Готові списки джерел за темами / Higher education media didactics

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Добірка наукової літератури з теми "Higher education media didactics"

Автор: Grafiati
Опубліковано: 30 травня 2022
Оновлено: 31 травня 2022

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Статті в журналах з теми "Higher education media didactics"

1

Bahtiyarova, G. "WAYS TO USE INTERACTIVE METHODS IN BUILDING LEARNING DESIGN IN THE DIGITAL AGE." BULLETIN Series of Pedagogical Sciences 65, no. 1 (March 30, 2020): 65–71. http://dx.doi.org/10.51889/2020-1.1728-5496.11.

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Анотація:
The content of the article provides information on the importance of studying and republishing education and training in higher education institutions in accordance with the requirements of modern digital time. This task in the modern digital world will be realized only through the development of advanced models based on the theory and practice of world didactics in the construction of effective design of training and improving the quality of education in universities. The author explains that today the main reason for the need to rethink pedagogy is the development of media education and the intensive introduction of digitaltechnologies in the theory and practice of didactics. We are talking about the possibility of online education and training raised by scientists at the level of world pedagogy, the need to focus on the implementation of all the skills of virtual education, the widespread use of digital technologies in practice. Based on the analysis, the author draws conclusions about the effectiveness and importance of interactive teaching and learning methods based on information technologies used in practice
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2

Solórzano Gómez, Cielo, and Ana Narcisa Farfán Velásquez. "LOS MEDIOS DIDÁCTICOS EN LA ASIGNATURA DE ESTUDIOS SOCIALES EN LA CARRERA DE EDUCACIÓN GENERAL BÁSICA DE LA UNIVERSIDAD TÉCNICA DE MANABÍ, ECUADOR." Revista Cognosis. ISSN 2588-0578 2, no. 3 (August 28, 2017): 11. http://dx.doi.org/10.33936/cognosis.v2i3.856.

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Анотація:
El presente trabajo tiene como objetivo principal destacar los principales medios didácticos y de enseñanza, con la cual se pueden trabajar de mejor manera la asignatura de Estudios Sociales. Consta de algunas fundamentaciones científicas de diversos autores que se han permitido escribir sobre el tema y de estudios realizados para darle sustento a las teorías. Contiene conclusiones que son los resultados de las autoras luego de hacer un exhaustivo estudio del caso. PALABRAS CLAVE: Enseñanza; didáctica; estudios sociales; educación superior. THE TEACHING MEDIA IN THE SUBJECT OF SOCIAL STUDIES IN THE CAREER OF BASIC GENERAL EDUCATION OF THE TECHNICAL UNIVERSITY OF MANABÍ, ECUADOR ABSTRACT The main objective of this work is to highlight the main didactic and teaching methods, with which the subject of Social Studies can be improved. It consists of some scientific foundations of various authors who have been allowed to write on the subject and studies to support theories. It contains conclusions that are the results of the authors after an exhaustive study of the case. KEYWORDS: Teaching; Didactics; social studies; higher education.
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3

Danilova, Larisa N., Veronika E. Gaibova, and Aleksander M. Khodyrev. "New didactic solutions in conditions of higher education digitalization." Yaroslavl Pedagogical Bulletin 1, no. 118 (2021): 19–28. http://dx.doi.org/10.20323/1813-145x-2021-1-118-19-28.

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Анотація:
The development of digital technologies leads to increasing of their distribution and spread in various areas of everyday life. One of those areas is education. It endures impact of digitalization, while trying to develop students' competencies needed for life in a digital society, and to adapt the capabilities of digital devices to their interests and needs. Their using in pedagogical practice depends directly not only on the educational institutions, but also on the teacher himself. Universities have been interested in E-learning elements since the early 2000s, but COVID-2019 has urged many of them to step up their work, which resulted to active creation of an E-learning environment. At the same time, many teachers feel insecure in the digital educational environment, have a view of possibilities of digital media and programs, their advantages in organizing lectures, seminars, practical classes and homework. It is obvious that digitalization of education is the future of education, and therefore teachers need to be informed and enlightened. The purpose of this article is to analyze a number of didactic aspects in digital education applied to universities. The paper shows the advantages and threats of such educational technologies, and shows the features of their application in higher education using specific universal examples. The authors note that despite the abundance of theoretical works on this topic in the world, there are very few empirical studies comparing separate models of digital learning with traditional ones, and their results are very contradictory. However, although the higher effectiveness of distance learning is not clearly proven, traditional didactic practices in higher education need to be modernized, and digital concepts will be improved to overcome their shortcomings.
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4

Synorub, Halyna P., Iryna M. Nestayko, Inna V. Poplavska, Olesia Ya Medynska, and Nataliia M. Poplavska. "CROSSMEDIA AS AN INNOVATIVE TECHNOLOGY IN TRAINING THE HUMANITIES STUDENTS IN HIGHER SCHOOL." Information Technologies and Learning Tools 70, no. 2 (April 27, 2019): 257. http://dx.doi.org/10.33407/itlt.v70i2.2762.

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Анотація:
This article is dedicated to one of the essential problems of improvement of the quality of education in the higher educational institutions in Ukraine nowadays that is the introduction of crossmedia into the educational process. In the article, based on the author's own experience, the essential characteristics of the cross-media, the importance of the formation of cross-media competencies in the Humanities graduates are disclosed and the effectiveness of the introduction of cross-media as an innovative technology in their training is analysed. The peculiarities of transformation and modernization of the modern didactic space are described, Ukrainian and foreign scientific and methodological works on the problem of the introduction of cross-media technologies into the educational process are reviewed, the theoretical aspects of this problem are studied, preferable sources of information and most popular platforms among students based on content analysis of ethnocentric questionnaire (hand delivered questionnaire) are revealed. An emphasis is made on the necessity to conduct media education in formal, informal and accidental ways, which lead to the formation of one’s own media product in the sphere of one’s personal interests. The author also paid special attention to the package of licensed programmes such as AdobeAudition, InDesign, Photoshop, AdobePremiere for the production of the multimedia content of high quality. On the basis of the new technological equipment the students who obtain higher education have an opportunity to realise their students’ media projects and create the journalist content in such forms as: printed production with the on-line version, video- and audio-podcasts, infographics, videoconnection, webinars etc. The effectiveness of the student-centered attitude in the educational process that motivates the future specialists to self-knowledge, self-development and self-education is substantiated. It is proved that the introduction of such technologies affects the modernization of the educational process in the higher education institution, provides the maximum approximation of education to the conditions of the future career.
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5

Nistor, Nicolae, Mihai Dascalu, and Stefan Trausan-Matu. "Joining Informal Learning in Online Knowledge Communities and Formal Learning in Higher Education: Instructional Design and Evaluation of a Blended-Learning Seminar with Learning Analytics Support." Interaction Design and Architecture(s), no. 43 (December 20, 2019): 110–27. http://dx.doi.org/10.55612/s-5002-043-006.

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Анотація:
The use of online knowledge communities (OKCs) as informal learning environments in connection with formal learning encounters two main issues: the learning guidance issue, and the newcomer integration issue. While the former can be solved by instructional design, the latter is still open and may be solved by Social Learning Analytics (SLA). This paper proposes B-LABS (Blogs and Learning Analytics Based Seminar), a higher education seminar with a formal component as a face-to-face seminar, and an informal component comprising learning in OKCs. B-LABS was carried out with N= 65 undergraduate students. SLA tools were employed to select responsive OKCs that were likely to integrate newcomers. The students successfully followed the B-LABS script; learning outcomes included students’ insight in mathematics didactics, and knowledge of OKC specific educational approaches. Student acceptance of the learning environment was predicted by performance expectancy and perceived social influence. Future development includes refining functions predicting the likeliness of OKC newcomer integration.
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6

Müller, Mirella, Ines Begović, and Ralf Baumgärtner. "Information and communication technologies and teacher education in the new paradigms of higher education." Croatian Review of Economic, Business and Social Statistics 4, no. 1 (June 1, 2018): 27–41. http://dx.doi.org/10.2478/crebss-2018-0003.

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Анотація:
Abstract Media use in the teaching process occurs in several forms. Information and communication technologies can be used as work equipment and teaching aids, as well as tools or curriculum units, particularly in higher education. Technological changes and new information technologies, in addition to substantive knowledge of the material, require from teachers creativity, knowledge, and the skills of the didactic design of teaching using modern multimedia tools. In Croatia, there is a lack of research aimed at assessing the initial state of computer literacy within the higher education institutions. The aim of this study was to determine the level of knowledge and digital competence of (non) teachers of higher education institutions in the Republic of Croatia, to determine the frequency of application of modern technologies in teaching, and to explain the necessity of implementation of the programme Multimedia training and e-learning at teaching faculties, which leads to the application of new educational paradigms. The study was conducted on a representative sample (N=1800) of (non) teachers of higher education institutions in the Republic of Croatia among various faculties and departments in Osijek, Split and Zagreb. The results show that (non) teachers of higher education institutions of engineering and information sciences have the best digital competences, and apply modern technology in research and scientific work significantly more than (non) teachers of social sciences and humanities.
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Sánchez Tepatzi, Dr José de la luz, Dra María Valentina Téllez Montes, and Mtro Alejandro Sánchez Guzmán. "Desafíos para responder a las necesidades de formación docente en Educación Media Superior / Challenges to Respond to the Needs of Educational Training in Higher Education." Revista Internacional de Educación y Aprendizaje 7, no. 2 (April 11, 2019): 59–70. http://dx.doi.org/10.37467/gka-revedu.v7.1944.

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ABSTRACTThis paper analyzes the proposal of the Integral Reform of Higher Secondary Education (RIEMS) to meet the training needs of teachers of that educational level and the challenges for its implementation. To put this proposal in context, data from a study carried out in the state of Tlaxcala in 2014 are retaken. One of the fields that he was investigating were professional profiles and training needs. The results of the study indicate that their needs are mainly related to fields related to didactics, and the areas of greatest deficiency revealed by large-scale evaluations. Different studies emphasize problems in training: the scarce approach with teachers to identify their needs, the absence of a pedagogical system that responds to the conditions of teachers, and few studies of the impact of training on improving teaching and learning.RESUMENEste trabajo analiza la propuesta de la Reforma Integral de la Educación Media Superior (RIEMS) para atender las necesidades de formación de los profesores de ese nivel educativo y los retos para su implementación. Para poner en contexto dicha propuesta se retoman datos de un estudio realizado en el estado de Tlaxcala en el año 2014. Uno de los campos que indagaba eran los perfiles profesionales y las necesidades de formación. Los resultados del estudio señalan que sus necesidades versan principalmente en torno a campos relacionados con la didáctica, y las áreas de mayor deficiencia que revelan las evaluaciones de gran escala. Distintos estudios enfatizan como problemas en la formación: el escaso acercamiento con los docentes para identificar sus necesidades, ausencia de un sistema pedagógico que responda a las condiciones de los profesores, y pocos estudios del impacto de la formación en la mejora de la enseñanza y el aprendizaje.
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8

Sofiatin, Sofiatin. "DIDACTIC LITERATURE LESSON ON PHILOSOPHICAL NOVEL SOPHIE’S WORLD." Jurnal Fascho: Kajian Pendidikan dan Sosial Kemasyarakatan 11, no. 1 (October 10, 2021): 10–30. http://dx.doi.org/10.54626/fascho.v11i1.84.

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Анотація:
Literature in written works comes to give aesthetic value and entertainment to the readers. It also has an educational function in purpose to change the way people think. One of which is a novel written by Jostein Gaarder entitled Sophie’s World. Based on didactical value, this novel is categorized as Hybrid literature. Hybrid literature is combined with didactic literature and imaginative literature. Didactically, this novel gives philosophical lessons. Meanwhile imaginatively, it explores readers’ imagination. Sophie’s World was written in simple language and plot that can easily be understood by the readers to learn about philosophy in an easy way. Its progressive plot and its writing style, which tells the story inside the story, make this novel still interesting to read because of its suspension and puzzle on its story. This novel is studied by using a descriptive qualitative method with a content analysis approach, conducted by describing the didactical literature of this novel, analysing the content or didactic expression, and analysing the language use. This novel is highly suggested to be used as learning media for philosophical course taught in Higher Education and as learning media in teaching literature. Besides, the novel Sophie’s World is good to be read by everybody to enrich their philosophical knowledge..
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9

Serbezova, Ivanichka, Tsveta Hristova, and Yoana Lukanova. "E-LEARNING IN HEALTHCARE WITHIN HIGHER EDUCATION." Knowledge International Journal 34, no. 2 (October 4, 2019): 475–81. http://dx.doi.org/10.35120/kij3402475s.

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The Health Care department specialities are regulated professions whose training programmes require the graduates to be competent in a number of issues and activities related to their work. The subject of their professional activity is the individual with their health-related conditions. Healthcare specialists draw conclusions in a variety of clinical situations and perform different healthcare procedures aiming to achieve prevention and recovery in a patient’s health. They have to establish a number of practical psychomotor skills in the field of compliant medical and healthcare handling, as well as communication skills for liaising with the patient and their relatives. In addition, the healthcare specialists have to learn how to overcome negative emotions, and to seek balance between the development of their technological knowledge and professional behavior. In the changing profile of healthcare trainees – nurses and midwives, there is a strongly-influenced tendency towards technological development and digital revolution. Video methods are developing educational technologies. They have their own place in the acquisition of healthcare patient-handling and communication skills when they are effectively included within the standard curriculum. This poses a challenge for the academic staff to draw up and provide educational tools and technologies that are liked, and match the students’ contemporary learning styles. It has become necessary for academic staff to withdraw the traditional didactic educational models and to adopt more constructive approaches for greater involvement and participation of the trainees in the educational process.The article justifies the necessity for optimizing education in the healthcare field through implementing e-learning within higher education. This need is driven by the ever-increasing inclusion of information technologies in healthcare, as well as in all other aspects of life. The design and development of e-learning technology and methodology in university contributes to solving great many pedagogical and psychological problems. Implementing information and communication technologies presents us with a new level of mediation for mental and communicative activities of both lecturers and students. Video education has been explored in the current scientific report and an educational cycle is presented in regard to the healthcare experts training. Implementation of social media and its inclusion within the educational process of both midwives and nurses are discussed. The necessity to include video tutorials in the educational process is justified. It is concluded the aforementioned are educational resources which should not be ignored but, on the contrary – they have to be used as complementary educational content within the contemporary education of healthcare experts.
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10

Yankovych, Oleksandra I., Kateryna M. Binytska, Volodymyr O. Ocheretnyi та Iryna I. Kuzma. "ПІДГОТОВКА МАЙБУТНІХ ФАХІВЦІВ В УНІВЕРСИТЕТАХ УКРАЇНИ ТА ПОЛЬЩІ ДО РЕАЛІЗАЦІЇ МЕДІАОСВІТИ ДОШКІЛЬНИКІВ". Information Technologies and Learning Tools 67, № 5 (30 жовтня 2018): 264. http://dx.doi.org/10.33407/itlt.v67i5.2323.

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The article provides comparative analysis of the forms, methods, means of the future specialists of pre-school education preparation at the universities of Ukraine and Poland to realization of media education for children and their parents. The achievements of Polish higher educational institutions have been shown: the study of courses “Media Pedagogics”, “Media in Education” the main forms of teaching, these subjects are lectures, practical classes, conversations, master classes; methods –interactive, project, demonstration of films on the formation of media literacy; analysis of media products for the pre-schoolers. The achievements of the Ukrainian pedagogical science have been highlighted, in particular the development of the complex of professionally oriented technologies for the formation of readiness of the future kindergartners for the use of media education. The focus is on the activity of the Academy of Ukrainian Press in forming the readiness of kindergartners, university teachers for media education, in particular organization of summer schools and the publication of the necessary literature. Author’s interpretation of the concept “Media Education in the Establishment of Pre-School Education” has been proposed. The results of experimental researches in Poland and Ukraine have been presented. The necessity of providing system character of media education has been proved. The possibilities of using positive ideas in the field of media education at higher and pre-school educational institutions have been substantiated: the continuous nature of study of topics on the formation of pre-school children media literacy at universities; development of didactic-methodical support of media education; carrying out master-classes on the media topics at pre-school age. The ways of prevention of media threats for children through the organization of parental media education, improvement of training for its implementation have been determined. The necessity to use traditional media, namely books, children’s press together with modern ones has been emphasized. The expediency of studying the experience of national and foreign institutions of pre-school education, which implement individually developed media education programs for children, has been shown. The attention has been focused on the “Preschooler in the Media World” program.
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Більше джерел

Дисертації з теми "Higher education media didactics"

1

Biletskyi, V. S., A. Onkovych, and O. Yanyshyn. "Media education technologies in developing students' professional competence." Thesis, University of Oulu, Finland, 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/43933.

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2

Paraskevopoulou, Konstantina, and Thomas Köhler. "Organizational models in virtual teaching cooperation – documentation and evaluation of organisational didactics in a collaborative higher education project." TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73600.

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Анотація:
A recent objective of the Saxon E-learning initiative „Bildungsportal Sachsen”, a cooperation of all HEIs of the state, is to trigger the development of „virtual teaching cooperation“. Currently, a network project labelled “Virtual Teaching Cooperation”1 is underway which intends to pilot a cross-university teaching networking, considering the didactics of collaborative teaching and learning, ideally in a specialist domain and possibly between different types of universities in Saxony. Main topics of this initiative are a) the creation of solutions regarding the effective cooperation with international partners, b) the qualification of educational personal in order to strengthen their digital competences, c) the support by the creation of preparatory courses and online self-assessments using and creating OER (Open Educational Resources) material (Bildungsportal Sachsen, 2019). While the network consists of five subprojects, with the common aim to promote networking between the respective 2–4 project partners, authors follow an organizational-didactic interpretation of the virtual teaching cooperation in vocational education. This work presents the organizational models of these subprojects with a focus on their internal communication, as well as their type, method and level of the internal cooperation between the project partners. Theoretically, authors apply rather organizational theory than the usually requested media didactic approach of educational heritage. As each sub-project has developed a different blended-learning scenario and different cooperation relationships with its project partners, who might be other institutions, universities, training centres, etc., in national or international level, it is necessary to analyse these different models by documenting the process and the current results of each subproject separately. A matrix-based comparison will be presented to determine how and with which tools these organizational models have been developed and implemented in each respective educational program.
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3

Hansen, Jeremy Thomas. "Social media habits and experiences of higher education administrators." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133977.

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This qualitative research study examined higher education administrators experience with social media as it pertains to their profession and work. As social media use among students and the general public continues to grow, this new technology has found its way into universities in administrators’ professional and private lives. The relatively young age of social media as a technology has raised many questions for administrators about how to adapt and adopt it as a tool to ultimately improve the student experience at colleges. In this qualitative study, eight administrators at California State University, Long Beach were interviewed to explore their views, concerns, and challenges related to social media. Findings from this study show that administrators had privacy concerns utilizing social media and faced challenges navigating the dual relationships that could form on social media platforms. Administrators see the need for social media competency training that can increase the effective use of social media on a college campus. The results of this study clearly call for universities to assist administrators with adopting and adapting to new technologies, and for further research to be done on how student-teacher relationships are changing due to social media. Implications include social media use by administrators improving the universities relationship with the community, as well as developing online privacy training sessions for administrators.

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4

Kremmyda, Stamatia. "Resistance to change in Greek higher education." Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/10021914/.

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This thesis is a study of resistance to the changes in Greek higher education that were implemented within the framework of the 1999 Bologna Agreement of the European Union in the period 2007-2008. The changes that occurred were of great significance for Greece’s education system as they introduced important changes in the structure and function of Greek higher education. This thesis argues that the organisational culture that had been created throughout the history of Greek higher education was a powerful factor that provoked resistance to the new policies. Methodologically, the thesis argues that discourse, change and institutional culture are closely tied together, and that this is of crucial importance in creating, modifying, and sustaining change within higher education institutions. The process of resistance is examined through the theoretical framework of Critical Discourse Analysis (CDA) (Fairclough, 1995, 2000, 2001, 2003, 2009; Chouliaraki and Fairclough, 1999), and within this framework by applying the empirical-analytical method of the Discourse Historical Approach (Wodak and Meyer, 2009; Reisigl and Wodak, 2009). The framework and method for the study are also complemented by the discourse theory of Laclau and Mouffe (1985). The narrative of the thesis includes a critical examination of the hegemonic struggles that occurred in the 2007-2008 period, the perceptions and ideologies of the key stakeholders (politicians, university faculty, and student groups), and the ways in which the discourses about Greek higher education have been influenced by social, political, and institutional factors. Finally, the implications of the findings for adding to the existing knowledge about management and change in higher education institutions are discussed.
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5

Patashnick, Matthew J. "Social media and crisis communication| Supporting best practice on university campuses." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158525.

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Анотація:

The primary purpose of this study was the exploration of social media utility as a crisis communication practice on three selected university campuses. The overarching research question for this study was “How and what social media technologies are selected, planned for, implemented, and monitored in crisis management in selected universities?”. This study examines how these institutions used social media during crisis, pinpoints the emergent themes, analyzes the engagement between the selected universities and their social media audience, and analyzes the effectiveness of social media during campus crisis situations.

The findings of this study include the documentation of institutional practices that contribute to successful social media crisis communication integration. These elements ultimately coalesce into the identification of a series of best practices that can help inform the field and contribute to the establishment of best practices for social media use during campus crisis situations. (Abstract shortened by ProQuest.)

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6

Morge, Shelby Paige. "College students' beliefs about mathematics, gender, and popular media." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3229576.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2006.
"Title from dissertation home page (viewed July 3, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2916. Adviser: Peter K. Kloosterman.
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7

Fuller, Megan L. "Social Media in Higher Education: Building Mutually Beneficial Student and Institutional Relationships through Social Media." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1275.

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Анотація:
Social applications such as Facebook, YouTube, and Twitter have driven the public growth of Web 2.0. Universities and colleges are using social media to reach student prospects, keep contact with current students and alumni, and provide a mechanism for group collaboration and interaction in the classroom. Higher education institutions are influenced by current social media trends, and figuring out how to effectively interact with various constituencies within the social media environment can be challenging. In this study, a group of higher education students were surveyed about their social media practices and preferences with a focus on education-related activities. The goal of the research was to determine what aspects of social media use were most effective in reaching the student constituency based on social media usage patterns. The results led to significant observations that aid in the development of social media tactics to reach university and college students.
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8

Lingwall, James Andrew. "Journalism and mass communication at academic crossroads in American higher education /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7574.

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9

Pg, Hj Besar Dk Hjh Siti Norainna. "Engaging higher education students with social media : MIB module case study." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/engaging-higher-education-students-with-social-mediamib-module-case-study(a3b1b263-7e9d-44ec-a9cc-93f7840c4f31).html.

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This thesis reports on a study which investigated the application of social media in teaching Malay Islamic Monarchy (MIB) in a University of Brunei. The aim was to complement the on-campus delivery of this module, encourage student engagement and produce more active than passive learners. However, tensions existed between social media and the content of the course because of the potential of social media to drown and influence Bruneian Malay cultures and Islamic beliefs in a way that is not consistent with MIB. A questionnaire to 362 undergraduate students at the University of Brunei Darussalam taking the PB1501 MIB module in the semester 1 2012/2013 provided an initial sense of social media use and expectations. Six MIB teachers were also selected to represent different perspective of using social media in MIB module. Furthermore, the observation of ten MIB Facebook groups spaces and content analysis of ten MIB Facebook groups' transcripts produced information on teaching and learning activities as well as findings as to how teachers facilitate student engagement. The findings of the study indicate that whilst social media is a tool that should be able to solve the pedagogical problems in the MIB course, at the same time cultural obstacles are perceived by some teachers in this particular setting, impacting on its acceptance. Findings suggest that the implementation of social media such as Facebook in order to solve a pedagogical problem have raised tensions in this specific cultural environment. The research also shows the MIB teachers have mixed feelings about the fact that social media could complement MIB education. A way of conceiving the tensions between these issues is provided by the Technological Pedagogical Content Knowledge (TPACK) framework developed by Koehler and Mishra (2009), which is used to understand teacher decisions with respect to MIB, MIB pedagogy and social media (TPACK). This shows the connections and interactions between the content of MIB, the MIB pedagogy and social media.
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Holder-Ellis, Marlene Natalie. "The Role of Social Media Technology Tools in Higher Education Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1540.

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Although instructors at a Western Caribbean university use technology in the instructional process, they rarely use social media tools for teaching and learning. This exploratory qualitative case study addressed faculty members' perceived role of social media technology tools in higher education instruction at the local university. The conceptual frameworks that guided this study were the theory of planned behavior and the technology acceptance model. Ten faculty members at the local university were selected through a purposeful sampling process and were interviewed. Interview transcripts were organized using an iterative coding process and were analyzed for recurring themes. Trustworthiness was established through peer review, member checking, peer debriefing, and triangulation. The themes that emerged from the interviews revealed factors that encouraged the use of social media tools such as freedom in learning, growth in inferential skills, ease of communication, or access to a repository of online lessons. In addition, factors that discouraged the use of social media were also discovered, such as unreliability of the tools, hindrance to cognitive growth, or the increased number of cyber bullies. The resulting project consisted of a white paper that will disseminate the findings from this study to stakeholders with the goal of initiating a collaborative process focused on the use of social media tools in instruction. Recommendations from this project study may help to implement and integrate social media tools in instruction. The project contributes to social change through faculty members' stronger understanding of both those factors that encourage the use of social media tools and the barriers that prevent their effective use in instruction.
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Книги з теми "Higher education media didactics"

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Herbert, Anna. Didactics, Learning and Leadership in Higher Education. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315294773.

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Voroncova, Anna, Tat'yana Sutyagina, Oksana Pavlova, Elena Tihomirova, Anna Samohvalova, Oksana Vishnevskaya, Svetlana Shepeleva, et al. Didactics of primary education. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1200566.

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The requirements of the federal state educational standard of primary general education to the content, technologies and methods of the educational process in primary grades are disclosed. Special attention is paid to the characteristics of the system-activity approach, the technologies of primary education (problem-based learning, developmental learning, activity technology, project method, blended learning, etc.) are highlighted. The methods of teaching all the main academic subjects are presented in detail and concretely. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying under bachelor's degree programs in the areas of training 44.03.01 "Pedagogical education" and 44.03.05 "Pedagogical education (with two training profiles)".
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Representing "u": Popular culture, media, and higher education. San Francisco, California: Jossey-Bass, 2014.

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Claussen, Dane S. Anti-intellectualism in American media: Magazines & higher education. New York: P. Lang, 2004.

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Hōsō Kyōiku Kaihatsu Sentā (Japan). Enkaku kōtō kyōiku no genjō to tenbō: Shakai haikei, shisutemu, media. Chiba-ken Chiba-shi: Hōsō Kyōiku Kaihatsu Sentā, 1989.

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Nordås, Hildegunn Kyvik, editor of compilation and Vincent-Lancrin Stéphan, eds. Trade policy in Asia: Higher education and media services. New Jersey: World Scientific, 2014.

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Social media in higher education: Teaching in Web 2.0. Hershey, PA: Information Science Reference, 2013.

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Law, J. Sibley, and Charles Wankel. Streaming media delivery in higher education: Methods and outcomes. Hershey PA: Information Science Reference, 2012.

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Zárate, Romualdo López. Retos de la educación media superior y superior. Culiacán Rosales, Sin: Colegio de Bachilleres del Estado de Sinaloa, Dirección de Servicios Educativos, 1996.

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Cutting-edge technologies and social media use in higher education. Hershey, PA: Information Science Reference, an imprint of IGI Global, 2014.

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Частини книг з теми "Higher education media didactics"

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Onkovich, Anna. "Media Didactics in Higher Education: Oriented Media Education." In Communications in Computer and Information Science, 282–87. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03919-0_36.

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Kergel, David, and Birte Heidkamp. "Inquiry-Based Learning 2.0 A Didactic Framework for Inquiry-Based Learning with Digital Media." In The Digital Turn in Higher Education, 111–18. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-19925-8_8.

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Herbert, Anna. "Didactics, Klafki and Lacan." In Didactics, Learning and Leadership in Higher Education, 9–37. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315294773-2.

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Kammasch, Gudrun, Hans-Georg Bruchmüller, and Silke Frye. "Laboratory Didactics 5.0." In Mobility for Smart Cities and Regional Development - Challenges for Higher Education, 775–86. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93904-5_77.

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Bognar, Branko, Marija Sablić, and Alma Škugor. "Flipped Learning and Online Discussion in Higher Education Teaching." In Didactics of Smart Pedagogy, 371–92. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01551-0_19.

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de Cássia Fernandes Hegeto, Léia. "Didactics as a School Discipline: A Study of General Didactics Textbooks." In Textbooks and Educational Media: Perspectives from Subject Education, 193–201. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80346-9_15.

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Orr, Dominic, Maren Luebcke, J. Philipp Schmidt, Markus Ebner, Klaus Wannemacher, Martin Ebner, and Dieter Dohmen. "From Lines of Development to Scenarios." In Higher Education Landscape 2030, 5–24. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44897-4_2.

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Abstract After examining the current developments in the field of knowledge and competence requirements, university teaching and technology, and their effects on a digital society through various background studies, this chapter focuses on modeling and developing different scenarios and discussions with regard to technology and social developments. Different economic and social requirements as well as new forms of didactics and learning environments will lead to necessary changes in higher education. It should provide a link between continuing and higher education by identifying new ways of recognizing skills acquired informally. Strong support most notably for new students, should combine performing, developing, and explorative teaching and learning situations. Meanwhile, it will be essential for the didactics of the future to be sensitive to the needs of learners and offer individualized support for student-learning paths, making education independent of time and place. Finally, selected approaches to developing future scenarios in higher education focusing on institutions and governance issues, technology, and social developments are discussed in more detail.
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Gibson, Barbara, Meredith Hyde, and Troy Gordon. "Social Media & Intercultural Competence." In Internationalizing Higher Education, 187–200. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-980-7_12.

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Bischoff, Sandra. "Theme-Centered University Didactics: An Answer to Bologna." In Theme-Centered Interaction (TCI) in Higher Education, 269–79. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-01048-5_11.

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Natriello, Gary. "Media." In Digital-Age Innovation in Higher Education, 164–76. New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003038924-11.

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Тези доповідей конференцій з теми "Higher education media didactics"

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Nieuwenhuysen, Paul. "Information Literacy Didactics for Higher Education and Research: Some Lessons from an International Workshop." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3497.

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This contribution identifies challenges in information literacy didactics in contemporary higher education all over the world: • Heterogeneity among organizations for higher education hinders co-operation. • Information literacy is competing with media literacy. • Leadership and responsibility are needed in information literacy education. • Developing information literacy training materials requires an adequate budget. • Expertise in didactics is also needed for teaching in the area of information literacy. • Marketing should support information literacy didactics. • Information literacy should be integrated in the curriculum of all students. • Libraries should not neglect contemporary information systems. • Study materials should be adapted to the upcoming mobile information technology tools. • Regional training and workshops on information literacy didactics would be welcome. • Data management skills become important besides information literacy. These challenges should be faced constructively and therefore we formulate for each challenge also a recommendation towards stakeholders. This paper is based mainly on recent project activities of organizations of higher education in Flanders, Belgium, aimed at 1. getting a view on the growing expertise in didactics to upgrade the level of information literacy in their region, and paving the way towards more efficient cooperation on information literacy didactics with partner universities, mainly in developing countries, 2. sharing their experience with universities in developing countries, in Asia, Africa and America, in the form of a fruitful international workshop and follow-up activities.
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Schumacher, Susanne, and Ulrike Stadler-Altmann. "REFLECTIONS ON OFFERS AND USE OF DIGITAL MEDIA FOR TRANSFERRING KNOWLEDGE IN TEACHER EDUCATION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end075.

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Digital processing, augmented reality and virtualisation have been developed and tested in the gaming world and working environment for some time. In educational settings, media should become learning objects that arouse the interest of learners, establish a connection to their previous knowledge, and enable interactive action and self-control (cf. Göhlich & Zirfas, 2007; Sesink, 2008). In parallel with technological developments, the question of imparting knowledge methods as well as increasing learners' knowledge is consistently subject of debates on competence in higher education didactics (see Erhardt, 2010). In terms of knowledge theory, the question arises to which extent knowledge changes as a result of media processing and, not least, how students' knowledge assets build up, transfers and influence each other (see Stadler-Altmann & Keiner, 2010). In the first decade of the millennium, numerous activities introduced in higher education had been carried out related to media-based knowledge transfer and information acquisition in the context of curricular offerings, pilot events or third party financed projects with non-university cooperation partners (Iske & Meder, 2010; Gördel at al., 2018; Hofhues, Jochuma & Kohrs, 2013; Reinmann, Ebner & Schön, 2013). In this paper, concepts of media-supported teaching and learning environments in the context of the training of pedagogical professionals in South Tyrol are depicted. Didactic designs for lectures and seminars are presented and critically reflected. These two teaching formats are mainly intended for the one-level master's degree in Primary Education at the Free University of Bozen-Bolzano. The design research approach chosen for this purpose does not diminish input-output comparisons, but rather raises the question of which media-pedagogical innovations and didactic interventions can improve the existing teaching-learning situation (Fishman et al., 2013). First, the pedagogical fields of action are analysed by considering both the specific context of the given structure at university and the existing teaching-learning settings. Consequently, impulses for a didactic re-framing in the context of the methodological dimensions of control and teaching style will be discussed in the light of the current state of research.
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Habinak, Andrej. "From Phraseo-Didactics to Higher Linguistic Culture." In 2015 International Conference on Education Reform and Modern Management. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ermm-15.2015.67.

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Corredor, Olga Lucía León, Dora Inés Calderón, Álvaro García-Martínez, and Marcia Reis. "Didactics and teaching with accessibility and affectivity in higher education." In DSAI 2016: 7th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/3019943.3019958.

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Böttcher, Axel, and Veronika Thurner. "On an Architectural Concept for Didactics in the Context of Constructive Alignment." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13024.

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In the wake of the massive digitalization in education brought about by the Covid-19 pandemic, a vast variety of didactic concepts, methods, activities, tools and technologies came into use and are now widely discussed. However, a lack of clarity is observable, as to how these different concepts, activities and tools integrate into a big picture, when to use what, and which aspects have to be considered and addressed to create solutions that work effectively towards achieving specific learning and teaching objectives. To systematically structure this vast variety of didactic concepts, activities and tools, we introduce an architectural concept for didactics in the context of constructive alignment. We achieve this via an abstraction process, which clusters the existing didactic concepts, activities and tools, and specifies interrelations between the identified clusters. On this basis, it is possible to quickly adapt our model by subtractive customization, thus focusing on what is really needed within a specific teaching and learning situation.
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Sudarikov, Alexander E., Eduard Kh Muratbakeev, Marianna V. Voronina, Zlata O. Tretyakova, and Alexandra A. Sudarikova. "Higher Education Market Segmentation." In Proceedings of the International Conference "Topical Problems of Philology and Didactics: Interdisciplinary Approach in Humanities and Social Sciences" (TPHD 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/tphd-18.2019.85.

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Zhou, Ziyu, Valentina Rognoli, and Camilo Ayala-García. "Educating designers through Materials Club." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8206.

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Material education is becoming a crucial element in the process of change that is involving the teaching in the field of design. The affirmation of fab labs in design education is increasingly manifested both in traditional classroom didactics and prototyping practices in studio. The growth number of fab labs in universities, have a high potential to change the original material didactics into participatory activities. Based on this situation, this paper aims to analysis how existing fab lab systems can be reframed to maximize benefits in the material education in design domain. As a result, we elaborate the concept of Materials Club as an enabling system to support design students developing their design projects with materials and being highly involvement inside the co-creative study community. In conclusion, Materials Club as an optimize of the fab lab system, can increase the effectiveness in material education. This scenario also promotes us to think about a universal method, which is valorizing the resources which already exist in university and integrate them in a virtuous system for reinforcing the design and material education.
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Passalacqua, Franco, and Elisabetta Nigris. "The faculty development model of University of Milan-Bicocca: towards an integration of general and disciplinary didactics." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11240.

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The contribution presents the faculty development program of the University of Milano-Bicocca, called “Teaching large classes”. The objective of this paper is to illustrate the training structure of this project (launched in 2016 with a series of pilot actions that became fully operational the following year) and its recent developments. The paper intends to provide a detailed description of the three main principle that shape the structure of the training program: the continuum of immersion and distancing in training methodologies; the isomorphism between learning contents and teaching methodologies; the focus on the didactic transposition and education reconstruction process. The analysis of these principles shows that the inter- and trans-disciplinary approach of the training program is a crucial condition to the interconnectedness of the three principles in a consistent training structure. Furthermore, the multi- inter- and transdisciplinary approach allows for the development of the project with a broader scope.
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Paba Medina, Maira Camila, Julieth Katherin Acosta Medina, and Martha Liliana Torres Barreto. "Design of a gamified tool for the development of citizenship competencies." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11136.

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The DidacTIC project emerges as a proposal in the face of high levels of desertion in virtual education, and the latent need to develop citizen competencies in the Colombian context. It consists in the joint development of a platform developed as KMS that will extract information from the LMS and a motivational didactics tool based on gamification principles, designed to reinforce the teaching and learning process in the subject of citizen competencies. This document evidences the methodology applied to the design of the gamified tool.
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Kazachonak, Viktar, and Alexander Rusakov. "Media Literacy and Media Education." In 2021 1st International Conference on Technology Enhanced Learning in Higher Education (TELE). IEEE, 2021. http://dx.doi.org/10.1109/tele52840.2021.9482592.

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Звіти організацій з теми "Higher education media didactics"

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Лукаш, ,. Людмила Вікторівна. The didactic model of education of the future elementary school teachers to activities for the prevention of violations of children’s posture. Wydawnictwo Naukowe Wyzszej Szkoly Informatyki i Umiejetnosci, 2016. http://dx.doi.org/10.31812/0564/1459.

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The state of musculoskeletal system incidence of pupils of secondary schools remains a pressing problem in all regions of Ukraine, in spite of significant achievements in this direction. The determination of the readiness of teachers and senior students of pedagogical college for implementation of health-keeping technologies, which are aimed at creating a physiological posture of schoolchildren, to the educational process was conducted by our questioning method. 95% of teachers and 77.6% of students (according to polls) need methodological assistance for effective use of health-keeping technologies. We consider the main task of high school to be an optimization of the informational flow regarding health-keeping during the educational process and adaptation of the ways of presenting information to the perception of modern youth. The self-education has a great value for getting mastery, so it is necessary that a student or a teacher could have a wide access to both literature and electronic media. The Internet conferences, Internet sites, electronic textbooks, computer programs will be useful.
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Guthrie, Kevin, Catharine Hill, and Martin Kurzweil. Free Speech, Student Activism, and Social Media: Reflections from the Bowen Colloquium on Higher Education Leadership. Ithaka S+R, February 2018. http://dx.doi.org/10.18665/sr.306628.

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Volikova, Maryna M., Tetiana S. Armash, Yuliia V. Yechkalo, and Vladimir I. Zaselskiy. Practical use of cloud services for organization of future specialists professional training. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3269.

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The article is devoted to the peculiarities of the practical use of cloud services for the organization of qualitative professional training of future specialists. It is established that in order to implement state policy, there is an essential need for using various ICT, in particular cloud services, which are not only economically acceptable in the new educational environment, but also a powerful tools of obtaining new knowledge, skills and abilities. The advantages and disadvantages of using cloud services in the educational process of higher education are substantiated; the examples discuss the methods of using cloud services in the process of studying fundamental disciplines. The object of the study is the professional training of students in higher education institutions. The subject of research is the process of organizing professional training of future specialists with the use of cloud services. To achieve the set goals, a set of general scientific (analysis, synthesis, comparison) and specific scientific (bibliographic, problem-based) was used. Observation and conversation manipulation allowed to highlight the advantages and disadvantages of using cloud services and draw conclusions from the problem under investigation. The foreign experience of using cloud services has been researched and the features of the application of traditional and distance technology training abroad have been determined. It describes the use of the blog as a media-educational technology during the advent of pedagogical practice. The methods of using cloud-based services on the example of creation of a distance course “Linear algebra and analytic geometry” are considered. The prospects of research, which consist in getting acquainted with cloud technologies of the humanitarian profile future specialists at the second higher education, are determined. It has been established that the practical application of cloud technologies in the educational process will promote more qualitative and progressive learning; the formation of a close interaction between the teacher and student; development of professional skills and abilities of independent work.
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Mahdavian, Farnaz. Germany Country Report. University of Stavanger, February 2022. http://dx.doi.org/10.31265/usps.180.

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Germany is a parliamentary democracy (The Federal Government, 2021) with two politically independent levels of 1) Federal (Bund) and 2) State (Länder or Bundesländer), and has a highly differentiated decentralized system of Government and administration (Deutsche Gesellschaft für Internationale Zusammenarbeit, 2021). The 16 states in Germany have their own government and legislations which means the federal authority has the responsibility of formulating policy, and the states are responsible for implementation (Franzke, 2020). The Federal Government supports the states in dealing with extraordinary danger and the Federal Ministry of the Interior (BMI) supports the states' operations with technology, expertise and other services (Federal Ministry of Interior, Building and Community, 2020). Due to the decentralized system of government, the Federal Government does not have the power to impose pandemic emergency measures. In the beginning of the COVID-19 pandemic, in order to slowdown the spread of coronavirus, on 16 March 2020 the federal and state governments attempted to harmonize joint guidelines, however one month later State governments started to act more independently (Franzke & Kuhlmann, 2021). In Germany, health insurance is compulsory and more than 11% of Germany’s GDP goes into healthcare spending (Federal Statistical Office, 2021). Health related policy at the federal level is the primary responsibility of the Federal Ministry of Health. This ministry supervises institutions dealing with higher level of public health including the Federal Institute for Drugs and Medical Devices (BfArM), the Paul-Ehrlich-Institute (PEI), the Robert Koch Institute (RKI) and the Federal Centre for Health Education (Federal Ministry of Health, 2020). The first German National Pandemic Plan (NPP), published in 2005, comprises two parts. Part one, updated in 2017, provides a framework for the pandemic plans of the states and the implementation plans of the municipalities, and part two, updated in 2016, is the scientific part of the National Pandemic Plan (Robert Koch Institut, 2017). The joint Federal-State working group on pandemic planning was established in 2005. A pandemic plan for German citizens abroad was published by the German Foreign Office on its website in 2005 (Robert Koch Institut, 2017). In 2007, the federal and state Governments, under the joint leadership of the Federal Ministry of the Interior and the Federal Ministry of Health, simulated influenza pandemic exercise called LÜKEX 07, and trained cross-states and cross-department crisis management (Bundesanstalt Technisches Hilfswerk, 2007b). In 2017, within the context of the G20, Germany ran a health emergency simulation exercise with representatives from WHO and the World Bank to prepare for future pandemic events (Federal Ministry of Health et al., 2017). By the beginning of the COVID-19 pandemic, on 27 February 2020, a joint crisis team of the Federal Ministry of the Interior (BMI) and the Federal Ministry of Health (BMG) was established (Die Bundesregierung, 2020a). On 4 March 2020 RKI published a Supplement to the National Pandemic Plan for COVID-19 (Robert Koch Institut, 2020d), and on 28 March 2020, a law for the protection of the population in an epidemic situation of national scope (Infektionsschutzgesetz) came into force (Bundesgesundheitsministerium, 2020b). In the first early phase of the COVID-19 pandemic in 2020, Germany managed to slow down the speed of the outbreak but was less successful in dealing with the second phase. Coronavirus-related information and measures were communicated through various platforms including TV, radio, press conferences, federal and state government official homepages, social media and applications. In mid-March 2020, the federal and state governments implemented extensive measures nationwide for pandemic containment. Step by step, social distancing and shutdowns were enforced by all Federal States, involving closing schools, day-cares and kindergartens, pubs, restaurants, shops, prayer services, borders, and imposing a curfew. To support those affected financially by the pandemic, the German Government provided large economic packages (Bundesministerium der Finanzen, 2020). These measures have adopted to the COVID-19 situation and changed over the pandemic. On 22 April 2020, the clinical trial of the corona vaccine was approved by Paul Ehrlich Institute, and in late December 2020, the distribution of vaccination in Germany and all other EU countries
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