITS ». Dans RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.238.
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The relevance of this research is based on the standpoint of the epistemological methodology focusing on the quality of the profession cognition. Therefore, it is presumed that the quality of vocational education is determined by the variable personality traits of teachers (extraversion, openness towards experience and innovation, consciousness, agreeableness, neuroticism). The research object of the current study is the correlation between the personality traits of university of applied sciences teachers and vocational teachers and the curriculum components. The research aims at identifying the correlation between the motives of vocational school and university of applied sciences teacher activities, educational technologies they use, professional roles and their personality traits, as well as identifying the essential differences of the mentioned variables. The quantitative and qualitative research strategies were employed allowing the researchers to perceive and assess the parameters of the correlation between the professional identity of teachers, meaningfulness in pedagogical work, motivation and educational content. The research results revealed that the social, extrinsic, introjected and identified regulation motivation in vocational schools and universities of applied sciences vary considerably; in universities of applied sciences social and identified regulation motivations manifest themselves, whereas in vocational schools a lot of demotivating factors related to the problems of vocational student identity, career prestige of a vocational teacher and external motivation, are observed. The role of vocational school and university of applied sciences teachers in the didactic process also varies: university of applied sciences lecturers identify themselves in the position of the teacher-andragogue, whereas vocational school teachers see their role as a professional (expert). Moreover, the principles of social constructivism in pedagogy and andragogy are more effective among university of applied sciences lecturers, while vocational school teachers often have to rely on the behaviouristic principles of pedagogy for educational assessment and the enhancement of student motivation.
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Evain, Christine, Simon Carolan et Morgan Magnin. « Preparing for Generation Z : The Hippocampus Experiment at Ecole Centrale de Nantes ». Dans ASME 2012 11th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/esda2012-82034.
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Although social researchers who have written about Generation Z have found it difficult to classify the generation precisely, “Gen Z” is generally defined as the younger children of Generation X — in other words, Gen Z starts with today’s teenagers. For the last fifteen years, technoculture theorists have been exploring the consequences of the wide availability of internet connectivity to the first generation of people born to it, who are referred to as “Digital Natives”. Their purpose is to address issues such as shifts in the concept of identity, privacy, content creation, activism, and piracy. Our objective will be to apply the findings of generational experts to highlight possible avenues for pedagogical innovation in our University of science and engineering. We cover a range of questions: What are the online behavioral differences between generation X, Y and Z? What is our experience at ECN in terms of blended teacher and student driven pedagogies? What is the role of Information and Communication Technologies (ICT) in education? What are the expectations and contributions of the “Digital Natives” likely to be? Our purpose will be to define the type pedagogical approach which has the potential to appeal to Gen Z and help them face the challenges of their generation. This paper will be based on the research and testimonies of a wide range of experts: it will include the work of technoculture theorists such as John Palfrey, Urs Gasser and Cathy Davidson as well as our own practical experience at ECN, mainly the Hippocampus project. Our purpose will be to determine how we — researchers and pedagogues — can draw on our present pedagogical experiences to prepare for generation Z1.
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Draper, Joshua, Daniel Rosenberg et Alexandros Tsamis. « New Materials in Architecture : A Pedagogical Approach to Materials by Design ». Dans 108th Annual Meeting Proceedings. ACSA Press, 2020. http://dx.doi.org/10.35483/acsa.am.108.116.
Texte intégralRésumé :
In recent years, materials have emerged as a focus of architectural pedagogy. Beyond teaching students to think of materials in architecture as part of the design process, the ambition here is bolder: to design architecture means to design materials. Conversely, materials in architecture should not be thought of as a matter of choice, as from a catalog, but rather as an explicit design objective. This paper examines a Framework for a Pedagogical Approach to Materials by Design. While we explore the idea that we design material as we design form, we shouldn’t have to choose between the two. It does not have to be the one way relationship of form to material. This relationship has been disrupted by recent advances. In Materials Science, the term Materials by Design refers to “computational materials prediction approaches, corresponding advanced synthesis and characterization methods” for the purpose of accelerating material innovation. However, this approach is limited to optimization at small scales. Here we expand the term to approach the design of materials through a multi-scalar evaluation framed by their structural, energetic, ecological, social and cultural performances.. Composite materials have caught the attention of designers and scientists alike as a paradigmatic counter-example to industrial production of assemblies for the built environment. The efficiency in the use of materials, economy of production and the reduction of CO2 emissions have become common place discussions among practitioners of architecture. Composites seem to promise a viable way forward. Composites also present unique formal and performative potentials for architecture. Moreover, they tend to require design of new fabrication methods. As such, composites are the focal, but not the exclusive, effort of the framework. The Materials by Design Framework is taught through our Materials Systems and Production class. Four successive engagements with materials, from their cultural positioning, to their ecological and scientific characterization, culminate in the design and fabrication of functional composites for architecture. Material Cultures: Beginning with the history of materials, students develop timelines exploring the feedback loop of culture and materials. Material Selections: Using CES EduPack software, students encounter a vast expansion of materials available to architecture paired with workflows to select specific materials for given functions. Material Ecologies: Circular economies and the emerging role of waste in design are presented. Students develop lifecycle and embodied energy analyses of emerging materials. Materials by Design: Students develop a parametric sensibility of materials, providing inspiration and precedent for later invention. A literature review of existing technological and biological composites is performed. Students design material library “cards” for all researched examples generating their own taxonomic system and a basis for their own designs. Then, through the virtual “cross breeding” of material properties, students rigorously evaluate materials by compatibility and difference. The pairings of performances such as opacity and transparency, structure and insulation pose challenges and opportunities for fabrication and design. Composite samples, which we term Materials by Design, are fabricated in a consistent format, a “core sample”, to test and compare design hypotheses.