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Kabashkin, Igor, and Nika Tikanashvili. "Ontology-Based Approach for Human Competency Gap Analysis in Air Traffic Management." Transport and Telecommunication Journal 20, no. 3 (2019): 279–85. http://dx.doi.org/10.2478/ttj-2019-0024.
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Abstract The Global Air Navigation Plan (GANP) is a flexible global engineering approach that allows all States to advance their Air Navigation capacities based on their specific operational requirements. Aviation professionals have an essential role in the transition to, and successful implementation of the GANP. The development of new air traffic control technology requires new competencies from operational and maintenance personnel under the circumstances. And this, in turn, requires new education curricula for initial, vocational and advanced training in this area. The paper is focused on the creation of methodology for the partial automation of the comparison of existing and required competences of Air Traffic Management (ATM) personal and synthesis of training courses and modules, using a formal, ontology-based approach as a tool to solve these problems. One of the problems in the implementation of the GANP is that, on the one hand, there are currently no unified requirements for all categories of ATM personnel, and on the other hand, the development of ATM technologies is far ahead of the pace of training of personnel of appropriate qualifications. This problem becomes even more noticeable in countries that have just started an active modernization of ATC systems and do not have enough experience in this field. The paper describes the general methodological approach based on the education ontology modelling for human competency gap analysis in ATM and for gap analysis between the university curricula outcomes and the ATM requirements. The ontology of key personnel competencies issues for the design and integration of large-scale future ATM programmes is proposed.
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ZHU, TING. "Using the principles and approaches of flexible methodology (agile) in the planning and implementation of the educational process." Science Journal Innovation Technologies Transfer, no. 2020-4 (September 28, 2020): 48–55. http://dx.doi.org/10.36381/iamsti.4.2020.48-55.
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The educatonal program development process is challenging with many stakeholders: students, teachers, parents, administrators, employers, and the government. Each stakeholder has compettve priorites; Quality, risk, resources and costs limitaton. Large complex projects require the management of a skilled and experienced project manager. It is the preparaton of curricula for joint internatonal educatonal programs with the use of Agile tools and technologies. The main "customer" in this program is a student, and the ultmate goal of each project within the program-the competence of the student in the labor market afer receiving the diploma. Therefore, this program can be considered difcult, and it is constantly evolves, because the demands of the labor market of China is constantly changing and developing.
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Butler, Yuko Goto. "The Implementation of Communicative and Task-Based Language Teaching in the Asia-Pacific Region." Annual Review of Applied Linguistics 31 (March 2011): 36–57. http://dx.doi.org/10.1017/s0267190511000122.
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Communicative language teaching (CLT) and task-based language teaching (TBLT) have been widely adopted in the Asia-Pacific region, with a number of Asian countries strongly promoting CLT and TBLT in their curricula and English language education policies. Despite their popularity, a number of challenges have arisen in connection with implementing CLT and TBLT in Asian classrooms. The challenges that have emerged include (a) conceptual constraints (e.g., conflicts with local values and misconceptions regarding CLT/TBLT); (b) classroom-level constraints (e.g., various student and teacher-related factors, classroom management practices, and resource availability); and (c) societal-institutional level constraints (e.g., curricula and examination systems). These constraints have led some to argue that successfully implementing CLT and TBLT in Asia requires adaptation to local environments, such that CLT and TBLT become embedded in local practices. Although there have been a growing number of reports of various CLT/TBLT implementation efforts in different Asia-Pacific regions, we still have only a limited understanding of how best to achieve contextually embedded adaptations and how they affect students’ English learning. After reviewing relevant studies, this article suggests potential options for moving forward, including (a) employing more contextually feasible and flexible interpretations of CLT and TBLT, (b) implementing decentralized or innovative language-in-education policies, and (c) creating communities of learning outside of the classroom as well as in the classroom.
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Hall, Owen P., and Kenneth D. Ko. "Management Education Collaboration Networks." International Journal of Online Pedagogy and Course Design 4, no. 4 (2014): 1–16. http://dx.doi.org/10.4018/ijopcd.2014100101.
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Management education has come a long way since Sir Isaac Pitman initiated the first correspondence course in the early 1840s. Today the demands from a globalized economy are causing a sea change in the way business education is being delivered. The traditional one-size-fits-all educational approach of the past is being replaced with a customized and flexible learning paradigm that focuses on student outcomes and performance. Management education collaboration networks can assist in this transformation. A primary function of a collaboration network is to provide the management education community with access to curriculum innovation, databases, cloud computing resources, mobile learning technologies and implementation strategies. The network design should be based on stakeholder attitudes, new learning technologies, globalization, changing demographics and sustainability. The purpose of this article is to highlight the results of a global survey on collaboration networks and to outline the role of cloud-based collaboration in the future of business education.
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Iksanova, Lidiya Gennadevna. "Work of the National Presidential Boarding School on Establishing Linguistic Rights and Filling Ethno-Cultural Needs of Students." Ethnic Culture, no. 2 (3) (June 20, 2020): 101–6. http://dx.doi.org/10.31483/r-74928.
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The article deals with the specifics of the educational institutions' activities on establishing language rights and filling ethno-cultural needs of students on the example of the National presidential boarding school for gifted children. Active debates of the issue of learning native languages, reducing the hours for teaching national languages in the curriculum of secondary schools, downplaying spiritual and moral education and “giving up positions” to the process of digitalization, the search for solutions and new models of “national schools” determines the relevance of issue studied. It is noted that due to the fact that Russia is a multi-ethnic state and almost all schools are multilingual and multicultural as a result of the dynamic process of migration of parents, schools have to solve the problems of implementing educational programs independently. Also, it is emphasized that since the process of establishing the linguistic rights and filling ethno-cultural needs of students of different nationalities, their relationship with each other entails conflicts and withdrawal to the world of social networks and adolescent groups, educational activities require a careful study. Therefore, the attention of researchers to the problem of establishing the linguistic rights and filling ethno-cultural needs of students causes interest in the problem of managing this activity. The ai, of the article is to develop and justify organizational and pedagogical conditions that contribute to the effective management of educational institutions’ activity on establishing linguistic rights and filling ethno-cultural needs of students. Research methods: study of the literature on the issue studied, the pedagogical experience of the author and teaching staff of schools, analysis of educational programs and curricula. Results. As a result of the research, we identified the main gaps in the existing system of management of educational activities on establishing the linguistic rights and filling ethno-cultural needs of students, the lack of a flexible management model with an adaptive organizational structure of management and appropriate organizational and pedagogical conditions. An effective model for managing the school's activities on establishing the linguistic rights and filling ethno-cultural needs of students is proposed in the article.
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Lazda, Reinis, and Armands Kalnins. "The Work Contents of the Personnel Specialist in Latvia." Economics and Culture 15, no. 1 (2018): 63–69. http://dx.doi.org/10.2478/jec-2018-0007.
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Abstract The contents in the work of personnel specialist differ in organizations from one field to another. It continues to evolve with an emergence of new technologies and business methods, as well as with structural changes in the economy, both at a global and national level. However, the existing professional regulations of particular professions in Latvia has not been changed for almost 10 years, while the economy as well as the workforce appears to have changed. The aim of the paper is to illustrate what currently forms the contents of work of personnel specialist in Latvia. To achieve this, a study on trends in the work of personnel specialists has been conducted with an informative support of Latvian Association for People Management. The topics of daily activities and tasks, as well as individual features of personnel in various fields, including building, banking, manufacturing, IT, retail company, and public service companies have been included in the study. Overall, 18 personnel specialists from public and private sectors were interviewed. The results show that the classical model of human resource management is still popular, although some of the industries have adapted many or most of the cutting-edge approaches in the field, including flexible jobs and continuous employee support. Therefore, it is advised to update the existing documentation, including the professional regulation and university curricula, to meet the needs of the contemporary companies employing personnel specialists.
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Nizam, Ali. "Evaluation and improvement of the credit transfer models in the student exchange process." International Journal of Information and Learning Technology 37, no. 1/2 (2019): 1–13. http://dx.doi.org/10.1108/ijilt-12-2018-0136.
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PurposeIncreasing flexibility and student mobility are among the most important objectives of today’s universities. The purpose of this paper is to discuss the effects of student exchange process (SEP) on a campus management system (CMS), compare different models and recommend an improvement handling transfer process.Design/methodology/approachA comprehensive literature review of how credit transfer is handled in today’s CMS was conducted to understand the information management methods used in the student transfer process. On this basis, a flexible task-based system design is recommended to facilitate the transfer of educational gains between universities. For evaluating the effectiveness of different system designs in the SEP, the duration of information processing process steps was measured quantitatively via on-site observations and user interview in a university’s horizontal, vertical and the Erasmus student exchange (SE) data.FindingsBuilding a flexible system design based on a loosely coupled mapping between curriculum and educational activities, and increasing the self-management capabilities of a student will facilitate managing SE data in an integrated environment and reduce the university staff’s workload considerably.Originality/valueTo the author’s knowledge, this is the first study making quantitatively measurement and comparison of different credit transfer methods of CMSs. Based on this result, the authors have recommended a new flexible method that supports increasing a student’s self-administration capabilities, reducing the workload of university staff, and contributes academic mobility.
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Keinänen, Meiju Marika, and Liisa Kairisto-Mertanen. "Researching learning environments and students’ innovation competences." Education + Training 61, no. 1 (2019): 17–30. http://dx.doi.org/10.1108/et-03-2018-0064.
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PurposeThe purpose of this paper is to present an example of pedagogical strategy, called innovation pedagogy, and study whether its learning environments (activating teaching and learning methods, working life orientation and research, development and innovation (RDI) integration, multidisciplinary learning environments, flexible curricula, entrepreneurship and internationalization) can be associated with students’ innovation competences (creativity, critical thinking, initiative, teamwork and networking).Design/methodology/approachIn this case study, the electronic self-assessment questionnaire was distributed to third- and fourth-year bachelor students (n=236) from one Finnish university of applied sciences at the end of the Spring semester in 2017.FindingsTwo profiles of students concerning their level of innovation competences can be identified. The level of students’ innovation competences is associated with all the six elements of learning environments. The more students have experience with learning environments of innovation pedagogy, the higher they scored when assessed for their innovation competences.Research limitations/implicationsBecause of the case study setting and a limited sample, there are limitations to the generalizability of the findings.Originality/valueFocusing on different levels of innovation competences of students and approaching their study path in more detail, it could be better understood how to develop more effective education, and thus, respond to the demands of an innovation society. This study extends approaches on research in education and innovation and strengthens the understanding that learning environments should be versatile and include many-sided learning opportunities. It also shows that implementing pedagogical strategy needs lot of work to be revealed in practice.
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Mokhtar, Marziah, and Fauziana Fauzi @ Mat Rawi. "INTERNSHIP PROGRAM: A BRIDGE TO CLOSE THE GAP BETWEEN THEORY AND PRACTICE." ADVANCES IN BUSINESS RESEARCH INTERNATIONAL JOURNAL 5, no. 2 (2019): 102. http://dx.doi.org/10.24191/abrij.v5i2.10006.
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Higher Learning Institutions today are increasingly required to produce highly mobile graduates able to respond to the ever changing needs of the contemporary workplace. Through industrial training, interns will be exposed to ethical values and good working practices as well as to help them understand the safety practices and regulations inside the industry and to instill the spirit of teamwork and good relationship between interns and employees. The motivation for the current research study is to examine the implementation of industrial training conducted by Faculty of Business and Management of Universiti Teknologi MARA and industrial perception on Business Students during their practical period. This research is also prompted by the concern in the increasing number of unemployed among fresh graduates. Feedback from industries would give a better picture of what is required of students since employers are increasingly looking beyond a graduate's academic knowledge. Results show that interns are flexible towards task assigned, committed and resourceful towards work. However, their level of problem solving and analytical skills were low and they also lacked communication skills. It is anticipated that this exploratory study will enable the academia to bridge the gap between theory and practice thus improving the curricula towards developing successful professional business graduates.
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Hanan, Abdul. "M Analisis Manajemen Strategik Kepala MTs Ishlahul Muslimin Senteluk Lombok Barat Perspektif SWOT." MANAGERIA: Jurnal Manajemen Pendidikan Islam 3, no. 1 (2018): 157–71. http://dx.doi.org/10.14421/manageria.2018.31-08.
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This research is a qualitative descriptive field research which examines the Principal’s Strategic Management Based on SWOT Analysis at the Islamic Junior High School ‘Ishlahul Muslimin’ in Senteluk, West Lombok. Data is collected through through observations, interviews, and documentation which is then analysed through data reduction, data display, and verification. The reseach subjects are the chairman of the school committee, the headmaster, the vice principals (curriculu affai; student affairs; public relations, facilities and infrastructure affairs) and teachers. This research aims to (1) describe the procedure of the MTs Ishlahul Muslimin’s Principal’s Strategic Management, (2) identify the implementation of SWOT analysis at MTs Ishlahul Muslimin Senteluk Lombok Barat, and (3) identify the internal and external factors related to MTs Ishlahul Muslimin’s program implementation. The results of this study indicate that : (a) the principal’s Strategic Management is considered to be innovative and flexible, (b) the implementation of SWOT analysis at MTs Ishlahul Muslimin Senteluk Lombok Barat has three phases: strategy formulation, strategy implementation, and strategy evaluation, and (c) the internal factors related to the program implementation at MTs Ishlahul Muslimin are learner analysis, educators analysis and curriculum analysis. The external factors include the analysis of the social environment of the community and the analysis of the role of government.
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Φέρμελη, Γ., and Α. Μαρκοπούλου-Διακαντώνη. "GEOSCIENCES IN THE CURICULLA AND STUDENTS BOOKS IN SECONDARY EDUCATION." Bulletin of the Geological Society of Greece 36, no. 2 (2018): 639. http://dx.doi.org/10.12681/bgsg.16769.
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Geology does not exist, from 1997, as an independent discipline in greek secondary education. Geological subjects included in curriculum of "Geology-Geography" lesson in 1s t and 2n d grades of Junior High School as well geological issues included in optional lessons in 2n d grade of Lyceum "Issues of Environmental studies" and "Natural resources management". There are three ways to introduce geosciences in Greek educational system: a)Through "Geology- geography" lesson and cross-thematic projects that suggested from cross-thematic curriculum and «Flexible zone» in Junior High School, b)Through optional lessons in 2n d grade of Lyceum "Issues of Environmental studies" and "Natural resources management", and c)Through Environmental education projects in Junior High School and Lyceum.
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Mikaeeli, Ali Reza, Mostafa Fahkravar, Meysam Esfahani, Salman Fadaei, and Ali Karimi. "The Theory Of Constraints: A Comparative assessment." Environment Conservation Journal 16, SE (2015): 539–46. http://dx.doi.org/10.36953/ecj.2015.se1664.
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The worldwide economic reorganisation of the last decade has regularly been accompanied by appeals to concepts of lean manufacturing and flexible systems. These generally imply a scaling of productive and operating capacity to match demand and current throughput levels. The issue of how to manage scarce capacity has risen in priority both because of a constant search for greater efficiency and because of imbalances between the supply and demand of many resources. Multiple constraints have emerged throughout the Irish economy for individual firms, and for entire sectors. In “The Goal” Eli Goldratt reinvigorated traditional optimisation insights by presenting them in the repackaged form of the Theory of Constraints (Goldratt and Cox ,1993). This management best seller took the form of a thriller following the struggle of plant manager with 90 days to save his loss making operation from shutdown. In it Goldratt and Cox attack cost accounting as the “enemy number one of productivity” and instead called for a holistic process of ongoing improvement integrating techniques such as MRP, Just in Time and Statistical Process Control. This paper examines in detail the relative utility of the Theory of Constraints compared to traditional management accounting approaches to resource utilisation in aiding decisionmaking. It also considers the propagation and evolution of the Theory of Constraints and critically examines the response it has generated in the accounting and management literature. The continuing survival of cost accounting in the face of frequent assaults similar to Goldratt’s may in part be due to the ability of the discipline to adapt its practices to integrate the mandated improvements into practice and educational curricula. The paper reflects on the process by which new ideas are assimilated into the conventional management wisdom based on this example.
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Mayrl, Damon. "Administering Secularization: Religious Education in New South Wales since 1960." European Journal of Sociology 52, no. 1 (2011): 111–42. http://dx.doi.org/10.1017/s000397561100004x.
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AbstractThis paper examines the development of religious education policy in the government schools of New South Wales (Australia) since 1960. The New South Wales religious education curriculum features three components: (1) teacher-led “general religious education” (gre); (2) right-of-entry denominational instruction provided by visiting clergy (“special religious education”, or sre); and (3) occasional additional devotional exercises such as hymns and prayers. Between 1960 and 1980, this system underwent a partial secularization. gre was transformed from a straightforward course in Christianity built around government-produced Scripture readers to a flexible curricular component built around the academic study of multiple religions. At the same time, sre was strengthened and had its position in the curriculum secured; and devotional exercises were allowed to continue only in those settings where they formed an “appropriate” match with the community. I find that “secularizing” reforms were most consistently driven by teachers and administrators with practical motives: avoiding controversy, improving working conditions, and facilitating class management. This finding both challenges and complements recent works that interpret secularization as a political process driven by politicians and professionals primarily interested in enhancing their power or prestige at the expense of religious actors.
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Hardavella, Georgia, and Jeremy George. "Interventional bronchoscopy in the management of thoracic malignancy." Breathe 11, no. 3 (2015): 202–12. http://dx.doi.org/10.1183/20734735.008415.
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Educational AimsTo highlight the various methods of interventional bronchoscopy.To inform about the indications for palliation and curative bronchoscopy in lung cancer.Interventional bronchoscopy is a rapidly expanding field in respiratory medicine offering minimally invasive therapeutic and palliative procedures for all types of lung neoplasms. This field has progressed over the last couple of decades with the application of new technology. The HERMES European curriculum recommendations include interventional bronchoscopy skills in the modules of thoracic tumours and bronchoscopy [1]. However, interventional bronchoscopy is not available in all training centres and consequently, not all trainees will obtain experience unless they rotate to centres specifically offering such training.In this review, we give an overview of interventional bronchoscopic procedures used for the treatment and palliation of thoracic malignancy. These can be applied either with flexible or rigid bronchoscopy or a combination of both depending on the anatomical location of the tumour, the complexity of the case, bleeding risk, the operator’s expertise and preference as well as local availability. Specialised anaesthetic support and appropriately trained endoscopy staff are essential, allowing a multimodality approach to meet the high complexity of these cases.
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Kaufmann, Katja, Tabea Bork-Hüffer, Niklas Gudowsky, Marjo Rauhala, and Martin Rutzinger. "Ethical challenges of researching emergent socio-material-technological phenomena: insights from an interdisciplinary mixed-methods project using mobile eye-tracking." Journal of Information, Communication and Ethics in Society 19, no. 3 (2021): 391–408. http://dx.doi.org/10.1108/jices-01-2021-0007.
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Purpose This paper aims to discuss research ethics in mixed-methods research (MMR) and MMR development with a focus on ethical challenges that stem from working with technical instruments such as mobile eye-trackers. Design/methodology/approach The case of an interdisciplinary mixed-methods development study that aimed at researching the impacts of emerging mobile augmented-reality technologies on the perception of public places serves as an example to discuss research-ethical challenges regarding (1) the practical implementation of the study, (2) data processing and management and (3) societal implications of developing instruments to track and understand human practices. Findings This study reports challenges and experiences in ethical decision-making in the practical implementation of the study regarding the relationship to research subjects, the use of mobile research instruments in public places and the interdisciplinary cooperation among research team members. Further, this paper expounds on ethical challenges and recommendations in data processing and management and with a view to societal implications of method development and the aspirations of transdisciplinarity. This study concludes that institutionalized ethics need to become more flexible, while applied ethics and reflection must make their entry into university curricula across disciplines. Originality/value Complex interdisciplinary mobile and mixed-methods projects that involve sensors and instruments such as mobile eye-trackers are on the rise. However, there is a significant lack of engagement with practical research ethical challenges, practices and requirements in both mixed-methods and method-development literature. By taking a context- and process-oriented perspective focusing on doing ethics, the paper contributes a concrete empirical case to these underdeveloped fields.
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Nazir, Muhammad, Asim Al-Ansari, Khalifa AlKhalifa, Balgis Gaffar, and Jehan AlHumaid. "Use of Student Evaluation of Teaching (SET) Survey to Evaluate Effectiveness of Teaching in a Leadership Course among Dental Students over Three Years." Scientific World Journal 2020 (June 1, 2020): 1–8. http://dx.doi.org/10.1155/2020/6436102.
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Leadership courses are being increasingly integrated into dental curricula. The study aimed to assess the validity and reliability of student evaluation of teaching (SET) instrument among dental students and to evaluate the effectiveness of teaching in a new leadership course over a period of three years. This cross-sectional study was conducted on fourth-year undergraduate dental students (N = 260) who took a practice management course over three consecutive years from 2014 to 2016. A 29-item SET questionnaire was administered among students who were willing to participate in the study. Out of 260 students, 185 returned completed surveys and the response rate was 71.15%. Factor analysis (principal component analysis) showed the validity of four dimensions of the SET instrument. Total variance explained by four dimensions was 62.80%. Cronbach’s alpha for the instrument was 0.95 and each dimension had fairly high internal consistency (>0.80). Treating students with respect (94%), accepting different viewpoints of students (94.1%), being flexible/open-minded (92.5%), and preparedness in the course (91.9%) were the most common effective teaching traits. Over the period of three years, 16 items showed improvement in teaching and there was a significant improvement in four items (P<0.05). In conclusion, it was found that SET is a valid instrument to evaluate the effectiveness of teaching in nonclinical courses in dentistry. This instrument should be used longitudinally to compare the effectiveness of teaching.
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Xie, Zhao Gang, and Jun Qing Hui. "Research on the Problems in Dormitory Culture in Higher Vocational Colleges Based on Quantitative Study." Advanced Materials Research 926-930 (May 2014): 4598–601. http://dx.doi.org/10.4028/www.scientific.net/amr.926-930.4598.
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Taking a higher vocational college in Guangdong Province China as a case study, the paper adopts the empirical analysis method to study the problems in the mixed boarding dormitories in higher vocational colleges. The result shows that problems like bad class information sharing, different resting timetable to affect other roommates’ resting and weak learning atmosphere exist on a large scale. It is suggested that the problems could be solved by ways of developing information sharing platform, taking flexible dormitory management, and carrying out curriculum system reform. The data shows 90.8% of the students are content with present situation of the mixed boarding dormitories.
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Brickman, Diana, Andrew Greenway, Kathryn Sobocinski, et al. "Rapid Critical Care Training of Nurses in the Surge Response to the Coronavirus Pandemic." American Journal of Critical Care 29, no. 5 (2020): e104-e107. http://dx.doi.org/10.4037/ajcc2020142.
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Background In response to the coronavirus pandemic, New York State mandated that all hospitals double the capacity of their adult intensive care units In this facility, resources were mobilized to increase from 104 to 283 beds. Objective To create and implement a 3-hour curriculum to prepare several hundred non–critical care staff nurses to manage critically ill patients with coronavirus disease 2019. Methods Critical care nursing leaders and staff developed and implemented a flexible critical care nursing curriculum tailored to the diverse experience, expertise, and learning needs of non–critical care nursing staff who were being redeployed to critical care units during the surge response to the pandemic. Curricular elements included respiratory failure and ventilator management, shock and hemodynamics, pharmacotherapy for critical illnesses, and renal replacement therapy. A skills station allowed hands-on practice with common critical care equipment. Results A total of 413 nurses completed training within 10 days. As of June 2020, 151 patients with coronavirus disease 2019 still required mechanical ventilation at our institution, and 7 of 10 temporary intensive care units remained operational. Thus most of the nurses who received this training continued to practice critical care. A unique feature of this curriculum was the tailored instruction, adapted to learners’ needs, which improved the efficiency of content delivery. Conclusions Program evaluation is ongoing. As recovery and restoration proceed and normal operations resume, detailed feedback from program participants and patient care managers will help the institution maintain high operational readiness should a second wave of critically ill patients with coronavirus disease 2019 be admitted.
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Estrada-Sapuyes, Luis Obeymar. "Propuesta metodológica para determinar la flexibilidad curricular en programas académicos soportada por software libre bajo la concepción del modelo de sistema viable -Methodology Proposed for Determining the Curricular Flexibility in Academic Programs Supported by Free Software under the Concept of Viable System Mod." Revista Científica 2, no. 22 (2015): 9. http://dx.doi.org/10.14483/10.14483/udistrital.jour.rc.2015.22.a2.
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La educación es el motor del desarrollo de la sociedad. Potencializa las competencias profesionales y laborales de individuos capaces de hacer frente a las exigencias propias del fenómeno de la globalización. Por tanto, muchos países se han involucrado en la creación de sistemas de aseguramiento de la calidad educativa a fin de diseñar currículos más flexibles y abiertos a la sociedad del conocimiento que suplan las vastas necesidades de formación, oferten variedad de estrategias educativas, promuevan la movilidad académica e impulsen proyectos colaborativos de tipo inter o multidisciplinario. En este sentido, las instituciones educativas están llamadas a promover metodologías orientadas al estudio curricular que permitan el diagnóstico y fundamenten el planteamiento de planes de mejoramiento para el aseguramiento de la calidad. A partir de este proyecto, se formuló una metodología que permitió estudiar y determinar el grado de flexibilidad curricular con base en un prototipo de sistema de información desarrollado con software libre que permitió la gestión de indicadores y representó las diversas manifestaciones de flexibilidad. Por su parte, el Modelo del Sistema Viable proporcionó la fundamentación teórica que permitió concretar el estudio y el diagnóstico organizacional, e identificar las necesidades de información entre los subsistemas definidos, incluyendo el entorno. El prototipo del sistema de información fue diseñado de tal manera que los programas académicos de una institución de educación superior tuvieran la capacidad de estructurar varios estudios de flexibilidad curricular a lo largo del tiempo a fin de establecer los comparativos necesarios y ser un suministro sólido para futuras reformas curriculares y un soporte para los procesos de aseguramiento de la calidad. El estudio se aplicó al programa de Ingeniería de Sistemas de la Institución Universitaria Centro de Estudios Superiores María Goretti, ubicado en la ciudad de Pasto, Nariño (Colombia). Methodology Proposed for Determining the Curricular Flexibility in Academic Programs Supported by Free Software under the Concept of Viable System ModelEducation is the driving force in the development of society. Through professional and occupational competences, individuals are able to deal with the requirements of the phenomenon of globalization. Therefore, many countries have been involved in the creation of quality assurance of educational systems in order to design more flexible curricula, more open to knowledge society. They meet the vast training needs, provide a variety of educational strategies and drive academic mobility and collaborative inter or multidisciplinary projects. In this respect, educational institutions are called to promote methodologies focused on the study of curriculum to diagnose and base the formulation of improvement plans for quality assurance. This project formulated a methodology to examine and determine the level of curricular flexibility. It was based on a prototype of an information system developed with free software that supported management indicators and represented different manifestations of flexibility. On the other hand, the Viable System Model provided the theoretical foundation to specify the study and the organizational diagnosis and to identify the information needs among defined sub-systems, including environment. The prototype of the information system was designed so that academic programs within a higher education institution have the capacity to structure several studies of curriculum flexibility over time in order to establish the necessary comparatives and to be a knowledge-based supply for future curriculum reforms and a basis for quality assurance processes. The study was carried out in the Systems Engineering Program of Institución Universitaria Centro de Estudios Superiores Maria Goretti located in Pasto, Nariño (Colombia). Metodologia proposta para a determinação da flexibilidade curricular nos programas acadêmicos suportado pelo software livre sob o conceito do modelo do sistema viáveA educação é o motor do desenvolvimento da sociedade através de suas competências profissionais e ocupacionais dos indivíduos capazes de lidar com as demandas tornar-se o fenômeno da globalização, portanto, muitos países envolveram-se em sistemas de gestar é potencializado garantia da qualidade educacional em busca de mais flexível, aberto ao currículos sociedade do conhecimento, apoiando as necessidades de formação em bruto, oferecendo variedade de estratégias de formação, promover a mobilidade acadêmica e incentivando colaboração de projetos interdisciplinares ou multidisciplinar cortadas. Nesse sentido, as instituições de ensino são chamados a promover metodologias para o currículo de estudo, permitindo o diagnóstico e fundamentar a proposição de planos de melhoria para a garantia da qualidade. A partir deste projeto uma metodologia para analisar e determinar o nível de flexibilidade curricular, apoiado por um sistema de informação protótipo desenvolvido com software livre que apoiou indicadores de gestão e representou as diversas manifestações de flexibilidade, fez ainda mais destaque a fundamentação teórica fornecida pelo Modelo de Sistema Viável, que forneceu uma base conceitual, que completou o estudo e diagnóstico organizacional e permitiu a identificação de necessidades de informação definidos entre os subsistemas, incluindo o meio ambiente. O sistema de informação protótipo desenhado-lo para que os programas acadêmicos de uma instituição de ensino superior, são a capacidade de estruturar vários estudos flexibilidade curricular ao longo do tempo, que institui a necessária comparativa e ser aterrada para o abastecimento futuro reformas curriculares e apoiar os processos de garantia de qualidade. O estudo foi aplicado ao Programa de Sistemas de Engenharia Institution of Higher Centro Universitário Maria Goretti localizado na cidade de Pasto, Nariño (Colombia).
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Smith, Ann. "Management Education by Distance Mode: Combining Print and Computer Mediated Communication (CMC) Technologies to Provide Flexible Individual Study and Collaborative Learning Opportunities." Journal of Management & Organization 8, no. 2 (2002): 52–64. http://dx.doi.org/10.1017/s1833367200005022.
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ABSTRACTGiven the need to provide increased opportunities for busy managers to learn, but their reduced availability to attend formal on-campus classes, management students and corporate employers have turned to Distance Education (DE) provision as an alternative to face-to-face (FtF) programmes.Providing flexible delivery, however, does not guarantee that the learning requirements of management students will be met, and needs to be considered in terms of the limits and enhancements to learning that different flexible methodologies support. DE comes in many forms and pedagogics, uses a variety of media, and tends to be designed with the individual learner in mind, whereas the demand for work-relevant management skills requires Management Education (ME) programmes to include collaborative as well as individual modes of learning.Managers require integrative knowledge, emotional intelligence, and complex social and perceptual skills and attitudes that increasingly reflect ethical and values-oriented behaviour. At issue in the shift from FtF to DE is the need to provide opportunities for the ongoing social and interpersonal skills development that would normally occur within the classroom. For DE to add value to management learners it needs to offer flexibility that supports quality work-relevant education.In this paper the author explores whether print-based DE combined with Computer Mediated Communication (CMC) technologies provides a solution. CMC is a networked electronic medium; used in conjunction with print-based DE it can provide opportunities for group interactivity and collaborative learning. Since the skills required for effective CMC participation are also synergistic with the socio-cultural and technical skills required of today's ‘networked manager’, the author suggests that there are further advantages to including CMC as part of the ME curriculum. From a review of the literature, the author concludes that there is much benefit in combining the two methodologies provided that:• appropriate pedagogy is designed into the combined media• the flexibility and educational needs of management learners are met• educators and learners learn how to learn by the new media.
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Smith, Ann. "Management Education by Distance Mode: Combining Print and Computer Mediated Communication (CMC) Technologies to Provide Flexible Individual Study and Collaborative Learning Opportunities." Journal of the Australian and New Zealand Academy of Management 8, no. 2 (2002): 52–64. http://dx.doi.org/10.5172/jmo.2002.8.2.52.
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ABSTRACTGiven the need to provide increased opportunities for busy managers to learn, but their reduced availability to attend formal on-campus classes, management students and corporate employers have turned to Distance Education (DE) provision as an alternative to face-to-face (FtF) programmes.Providing flexible delivery, however, does not guarantee that the learning requirements of management students will be met, and needs to be considered in terms of the limits and enhancements to learning that different flexible methodologies support. DE comes in many forms and pedagogics, uses a variety of media, and tends to be designed with the individual learner in mind, whereas the demand for work-relevant management skills requires Management Education (ME) programmes to include collaborative as well as individual modes of learning.Managers require integrative knowledge, emotional intelligence, and complex social and perceptual skills and attitudes that increasingly reflect ethical and values-oriented behaviour. At issue in the shift from FtF to DE is the need to provide opportunities for the ongoing social and interpersonal skills development that would normally occur within the classroom. For DE to add value to management learners it needs to offer flexibility that supports quality work-relevant education.In this paper the author explores whether print-based DE combined with Computer Mediated Communication (CMC) technologies provides a solution. CMC is a networked electronic medium; used in conjunction with print-based DE it can provide opportunities for group interactivity and collaborative learning. Since the skills required for effective CMC participation are also synergistic with the socio-cultural and technical skills required of today's ‘networked manager’, the author suggests that there are further advantages to including CMC as part of the ME curriculum. From a review of the literature, the author concludes that there is much benefit in combining the two methodologies provided that:• appropriate pedagogy is designed into the combined media• the flexibility and educational needs of management learners are met• educators and learners learn how to learn by the new media.
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Henricks, Walter H., Donald S. Karcher, James H. Harrison, et al. "Pathology Informatics Essentials for Residents: A Flexible Informatics Curriculum Linked to Accreditation Council for Graduate Medical Education Milestones." Archives of Pathology & Laboratory Medicine 141, no. 1 (2016): 113–24. http://dx.doi.org/10.5858/arpa.2016-0199-oa.
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Context.—Recognition of the importance of informatics to the practice of pathology has surged. Training residents in pathology informatics has been a daunting task for most residency programs in the United States because faculty often lacks experience and training resources. Nevertheless, developing resident competence in informatics is essential for the future of pathology as a specialty. Objective.—To develop and deliver a pathology informatics curriculum and instructional framework that guides pathology residency programs in training residents in critical pathology informatics knowledge and skills, and meets Accreditation Council for Graduate Medical Education Informatics Milestones. Design.—The College of American Pathologists, Association of Pathology Chairs, and Association for Pathology Informatics formed a partnership and expert work group to identify critical pathology informatics training outcomes and to create a highly adaptable curriculum and instructional approach, supported by a multiyear change management strategy. Results.—Pathology Informatics Essentials for Residents (PIER) is a rigorous approach for educating all pathology residents in important pathology informatics knowledge and skills. PIER includes an instructional resource guide and toolkit for incorporating informatics training into residency programs that vary in needs, size, settings, and resources. PIER is available at http://www.apcprods.org/PIER (accessed April 6, 2016). Conclusions.—PIER is an important contribution to informatics training in pathology residency programs. PIER introduces pathology trainees to broadly useful informatics concepts and tools that are relevant to practice. PIER provides residency program directors with a means to implement a standardized informatics training curriculum, to adapt the approach to local program needs, and to evaluate resident performance and progress over time.
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Posso Pacheco, Richar Jacobo, Martha Judith Pereira Valdez, Bertha Susana Paz Viteri, and Milton Fernando Rosero Duque. "Gestión educativa: factor clave en la implementación del currículo de educación física." Revista Venezolana de Gerencia 26, no. 5 Edición Especial (2021): 232–47. http://dx.doi.org/10.52080/rvgluz.26.e5.16.
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La propuesta curricular para la Educación Física cambia el paradigma educativo en Ecuador, esta renovación curricular genera una postura epistémica, didáctica y metodológica abierta y flexible, permitiendo la construcción de actividades con aportes cognitivos, sociales y afectivos; donde el docente es inducido a un proceso de desaprensión para aprender e innovar. El estudio tuvo como objetivo estimar los factores del determinante Humano en la implementación del Currículo Nacional de Educación Física del Ecuador. La investigación se llevó a cabo siguiendo un enfoque cuantitativo descriptivo, en el mismo se abordó una muestra de 612 docentes producto de muestreo por conglomerado y aleatorio simple en nueve coordinaciones zonales de educación. Los resultados evidenciaron que la gestión educativa es el factor clave con mayor incidencia en la implementación del currículo, cuyos factores emergentes son la infraestructura, autoridades, acompañamiento pedagógico, recursos y materiales; se concluye que las mejoras en estos elementos permitirán alcanzar los objetivos educaciones en esta área del saber y contribuir a la formación humana de los estudiantes.
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Danubianu, Mirela, and Cristian Teodorescu. "Action Research – A New Approach for Environmental RD&I." Present Environment and Sustainable Development 9, no. 1 (2015): 139–48. http://dx.doi.org/10.1515/pesd-2015-0009.
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Abstract High efficiency research, development and innovation (RD&I) constitute an answer to the ever growing importance that EU states give to knowledge-based development (a central idea in the Europe 2020 Strategy), directed toward finding comprehensive solutions to concerns connected to the Europe’s resource depletion, energy future, climate changes, etc. The "Action Research" paradigm appeared in the late 1940s but its systematic application is the attribute of recent years. It keeps researchers in the real world, requires teamwork, collaboration with communities and other stakeholders. Action Research is especially suitable in projects for reducing anthropic footprint / environmental aggression and in waste management. In essence, Action Research (for the first time systematically applied in Romania) is the research approach that lets the problem studied to conduct the analysis and generate appropriate solutions; it constitutes a flexible, versatile technique to generate new knowledge through iterative interaction with the domain studied - namely the environment - researchers and communities. The paper presents the application of Action Research in a Norwegian-financed, Industrial Symbiosis Project in Romania. Details of the Action Research as a tool for training young researchers are presented. Solutions generated during the application of Action Research dealt with the identification of new ways to turn waste into valuable resources, assessing the merits of multiple alternatives and picking up the optimal one form the triple bottom line (economic, environmental, social) characteristic to sustainable development. The paper examines the issues of multi-disciplinary ways, how Action Research can be integrated into academic curricula, giving practical results which make it more accessible to students. When compared to the traditional way of training researchers and scientific research approach, Action Research is clearly a better approach, widening the horizon offered by accountability, improving the effectiveness and efficiency of knowledge generation processes.
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Mckelvie, S. "536 NEGOTIATING INDIVIDUALLY TAILORED URGENT CARE PLANS FOR OLDER PEOPLE IN AMBULATORY EMERGENCY CARE." Age and Ageing 50, Supplement_2 (2021): ii1—ii4. http://dx.doi.org/10.1093/ageing/afab117.13.
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Abstract Introduction Ambulatory emergency care (AEC) provides hospital-equivalent medical care in out-of-hospital settings for acutely unwell complex older patients. This ethnography aimed to understand the cognitive work of the senior clinicians in the AEC environment. Methods Three AEC sites were purposively sampled to recruit twelve clinicians with backgrounds in Geriatrics, General Practice, Emergency and Acute Medicine. This qualitative investigation used focused ethnography within a case study approach to understand the decision-making processes in the context of the AEC environment. Participant-observation during an AEC shift was complemented by informant interviews. A framework approach to thematic analysis used a priori and data derived codes to develop explanatory themes. Ethnographic principles of constant comparison and cognitive task analysis were used to evaluate the clinicians’ decision-making processes for index patient cases. Results This ethnographic case study showed that AEC clinicians tailored their management plans to the individual patient based on their clinical assessment and needs, using creative problem solving and reflexivity. The AEC clinicians personalised their interventions based on the patient assessment, the patients’ wishes and disease severity. The individual tailoring of the AEC plan was negotiated with the patient, their next-of-kin and the multidisciplinary team (MDT). The discussions with patient and families allowed discussion of the differing priorities and facilitated compromise. AEC plans were also negotiated with the MDT to build a shared understanding of the patients’ needs. The MDT also provided cognitive and emotional support by challenging and validating the senior decision-makers clinical plans. Conclusion This tailored approach allowed the flexible delivery of AEC to meet the patients’ needs. It is hoped that by characterising the work of AEC clinician that this study will aid the development of medical training curricula, interdisciplinary working and health service design. Further research is needed on team-based decision-making for individually tailored care in urgent care settings.
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Mason, Katherine F. "Using student activity trends to inform purchasing: a layered model for collection management." Collection Building 35, no. 2 (2016): 54–56. http://dx.doi.org/10.1108/cb-09-2015-0018.
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Purpose The purpose of this paper is to explore the development of a layered model for describing student activity that librarians can use to inform collection management decisions. It proposes using student activity in the classroom and the library, physically and virtually, to increase understanding of student curricular and research needs. The model can be used as a tool to facilitate conversations and can be adapted for use in large and small projects. Design/methodology/approach The paper used a theoretical approach using Mathematics Department as an example, with supporting evidence from existing studies and research. As a theoretical paper, data are discussed in the framework of what information you might use. Findings Experimentation suggests that the framework of student activity provides a meaningful assessment of collection contents that can be used to inform collection development activities. Implementation of the model in response to a specific research question may build evidence towards the assertion that patterns of academic activity and library use should be used to improve collection offerings. Research limitations/implications Further research is required to determine which criteria are most appropriate for inclusion in specific collection development activities and which questions are best suited for modeling. Practical implications The paper includes implications for developing student “personas” that can be used in collection building and beyond. Social implications The framework introduced can be used by libraries of any size or type to develop a layered model of student, or more generally user, activity. Originality/value This paper adds a flexible, responsive process to the body of collection assessment methods.
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Montoya Chávez, Luz María, Jesús Soriano Fonseca, and Jesús Soriano Fonseca. "Brecha Digital: Alfabetización Digital Docente en las Instituciones de Educación Superior (IES) / Teaching Digital Literacy in Higher Education. Case Study: Chapingo Autonomous University." Revista Internacional de Aprendizaje en la Educación Superior 6, no. 1 (2019): 9–20. http://dx.doi.org/10.37467/gka-revedusup.v6.2000.
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ABSTRACTHigher education is a key idea for social development. Facing this fact, it is necessary for universities to take into account the elements necessary for the training of highly qualified human resources.That’s why teachers, as actors directly involved in the educational process, must be those who integrate in their practice the digital skills allowing the integration of a flexible curriculum, the self-management of knowledge and the computer tools for the transformation of education through the improvement of their didactic planning, This requires a permanent training and updating program that allows the improvement of the teaching and learning process.RESUMENLa educación superior es un eje clave para el desarrollo social, ante este hecho es necesario que las universidades tengan en consideración los elementos necesarios para la formación de recursos humanos altamente capacitados, por lo que es necesario que los docentes, como actores que intervienen directamente en el proceso educativo, sean quienes integren en su práctica las habilidades digitales que permitan la integración de un currículum flexible, la autogestión del conocimiento y las herramientas informáticas para la transformación de la educación a través de la mejora de su planeación didáctica, lo anterior requiere de un programa de capacitación y actualización permanente que permita la mejora del proceso de enseñar y de aprender.
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Cooper, Trudi. "Curriculum Renewal: Barriers to Successful Curriculum Change and Suggestions for Improvement." Journal of Education and Training Studies 5, no. 11 (2017): 115. http://dx.doi.org/10.11114/jets.v5i11.2737.
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This article examines the practical difficulties encountered when a renewed curriculum is implemented in higher education. Attention has been given in the literature to the importance of coherent curriculum and approaches to curriculum design. Less attention has been paid to whether the renewed curriculum can be faithfully implemented within a given university context and how constraints to implementation change the curriculum design. Practical barriers to implementation arose from several sources. These included: how to ensure that all staff understood and supported the new approaches, in the context of a casualized academic workforce; the need for academics to find sufficient time to engage with the renewal process and complete the necessary work to implement the new curriculum, in the context of intensification of academic work; how to support academic staff to gain an understanding of curriculum design changes in a context where few staff have formally studied education; and, the tension between explicit curriculum philosophies that inform alternative curriculum designs and tacit curriculum philosophies embedded in university systems. The project used an action-learning approach and situated the learning in the context of literature on curriculum, academic work and contemporary university practices, to draw conclusions about how universities can better support successful implementation of curriculum change. The article concludes that successful realisation of curriculum change requires on-going support from management and a flexible environment to ensure that planned changes can be implemented effectively. This has implications for many university systems including, academic support, professional development, academic workloads, and university reporting systems.
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Seguin-Fowler, Rebecca, Meredith Graham, Urshila Sriram, Galen Eldridge, Jimin Kim, and Madeleine Tom. "Web-Based Dissemination of a Civic Engagement Curriculum to Promote Healthy Eating and Active Living in Rural Towns: The eHEART Study." International Journal of Environmental Research and Public Health 17, no. 7 (2020): 2571. http://dx.doi.org/10.3390/ijerph17072571.
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Civic engagement interventions aimed at improving food and physical activity environments hold promise in addressing rural health disparities, but ensuring feasible and sustained dissemination remains a challenge. The present study aimed to evaluate the feasibility of a civic engagement curriculum adapted for online dissemination (Healthy Eating and Activity in Rural Towns (eHEART)). The eHEART curriculum and website were developed based on feedback from local health educators and community members. eHEART groups were facilitated by local Extension educators across three rural towns in three U.S. states (Montana, Wisconsin, and Alaska). Implementation feasibility was assessed through monthly project reports and interviews with educators. All eHEART groups successfully completed curriculum activities and met their project goals after nine months (November 2018 to July 2019). Groups ranged in size from 4 to 8 community residents and implemented varied strategies to improve aspects of their local food and/or physical activity environments. Facilitators of implementation included clear guidance on facilitating curriculum activities and the flexible and community-driven nature of eHEART projects. Recommended changes included more guidance on evaluating projects and contacting stakeholders as well as providing online tools and support for project management. Findings from this work have important implications for creating healthier rural environments. Local health educators and other community groups can feasibly use the eHEART curriculum to foster environmental changes that support healthy eating and active living.
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Ezova, S. A., and M. A. Kuchmurukova. "Experience of training masters at Eastern Siberian State Institute of Culture." Scientific and Technical Libraries 1, no. 7 (2021): 97–112. http://dx.doi.org/10.33186/1027-3689-2021-7-97-112.
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The experience of training in “Library and information activities” (specialty 51.04.06), profile “Theory and methodology of library pedagogical activities”, master program is analyzed. The history of librarianship master program at Eastern Siberian State Institute of Culture is reviewed; the faculty structure and learners are characterized. The curriculum comprises library, bibliographical, psychological and pedagogical and management disciplines. The tasks are specified: educating thoughtful professionals aware of library problems; developing theory and methodology; involving students into conceptualizing prospects for library and information industry. Methodological approaches and teaching methods are discussed as exemplified by the disciplines: “Methodology of library pedagogical activities”, “Library professiology”, “Organization and methodology of library, bibliographical and bibliological studies”, “Library environment and space”, “Business etiquette in library”. The focus is made on developing professional (rigorous) and personal (flexible) competences: critical thinking, empathy, communication skills, etc. The authors’ experience in applying pedagogical technologies is discussed (mind maps, puzzle technique, cases, discussions, presentations, etc.). The contents of practical activities and the subjects of final qualifying papers are characterized.
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Haron, Mohd Najib, Rozilah Kasim, Nur Bahiyah Abdul Wahab, Sharifah Nurulhuda Tuan Mohd Yasin, and Siti Aminah Kusin. "Forest-friendly pedagogy (PeRIMBA) at indigenous school : risk and risk perceptions." Journal of Counseling and Educational Technology 3, no. 1 (2020): 11. http://dx.doi.org/10.32698/0901.
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The Forest-friendly pedagogy (PeRIMBA) refers to the implementation of outdoor learning session by using forest elements as the learning aid and site. There are four basic principles of PeRIMBA which known as supportive environment, task divided into small portions, the usage of natural surroundings and the involvement of all the senses. The implementation of PeRIMBA introduces a risk-taking approach that will offer the opportunities for teachers and students to engage in risky activities during learning session. This risky activity may seem daunting but if the risks are well managed, the learning sessions will be meaningful. In promoting meaningful learning especially to the indigenous school, Malaysia Ministry of Education support and highlight two intervention action plan that promote flexible classroom and fun learning. Flexible curriculum delivery is not dependent on classroom learning only and fun learning promotes the integration and application of forest elements. However, this intervention action plan needs further research and study especially in the field of risk. The emergence of a social science perspective in the field of risk research has opened up new perspectives to define, measure, and explain the concept of risk. Some of the new risk components proposed in social science studies such as shock, threat, danger, lack of control, and uncertainty. Moreover, the fear and unknown factors are components that influence the perceptions of risk. The input on risk and risk perception will be an added value to teachers to implement PeRIMBA in their teaching and learning sessions. These concepts then lead to risk perception that, in turn, influenced risk assessment and risk management.
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Herwin, Herwin, Agung Hastomo, Bambang Saptono, Amalia Rizki Ardiansyah, and Setiawan Edi Wibowo. "How elementary school teachers organized online learning during the Covid-19 Pandemic?" World Journal on Educational Technology: Current Issues 13, no. 3 (2021): 437–49. http://dx.doi.org/10.18844/wjet.v13i3.5952.
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This study aims to analyze the organization of online learning from teachers during the Covid-19 pandemic. This research is a qualitative research with a phenomenological approach. The research subjects were elementary school teachers. Data were collected through interviews and documentation. Data analysis is done through data condensation, data presentation and verification. The results show that online learning is based on a simplified curriculum with the selection of essential competencies that are considered very important to be conveyed to students. The lesson plans are arranged in a simpler way with sections that always appear, namely learning objectives, learning activities and assessments. Synchronous learning relies more on Zoom. Asynchronous learning variations are carried out with Google Classroom to form independent and student-centered learning. Strengthening student understanding is done by providing feedback through the WhatsApp application because it is considered more flexible, responds quickly, is simple and easy to run on students' smartphones.
 
 Keywords: Covid-19 Pandemic, elementary school, online learning
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Nisa, Ana Fitrotun, and Nurwiarsih Nurwiarsih. "Kepemimpinan Sekolah Dasar di Masa Covid-19." Dawuh Guru: Jurnal Pendidikan MI/SD 1, no. 1 (2021): 1–12. http://dx.doi.org/10.35878/guru.v1i1.257.
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The coronavirus disease (covid-19) pandemic demands all aspects including the world of education to carry out lockdowns or self-quarantine in an effort to minimize the spread of covid-19. This forces policy makers in schools to be able to adapt to various alternative activities that are adapted to existing developments. This article aims to describe the leadership of primary schools during the Covid-19 period which was carried out at SD Lazuardi Tursina Banyuwangi. The research method used is descriptive qualitative method. The subjects of this study were the director, principal and teachers at SD Lazuardi Tursina Banyuwangi. The data collection technique is done by interview, observation and documentation. The data analysis technique is done by reducing the data, presenting the data and drawing conclusions. The results showed that the leadership carried out in the management of SD Lazuardi Tursina during the covid-19 period included: 1) simplifying the curriculum; 2) coordination and intense discussion between directors, principals and teachers regarding the adjustment of learning techniques, strategies, models and methods; 3) more flexible budget management; 4) continuous evaluation of policies that have been implemented; 5) good communication between schools and parents; and 6) good cooperation with various aspects.
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Verkade, John G. "Inorganic chemistry and the new CPT flexible curricula." Journal of Chemical Education 68, no. 11 (1991): 911. http://dx.doi.org/10.1021/ed068p911.
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Tucker, A. B., and B. H. Barnes. "Flexible design: a summary of Computing Curricula 1991." Computer 24, no. 11 (1991): 56–66. http://dx.doi.org/10.1109/2.116851.
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Garbutt, Jane, Alison Antes, Jessica Mozersky, et al. "Validating curricular competencies in innovation and entrepreneurship for biomedical research trainees: A modified Delphi approach." Journal of Clinical and Translational Science 3, no. 4 (2019): 165–83. http://dx.doi.org/10.1017/cts.2019.390.
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AbstractIntroduction:Biomedical researchers need skills in innovation and entrepreneurship (I&E) to efficiently translate scientific discoveries into products and services to be used to improve health.Methods:In 2016, the European Union identified and published 15 entrepreneurial competencies (EntreComp) for the general population. To validate the appropriateness of these competencies for I&E training for biomedical researchers and to identify program content, we conducted six modified Delphi panels of 45 experts (6–9 per panel). Participating experts had diverse experience, representing such fields as entrepreneurship, academic research, venture capital, and industry.Results:The experts agreed that all 15 EntreComp competencies were important for biomedical research trainees and no additional competencies were identified. In a two-round Delphi process, the experts identified 120 topics to be included in a training curriculum. They rated the importance of each topic using a 5-point scale from not at all important (1) to extremely important (5) for two student groups: entrepreneurs (those interested in starting their own ventures) and intrapreneurs (those wanting to be innovative and strategic within academia or industry). Consensus (mean importance score >4) was reached that 85 (71%) topics were of high importance for the curriculum. Four topics were identified by multiple panels for both student groups: resiliency, goal setting, team management, and communication skills.Conclusions:I&E training for biomedical trainees should address all 15 EntreComp competencies, including “soft skills,” and be flexible to accommodate the needs of trainees on different career trajectories.
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Nedungadi, Prema P., Rajani Menon, Georg Gutjahr, Lynnea Erickson, and Raghu Raman. "Towards an inclusive digital literacy framework for digital India." Education + Training 60, no. 6 (2018): 516–28. http://dx.doi.org/10.1108/et-03-2018-0061.
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Purpose The purpose of this paper is to illustrate an Inclusive Digital Literacy Framework for vulnerable populations in rural areas under the Digital India program. Key challenges include addressing multiple literacies such as health literacy, financial literacy and eSafety for low-literate learners in low-resource settings with low internet bandwidth, lack of ICT facilities and intermittent electricity. Design/methodology/approach This research implemented an educational model based on the proposed framework to train over 1,000 indigenous people using an integrated curriculum for digital literacies at remote settlements. The model uses mobile technology adapted for remote areas, context enabled curriculum, along with flexible learning schedules. Findings The education model exemplifies a viable strategy to overcome persistent challenges by taking tablet-based digital literacies directly to communities. It engages different actors such as existing civil societies, schools and government organizations to provide digital literacy and awareness thereby improving both digital and life skills. It demonstrates the potential value of a comprehensive Digital Literacy framework as a powerful lever for Digital Inclusion. Practical Implications Policy makers can use this transformational model to extend the reach and effectiveness of Digital Inclusion through the last mile enhancing existing training and service centers that offer the traditional model of Digital Literacy Education. Originality/value This innovative mobile learning model based on the proposed Digital Framework for Inclusion instilled motivation, interest and confidence while providing effective digital training and conducting exams directly in the tribal settlements for low-literate learners in remote settings. Through incorporating multiple literacies, this model serves to empower learners, enhance potential, improve well-being and reduce the risk of exploitation.
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Betancourt, Ignacio Ortiz, María del Carmen Meza Téllez, Leidy Margarita López Castro, and Jorge Samuel Berdón Carrasco. "Learning Experiences in Higher and Further Education- An Innovative Socialentrepreneurship Project in a Public Mexican University." European Journal of Social Sciences Education and Research 11, no. 2 (2017): 328. http://dx.doi.org/10.26417/ejser.v11i2.p328-331.
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This innovative educational project is the result of the work of a group of academics, who met the challenges of the 21st century, added their specific visions and made contact with transdisciplinarity and the formation of a significant formation in their students of the Educational Administration Program with learning orientated to the transfer, that is to say new fields of application (Campirán et al, 2005); this transit was possible through the metacognition resulting from the synergy found at the Universidad Veracruzana (Mexico) and the HEC University Montreal (Canada) to generate spaces that transcend the classrooms and thus express this vision that would allow to refocus and redirect their educational goals (Campirán et al, 2005). Internationalization of social entrepreneurship is part of an educational bonding project led by the academic group CA-UV-367 “Entrepreneurship, Management and Internalization” from which academics articulate formally the critical and complex exercise for an object-relation of learning of different visions: academic formation (curricular design); accommodation (spiral organization); development of visions based on competencies (Campirán, 1999, in Morado, 1999) and integrative concepts (Campirán et al, 2005). The results obtained from the exercise and the use of the transdisciplinary vision approach greatly enriched the units of competence and the curricular contents of educational experiences: Strategic and economic planning over time promoted and strengthened in students their comprehensive and flexible training in addition to enhancing their resources and academic capabilities by projecting themselves as members of a global community.
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Willey, Joanne M., Doreen M. Olvet, Jeffrey B. Bird, and Judith M. Brenner. "Pandemics Past and Present: A Guided Inquiry Approach." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052097695. http://dx.doi.org/10.1177/2382120520976957.
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Background: COVID-19 exposed undergraduate medical education curricular gaps in exploring historical pandemics, how to critically consume scientific literature and square it with the lay press, and how to grapple with emerging ethical issues. In addition, as medical students were dismissed from clinical environments, their capacity to build community and promote professional identity formation was compromised. Methods: A synchronous, online course entitled Life Cycle of a Pandemic was developed using a modified guided inquiry approach. Students met daily for 2 weeks in groups of 15 to 18 with a process facilitator. During the first week, students reported on lessons learned from past pandemics; in the second week, students discussed ethical concerns surrounding COVID-19 clinical trials, heard from physicians who provided patient care in the HIV and COVID-19 pandemics, and concluded with an opportunity for reflection. Following the course, students were asked to complete an anonymous, voluntary survey to assess their perceptions of the course. Results: With a response rate of 69%, an overwhelming majority of students agreed or strongly agreed that learning about historical pandemics helped them understand COVID-19 (72, 99%). The course successfully helped students understand current and potential COVID-19 management strategies as 66 (90%) agreed or strongly agreed they developed a better understanding of nonpharmacological interventions and new pharmacological treatments. Students also gained insight into the experiences of healthcare providers who cared for patients with HIV and COVID-19. Qualitative analysis of the open-ended comments yielded 5 main themes: critical appraisal of resources, responsibility of the physician, humanism, knowledge related to pandemics, and learning from history. Conclusions: The onset of the COVID-19 crisis illustrated curricular gaps that could be remedied by introducing the history and biology of pandemics earlier in the curriculum. It was also apparent that learners need more practice in critically reviewing literature and comparing scientific literature with lay press. The flexible format of the course promotes the development of future iterations that could cover evolving topics related to COVID-19. The course could also be repurposed for a graduate or continuing medical education audience.
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Brioso, Xavier, and Diego Fuentes Hurtado. "Adaptando el Lean Project Delivery System a la elaboración o actualización de un plan de estudios de ingeniería civil incorporando BIM, Realidad Virtual y Fotogrametría = Adapting Lean Project Delivery System to the elaboration or updating of the Civil Engineering Undergraduate Degree Plan, incorporating BIM, Virtual Reality and Photogrammetry." Advances in Building Education 4, no. 3 (2020): 35. http://dx.doi.org/10.20868/abe.2020.3.4509.
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El Lean Project Delivery System (LPDS) es un sistema que implementa principios y herramientas Lean en todo el ciclo de vida de un proyecto de construcción. El LPDS es adaptativo pues es flexible para especificar las entradas y salidas de los procesos y tiene la libertad de elegir herramientas, técnicas y tecnologías acorde a las últimas tendencias. El propósito principal de este artículo es presentar un marco de generación de valor a través de la adaptación del LPDS al proceso de revisión de un plan de estudios. Este trabajo adapta el modelo del LPDS al proyecto de elaboración o actualización de un plan de estudios de la especialidad de ingeniería civil, incorporando BIM, realidad virtual y fotogrametría a lo largo de las asignaturas del área de gestión de la construcción. Se incluyen herramientas blandas y competencias tecnológicas que potencian la empleabilidad del egresado. Como estudio de caso se presenta la aplicación del modelo en la Pontificia Universidad Católica del Perú.ABSTRACTLean Project Delivery System (LPDS) is a system that implements Lean principles and tools throughout the life cycle of a construction project. The LPDS is adaptive because it's flexible enough to specify the inputs and outputs of each process and allows the freedom to choose tools, techniques and technologies according to the latest trends. The main purpose of this paper is to present a value-generation framework through the adaptation of the LPDS to the Undergraduate Degree Plan process. This work adapts the LPDS model to the current project, elaboration or updating of the civil engineering curriculum, incorporating BIM, virtual reality and photogrammetry in the construction management area subjects. Soft tools and technological skills are included, and as such, enhancing the employability of the undergraduate. As a case study, the application of the model is presented at the Pontifical Catholic University of Peru.
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Lederer, Janet, and Susan Johnson. "Core Curricula." Nursing Management (Springhouse) 17, no. 11 (1986): 62. http://dx.doi.org/10.1097/00006247-198611000-00020.
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Pavlova, O. A. "Normative regulation of vocational education during the epidemiological situation in the Russian Federation." Transport Technician: Education and Practice 1, no. 3 (2020): 249–55. http://dx.doi.org/10.46684/2687-1033.2020.3.249-255.
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The epidemiological situation associated with the coronavirus has affected all spheres of life of Russians, including education. Serious changes have affected all educational organizations without exception. The implementation of vocational education programs, vocational training and additional vocational education, as well as the activities of professional educational organizations have undergone dramatic changes and faced a number of difficulties. Therefore, methodological and legal support of educational activities during a pandemic is an urgent task. The paper considers regulatory documents and recommendations that regulate the activities of educational institutions implementing secondary vocational education programs in a difficult epidemiological situation. The main normative acts, which should be relied on for the correct interpretation of methodological and explanatory documents, are indicated. Regulatory documents and methodological recommendations concerning the following issues are given: implementation of programs using e-learning and distance learning technologies; forms of education; autonomy of an educational organization in the development of educational programs, the adoption of local acts; the student’s right to an individual curriculum, academic leave, during a pandemic. The experience of flexible implementation of educational programs will contribute to the growth of competence and qualifications of management and pedagogical teams of professional educational organizations.
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Weicht, Rebecca, Irina Ivanova, and Ourania Gikopoulou. "The CRADLE teaching methodology: developing foreign language and entrepreneurial skills in primary school pupils." Entrepreneurship Education 3, no. 3 (2020): 265–85. http://dx.doi.org/10.1007/s41959-020-00036-2.
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Abstract In recent years, a consensus has grown across the European Union that the acquisition of transversal skills—including foreign language and entrepreneurial skills—is key to the success of learners in their personal and professional life. The CRADLE teaching methodology for primary school teachers is the first teaching methodology to simultaneously foster both of these skill sets, employing a cross-curricular, activity-based, pupil-centred, exploratory teaching and learning approach based on a linear four-step process inspired by Design Thinking with problem-solving and designing solutions in mind. This article discusses the implementation of the CRADLE teaching methodology in six primary schools in three European countries. Based on an analysis of project plans, lesson observations and teachers’ feedback during the pilot stage of the methodology, we are able to demonstrate that the methodology is a flexible tool for developing students’ knowledge and skills. The observed results provide evidence of increased pupil interest and involvement, successful acquisition of foreign language and communication skills (accuracy and fluency in speaking, vocabulary development, ability to express opinions and ideas, answer questions and understand instructions) and emerging entrepreneurial skills such as self-efficacy, creativity, valuing ideas, taking initiatives, planning and management, and working with others.
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Mohamad @ Mohd Nor, Aryuziyanti. "DEVELOPMENT OF FINAL PROJECT EVALUATION APPLICATION USING GOOGLE SHEET AND GLIDE APPS." International Journal of Modern Education 3, no. 8 (2021): 71–90. http://dx.doi.org/10.35631/ijmoe.38007.
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In Malaysia, the COVID 19 virus has spread and impacted the education system. As a result of these problems, the evaluation activities of student final projects by industry panels could not be implemented. Therefore, the final project evaluation application was developed to facilitate the online teaching and learning process in line with the use of technology in the education system towards the industrial revolution 4.0. The first objective of this study is to design the final project evaluation application idea framework based on the syllabus curriculum. The second objective is to develop the final project evaluation application using google sheet and glide apps. The idea framework is designed based on the mobile learning pedagogical theoretical framework, Mabry’s Model, and mobility hierarchy. This idea framework adapts the three elements of Mabry’s Model. The first is psychrometrics consisting of a ‘Course Learning Outcome’ (CLO) syllabus. The second is contextual i.e. logbook recording skills, collaboration, communication, report writing, answering questions, project management, finding information, and teamwork. The third is ipsative involving individual learning (students) and sociality (supervisors and industry panels). The application developed to include the application of the student, project supervisor, and industry panel. The result shows that the use of google sheet technology and glide apps activity component in the development of this application is to facilitate the implementation of assessment and flexible on the selection of various skills required in teaching and learning according to the idea framework, distance learning concepts and curriculum syllabus.
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Veenendaal, B. "Development of a flexible higher education curriculum framework for geographic information science." ISPRS Annals of Photogrammetry, Remote Sensing and Spatial Information Sciences II-4 (April 23, 2014): 77–82. http://dx.doi.org/10.5194/isprsannals-ii-4-77-2014.
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A wide range of geographic information science (GIScience) educational programs currently exist, the oldest now over 25 years. Offerings vary from those specifically focussed on geographic information science, to those that utilise geographic information systems in various applications and disciplines. Over the past two decades, there have been a number of initiatives to design curricula for GIScience, including the NCGIA Core Curriculum, GIS&T Body of Knowledge and the Geospatial Technology Competency Model developments. The rapid developments in geospatial technology, applications and organisations means that curricula need to constantly be updated and developed to maintain currency and relevance. This paper reviews the curriculum initiatives and outlines a new and flexible GIScience higher education curriculum framework which complements and utilises existing curricula. This new framework was applied to the GIScience programs at Curtin University in Perth, Australia which has surpassed 25 years of GIScience education. Some of the results of applying this framework are outlined and discussed.
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Smith, Kendal. "Designing flexible curricula to enhance critical infrastructure security and resilience." International Journal of Critical Infrastructure Protection 7, no. 1 (2014): 48–50. http://dx.doi.org/10.1016/j.ijcip.2014.01.002.
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Pan, Jiejing. "An Online Teaching Design of Oral English against COVID-19: An “Ideological-and-Political-Theories-Education-in-All-Courses” Perspective." English Language Teaching 14, no. 9 (2021): 39. http://dx.doi.org/10.5539/elt.v14n9p39.
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Under the outbreak of the Coronavirus Disease 2019 (COVID-19) and the philosophy of &ldquo;Ideological and Political Theories Education in all Courses (IPTEC)&rdquo; by China&rsquo;s Ministry of Education, college curriculum reform has become a pressing issue in both form and content. Oral English course is characterized with flexible organization and a wide selection of teaching materials, thus closely related to the shaping of college students&rsquo; values. An online teaching mode of oral English featuring &ldquo;DingTalk + WeChat Group + FiF&rdquo; is proposed after a mining of &ldquo;ideological and political elements&rdquo;, with the sophomore oral English course of School of Foreign Studies, Guangzhou University of Chinese Medicine as a case. The highlights of this mode are as follows. First, all links of the teaching design are permeated with ideological and political elements, which realizes the blending of explicit and implicit educations. Second, it supports teacher-to-student and student-to-student voice interactions in a multi-party manner at any time. Third, a complex is created where one online classroom is systematically nested in another among the various platforms. Fourth, group and single games enrich the organization of the classroom. Fifth, it provides private and convenient classroom and homework management.
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Rolland, William C. "Flexible automation demands flexible management." National Productivity Review 4, no. 4 (1985): 345–53. http://dx.doi.org/10.1002/npr.4040040403.
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Braunstein-Minkove, Jessica R., and Jaime R. DeLuca. "Effectively Adapting the Sport Management Curricula." SCHOLE: A Journal of Leisure Studies and Recreation Education 30, no. 2 (2015): 12–30. http://dx.doi.org/10.18666/schole-2015-v30-i2-6634.
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Barneva, Reneta P., and Penny D. Hite. "Information Technology in Sport Management Curricula." Journal of Educational Technology Systems 45, no. 3 (2016): 326–42. http://dx.doi.org/10.1177/0047239516671941.
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We study the breadth of inclusion of information technology in sport management (SM) programs, surveying program sponsoring colleges and universities within a prominent state-university system. Our results indicate a very low number of SM programs require any type of information technology courses as part of their core requirements. In fact, only three programs have a requirement for a technology course specific to SM. To aid in the adoption of software and information technology into SM programs, we researched software systems that may provide skills to enhance the various components of SM. In an effort to make our recommendations even more meaningful, we pair specific software programs and their attributes with particular courses in SM. Moreover, we consider the common professional component requirements of the SM accrediting body Commission on Sport Management Accreditation and make suggestions as to how our software discoveries might aid colleges and universities in meeting accreditation requirements.