Academic literature on the topic 'World educational space'
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Journal articles on the topic "World educational space"
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VOLKOVA, SVETLANA. "INTENTIONALITY, LIFE-WORLD, BEING-IN-THE-WORLD AS PHENOMENA OF EDUCATIONAL PRACTICE." Studia Humanitatis 23, no. 2 (2022): 19–25. http://dx.doi.org/10.15393/j12.art.2022.3822.
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The paper concentrates on the exploration of the philosophy and methodology of pedagogy with the special focus on the philosophical study of the “intentionality”, “life-world” and “being-in-the world”. The aim of this study is to highlight these phenomenological concepts and reveal the possibilities of phenomenology in the study of educational space through implanting them into the educational discourse. The author explores the everyday educational reality, as well as the meanings that this reality receives in the minds of the teacher and the student. The article also describes the multiple ways of understanding the space into which teachers and students are immersed. The hermeneutic phenomenology method used in the research helps to demonstrate how heuristic and productive the “life-world” concept is when it is applied for analyzing educational reality. At the end of the research the author concludes that the specificity of human existence lies in its “life-world” or “being-in-the world”. Therefore, the teacher and the student can be separated from each other by their own space-time, while the very “spatiality” of pedagogical relationships is discrete. In this regard, pedagogical encounters are possible only if they are based on some meaningful structures that form the basis of the students’ life-world.
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Yakubov, Emlmir N. "Librarianship: Integration into the world educational space." Bibliotekovedenie [Library and Information Science (Russia)], no. 3 (May 24, 2010): 129–30. http://dx.doi.org/10.25281/0869-608x-2010-0-3-129-130.
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Nadiia, Baranovska. "Legacy of the World Educational Space and Its Influence on the Interaction of Education and Culture." Historical and Cultural Studies 2018, no. 5 (2018): 7–14. http://dx.doi.org/10.23939/hcs2018.05.007.
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Dziatkovskii, A. "BLOCKCHAIN TECHNOLOGY IN THE GLOBAL EDUCATION SPACE." SCIENTIFIC-DISCUSSION, no. 66 (June 6, 2022): 7–8. https://doi.org/10.5281/zenodo.6615956.
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Informatization of education is considered as one of the most important strategic directions of civilization development. The problems that hinder the full participation of countries in the globalization of the world educational space, including the low level of use of big data technologies, are highlighted. The conclusion about the prospects of using blockchain technology, which allows creating shared educational services and resources, monitor the educational content and the quality of educational programs, to identify documents on education.
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Manukyan, A. R., and N. O. Yudin. "SCIENTIFIC AND EDUCATIONAL SPACE IN THE NEW GEOPOLITICAL REALITIES OF THE MODERN WORLD: TRENDS AND PROSPECTS." Vestnik Bryanskogo gosudarstvennogo universiteta 08, no. 02 (2024): 96–107. http://dx.doi.org/10.22281/2413-9912-2024-08-02-96-107.
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The relevance of the topic is related to the need to determine Russia’s place in the modern educational space, taking into account the challenges that determine the current situation in the world. The statement of the problem and the scope of this article are determined by the need to understand the processes of transformation of the education system throughout the world and in Russia. The methodological basis of this study is an approach that combines a number of general scientific and special research methods, which made it possible to study the raised problem systematically and, as a result, present the author’s forecast for the development of the educational space. Currently, the scientific and educational space should not be considered in the categories of “openness”, “equality” and “accessibility”. This approach, which idealizes the modern scientific and educational space, is erroneous, since it does not provide a clear understanding of the meaning of competitive relations in the modern education system. The modern scientific and educational space is a hierarchical system of various educational spaces (global, regional, national), the development trend of which is regionalization, as a result of which the educational space is reformatted under the influence of the politicization of educational activities. Currently, Russia is becoming one of the centers of power in the global geopolitical space, which determines the attractiveness of the Russian educational system, contributing to the transformation of Russia into one of the leaders of the modern educational space.
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Atamanova, N. P., O. Ya Emel’yanova та S. A. Khramova. "ЦИФРОВАЯ ТРАНСФОРМАЦИЯ ОБРАЗОВАНИЯ В СОВРЕМЕННОМ ОБРАЗОВАТЕЛЬНОМ ПРОСТРАНСТВЕ". Educational Psychology in Polycultural Space 59, № 3 (2022): 60–68. http://dx.doi.org/10.24888/2073-8439-2022-59-3-60-68.
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The purpose of this work is to identify and study the conditions for using digital technologies in the educational space, which act as drivers for changing the model of the domestic education system in the global, social and economic aspect. The article analyzes the phenomena denoted by the concepts of “digitalization of education”, “digital transformation of education”, which have become markers of sociocultural changes in the life of Russian society and are widely discussed in scientific communities. The trends of the digital transformation of domestic education in the world, information, economic aspects are presented: engineering and technological, subject-environmental, organizational and methodological, etc. The relevance of the study is due to the fact that the content components of changes in the educational space are considered as strategic factors for the modernization of the domestic education system. The authors believe that the formation of the education system at all levels goes through a difficult path from the integration of digital tools to the formation of a complex worldview of the modern generation. Today, digital technologies are most actively implemented in additional and additional professional education: digital verified content, personalization of the educational route based on the student's digital footprint. The formation of a digital competence profile in the system of continuous education based on individual characteristics and activity experience reflected in the digital footprint already has successful examples of implementation in the form of practical solutions in domestic and foreign practice. As an effective practice, the achieved results of the digitalization of the educational process in the “Quantorium” technopark (Voronezh) are considered. The subject of scientific interest is the factors and conditions for the formation of the ecosystem of the educational space in the context of the digital transformation of the leading sectors of the economy and the professional self-determination of students.
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Saleeb, Noha, and Georgios A. Dafoulas. "Effects of Virtual World Environments in Student Satisfaction." International Journal of Knowledge Society Research 2, no. 1 (2011): 29–48. http://dx.doi.org/10.4018/jksr.2011010103.
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Universities and educational institutions are currently becoming more dependent on delivering courses within online virtual worlds, such as 3D Virtual Learning Environments (3D VLES). There is insufficient research on how environmental and architectural design elements of 3D virtual educational spaces and buildings inside these virtual worlds can affect the e-learning process of the students and their satisfaction and contentment. This study investigates students’ satisfaction from different architectural features used in 3D educational facilities by recording, from surveys, students’ degree of agreeability toward varied design characteristics in different learning spaces within 3D VLES. Defining best perceived design traits can improve 3D educational space design to augment a student’s overall e-learning experience, and lead to general design guidelines for future creation of 3D virtual educational facilities.
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Krotenko, T. Yu. "OPPORTUNITIES FOR CONTINUOUS EDUCATIONAL SPACE." Vestnik Universiteta, no. 7 (September 7, 2020): 184–87. http://dx.doi.org/10.26425/1816-4277-2020-7-184-187.
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The space of modern education is voluminous. It is so capacious that it can accommodate any number of different educational systems. On the one hand, these are systems of pre-school, General, and vocational education, which in turn include subsystems of the basic level (primary, secondary, and higher professional education, etc.). On the other hand, and this point is discussed in the article, the concept of “educational space” covers not only the system parameters of the largest integrated education system in the scale of society (city, region, country, world), but also other characteristics that make it possible, based on the analysis of their state, structure and dynamics, to speak convincingly about the directions and quality of development of socio-cultural relations in General.
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Ye, Yanhua. "CHINESE UNIVERSITIES INCORPORATION INTO WORLD EDUCATIONAL SPACE: RESULTS AND PROBLEMS." Yaroslavl Pedagogical Bulletin 112, no. 1 (2020): 48–54. http://dx.doi.org/10.20323/1813-145x-2020-1-112-48-54.
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Dzyatkovskaya, E. N. "Educational space of the school: challenges of the 21stcentury." BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 142, no. 1 (2023): 55–62. http://dx.doi.org/10.32523/2616-6895-2023-142-1-55-62.
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The educational space of school is an important component of the educational process, a means of the organization of training, education, and development of students. The article is devoted to the actualization of the problem of constructing educational spaces, performing buffer functions between complex processes, occurring in society, on the one hand, and in the motivational and demand sphere of the modern generation of students, on the other hand. The article presentsthe results of psychological and pedagogical research into the attitudes of high school students to the changes taking place in the world. The results of the research are analyzed in terms of key trends in the socialization of young people in the modern world: the processes of child radicalization, resocialization,and identification. It is concluded that it is necessary to design regenerative, anticipatory, and synchronous educational spaces, relevant to the challenges of the XXI century to solve the acute problems of childrenradicalization,resocialization, and identification of young people. Classical ideas about the role of educational spaces in preparing the young generation for life should be revised and supplemented.
Dissertations / Theses on the topic "World educational space"
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Shah, Rakshinda. "Interpretations of Educational Experiences of Women in Chitral, Pakistan." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5580.
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This feminist oral history project records, interprets, and analyzes the educational experiences of seven Ismaili college women in Chitral, Pakistan. Chitral is a part of the world where educating girls and women is not a priority. Yet in the scarce literature available one can observe an increase in the literacy rates, especially amongst the Ismaili Muslims in the North of Chitral District. This thesis introduces students' accounts of their personal educational journeys. I argue that the students' accounts exemplify third space feminism. They negotiate contradictions and social invisibility in their daily lives in quiet activism that shadows but changes the status quo of the society. Through their narratives the narrators see themselves as devout Muslim women who are receiving Western-style education through which they have learned to be women's rights advocates. The narrators now wish to pay forward their knowledge and help their families financially. Analysis of the oral histories revealed six themes: (1) distance from educational institutions, (2) sacrifices by the family, (3) support from family, (4) narrators as the first generation of women to attend school, (5) early memories of school including severe winters and corporal punishment, and (6) feminist touchstones. While honoring their families and communities, the narrators plan to become educators and advocates to empower girls and women in their own villages. In response to these oral histories, I recommend that the government of Pakistan, non-government organizations working in Pakistan, men and women, and teachers in schools work together to improve the educational journeys of future Chitrali women. Education for women needs to be introduced as a universal human right in Chitral so women, too, can get financial and psychosocial support from their families as well as communities to achieve their educational goals.
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Di, Monte Giovanna. "Animan Space Design : a Parrot Animan Precinct." Diss., University of Pretoria, 2006. http://hdl.handle.net/2263/25342.
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This project stems out of the need to improve the quality of life for both animals and humans, and facilitate the interaction between both environments into one habitat. The design will serve as a framework for the co-habitation and interaction of humans and animals in one habitat. At the core of this dissertation lies the concept of an animan habitat. This term embodies the concept of an intergrated habitat for all species. In arriving at the final design, a sequential thought process was applied. The logic behind this process will now be outlined (each corresponding section will be addressed in this document). Exploring the diversity of Architectural habitats and products has made it evident that involving Architects and Interior Architects into projects concerning animal space design can benefit wild animals and humans alike. Research into South African recreational nature spaces show the importance of the conservation of these existing spaces to different parties on local, national and international levels. The investigation of the importance of experiential nature spaces in Tshwane and the Tshwane CBDs (section 2.2.2) shows the importance and location of an establishment (the National Zoological Gardens of South Africa) with great human experiential, and animal conservation opportunities. The study of the contributions of global zoos to the world (section 2.3) confirms that any designs need to consider the principles and ethics followed by these zoos-conservation, recreation, education, experience, research, and community values. Behavioural enrichment (section 2.4) as a conservation contribution of zoos is an aspect that can be reinterpreted and incorporated into animal enclosures to enrich their environments, and further educate visitors. Studies about zoo evolutions (section 2.5) through the ages show how thoughts about captive environments are evolving. The subsequent study of exhibit design (section 2.6) makes clear the importance of considering the needs of the environment, animals, zoo occupants and visitors alike. Furthermore, research into design styles and illusions (section2.6) prove that designs (using whichever approach) should consider the wellbeing of animals before educating or entertaining humans. Design illusions could instead be used to change mans’ negative perceptions about zoos and other conserving environments. A study into design elements and principles (as studied by Ching and Miller) are currently used at the Zoo (section 2.7) to claim human and animal spaces. A variety of precedent investigations (section 3) make it clear that other institutions, zoos, reserves, bird parks, discovery centres, playgrounds, and an amphitheater, individuals (the work of Frei Otto) or companies (lightweight structure experts) offer products and techniques that could well suit animan space design. The result of the above is the cohabitation and respect for humans, animal and the environment in a bidirectional habitat. This forms the core of the animan concept and approach for the design of the Parrot Animan Precinct at the National Zoological Gardens of South Africa (Zoo). This development is a turnkey solution comprising of Site Selection and Study (section 4); Design Discourse (section 5); Technical Investigation (section 6) and Design Drawings (section 7).<br>Dissertation (MInt(Prof))--University of Pretoria, 2006.<br>Architecture<br>unrestricted
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Mertala, P. (Pekka). "Two worlds collide?:mapping the third space of ICT integration in early childhood education." Doctoral thesis, Oulun yliopisto, 2018. http://urn.fi/urn:isbn:9789526218618.
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Abstract The current stage of early years information and communication technology (ICT) integration research has been criticized for not paying enough attention to the unique pedagogical features of early childhood education. Similarly, children’s views about educational use of ICT have been underrepresented in research. This dissertation study contributes to resolving these gaps in the literature by exploring children’s ideas and preservice teachers’ beliefs regarding the role of ICT in early childhood education. The study consists of two data sets that are reported in three empirical articles. The first study focused on children’s ideas and their contextual roots. The second study explored preservice teachers’ beliefs about children and ICT at home. The third study investigated preservice teachers’ perceptions of ICT integration through the frames of teaching, education, and care, referred to as the EDUCARE approach. In this compilation, the findings of the empirical studies are scrutinized through the analytical device of third space theory. The findings suggest that there is a dissonance between the meanings children and preservice teachers give to ICT use. Children conceptualized ICT use as a leisure activity whereas preservice teachers approached ICT mainly through learning. The findings also imply that although EDUCARE has been described as a holistic framework in the context of ICT integration, the framework acts as a disintegrating vehicle: When ICT integration was approached from the perspective of teaching, the views were mainly positive. When the perspective was changed to care, the views were profoundly negative. Care-related concerns were associated with preservice teachers’ beliefs about children’s use of ICT at home being extensive and unregulated. Another exaggerated belief was considering children born-competent ICT users. The results of this study have several implications for early childhood education, as well as preservice teacher education. To make ICT pedagogy truly meaningful for children, ICT should be approached as a cultural form, and space should be given for children’s views, values, and experiences. Additionally, educational technology courses need to pay more attention to aspects of care, as well as to preservice teachers’ often unrealistic beliefs about children and technology<br>Tiivistelmä Varhaiskasvatuksen kontekstissa tehty teknologiaintegraatiotutkimus ei ole huomioinut riittävästi varhaiskasvatuksen pedagogisia erityispiirteitä. Myös lasten näkemykset ovat jääneet vähälle huomiolle. Tutkimukseni vastaa tähän tarpeeseen selvittämällä lasten ideoita ja lastentarhanopettajaopiskelijoiden uskomuksia tieto- ja viestintäteknologian roolista varhaiskasvatuksessa. Tutkimusta varten kerättiin kaksi aineistoa ja tulokset on raportoitu kolmessa artikkelissa. Ensimmäinen osatutkimus keskittyi lasten ideoihin ja niiden mediakulttuurisiin juuriin. Toisessa osatutkimuksessa selvitettiin opettajaopiskelijoiden uskomuksia siitä, miten lapset käyttävät tieto- ja viestintäteknologiaa kotona. Kolmannen osatutkimuksen kohteena oli opetuksen, kasvatuksen ja hoidon kehysten (EDUCARE-malli) roolit ja merkitykset opettajaopiskelijoiden teknologiaintegraatiokäsityksissä. Yhteenveto-osiossa tuloksia tarkastellaan kolmannen tilan teorian kautta. Tutkimuksen tulokset osoittavat, että lasten ja opettajaopiskelijoiden tieto- ja viestintäteknologialle antavat merkitykset eroavat toisistaan. Lapset suhtautuvat tieto- ja viestintäteknologian käyttöön viihteenä, mutta opettajaopiskelijat käsitteellistävät sen oppimisen ja opettamisen välineenä. Tulokset osoittavat myös, että vaikka EDUCARE-malli kuvataan eheyttävänä viitekehyksenä, teknologiaintegraation tapauksessa sillä on myös hajottava ulottuvuus. Kun teknologiaintegraatiota tarkasteltiin opetuskehyksen kautta, näkemykset olivat myönteisiä. Kun näkökulma vaihtui hoitopainotteiseksi, näkemykset muuttuivat huomattavan kielteisiksi. Hoitokehyksen kautta tuotetut huolet kumpusivat uskomuksista, että lapset käyttävät liikaa tieto- ja viestintäteknologiaa kotona. Toinen yleinen uskomus oli, että lapset ovat syntyjään taitavia tieto- ja viestintäteknologian käyttäjiä. Tutkimuksen tulokset ovat merkityksellisiä sekä varhaiskasvatuksen pedagogiikan että opettajankoulutuksen kannalta. Jotta tieto-ja viestintäteknologiaa hyödyntävä pedagoginen toiminta on lapsille merkityksellistä, tulee tieto- ja viestintäteknologiaa käsitellä (media)kulttuurisena ilmiönä ja toiminnassa tulee olla tilaa lasten näkemyksille ja kokemuksille. Opettajankoulutuksessa tulee kiinnittää huomiota hoitokehyksen huomioimiseen sekä opettajaopiskelijoiden usein epärealistisiin uskomuksiin lapsista ja teknologiasta
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MORINI, LUCA. "The World Makers' Playgrounds: Mapping the Networked Spaces of Ludic Creation." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2015. http://hdl.handle.net/10281/87285.
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La presente tesi mira ad offrire una prospettiva esplorativa rispetto a forme, organizzazioni e contenuti di apprendimento originali e caratterizzanti l'attuale "ecologia dei media", proponendo una mappatura etnografica e qualitativa delle dinamiche partecipative inerenti la discussione, la modificazione, la progettazione e la creazione di giochi (digitali o "analogici") all'interno di comunità e contesti sia "virtuali" che "reali", dentro e fuori dalle istituzioni educative formali. Queste comunità e questi contesti saranno visti come "playgrounds", spazi di produzione orizzontali, eterarchici e reticolari in cui viene ad oggi costruita dal basso l'alfabetizzazione sistemica, costruttivista, cooperativa e transdisciplinare necessaria per essere attivi "costruttori di mondi" nell'era dell'informazione.
La prima parte delle trattazione sarà intesa a contestualizzare storicamente e transdisciplinarmente lo studio del gioco e del giocare, sia attraverso una retrospettiva bibliografica intesa ad evidenziare il rapporto contrastato tra atteggiamenti giocosi e "serietà" dei contesti di apprendimento formale, che con un esplorazione della rilevanza delle dinamiche ludiche nei processi psichici, sociali, culturali ed evolutivi, concludendo con la proposta del "game design" come possibile metafora unificante, atta ad esplorare proficuamente la varietà delle scienze del vivente.
La seconda parte approfondirà lo stretto legame tra l'attuale configurazione "partecipativa" delle culture mediali e le scelte metodologiche operate durante il mio lavoro di ricerca, evidenziando la rilevanza politica della rivoluzione digitale nel perturbare gli assetti istituzionali attraverso la sua influenza sulla strutturazione dei sistemi di apprendimento formale ed informale, nonché le conseguente di questo spostamento di paradigma sulle fondamenta epistemologiche della ricerca in ambito sociale.
La terza parte offrira quindi, attraverso una serie di casi e "schizzi etnografici, un sintetico spaccato delle realtà plurali del "Do It Together" ludico, evidenziando in esse l'uso e la co-costruzione di metafore e modelli complessi (sul piano sia logico-formale che estetico). Verranno inoltre illustrate difficoltà, criticità e momenti di "insight" incontrati nel corso del lavoro sul campo svolto nelle comunità di creatori di giochi, in contesti sia formali che informali, online e offline.
L'intero percorso sarà volto a proporre un nuovo possibile ruolo per le professioni educative: quello del meta-designer, co-costruttore di spazi interattivi aperti e animatore di comunità ludiche/educanti/ricercanti le cui attività, definite attraverso modalità non-programmatiche e co-progettate, possano muoversi attraverso ed al di là della media education, intesa come meta-disciplina volta alla costruzione di un modello inclusivo, distribuito e democratico dell'apprendere.<br>The present dissertation is aimed at offering an explorative perspective toward original forms, organizations and contents of learning which characterize the present "media ecology", proposing an ethnographic and qualitative mapping of participatory dynamics as pertaining the discussion, modification, design, and creation of games (be them digital or "analog") within a plurality of communities and contexts, be them "virtual" or "real", within and without formal learning institutions. These communities and contexts will be thematized as "playgrounds", spaces of production and interaction characterized by horizontality, heterarchy and reticularity, spaces where a systems-oriented, constructivist, cooperative and transdisciplinary literacy is being built from the grassroots, a literacy necessary to be an active and participative "world maker" in the present Information Age.
Part I of this tractation will be aimed at contextualizing the study of play and games from an historical and transdisciplinary standpoint, both through a literature review aimed at highlighing the contested relationship between playfulness and the serious character of formal learning contexts, and through an exploration of play's relevance in psychological, social, cultural and evolutive processes, concluding with the proposal of "game design" as a possible, unifying metaphor for the diversity of the sciences of living systems.
Part II will explore the close links between the present participatory patterns within media cultures and the methodological choices I operated during my fieldwork, highlighting the political relevance of the "Information Revolution" in disrupting institutional infrastructures through its influence on the patterning of learning systems both formal and informal, evidencing the consequences of this paradigm shift on the epistemological fundations of research in human sciences.
Part III will then offer, through a series of Cases and "ethnographic sketches", a synthetic panorama of the plural realities of ludic "Do It Together", evidencing within them the use and co-construction of complex models and metaphors (both on a formal and on an aesthetical level). In discussing the fieldwork within communities of game creators (be them formal or informal, online or offline), ample space will be given to difficulties, criticalities and insights, so as to further highlight the methodological quandaries of working in these specificcontexts.
The whole of this work will, in conclusion, be aimed at proposing a new, possible role for learning professionals: that of the meta-designer, co-constructor of interactive open spaces and catalyst of ludic/learning/researching communities, where the activities, defined through non-programmatic and co-designed patterns of participation, will move through and beyond media education, meant as a meta-discipline aimed at the construction of an inclusive, distributed and democratic paradigm of learning.
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Robson, James. "Teachers' professional identity in the digital world : a digital ethnography of Religious Education teachers' engagement in online social space." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:622a9d6c-0fbf-4eaa-9882-4189f5e99069.
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This thesis presents an ethnographic investigation of teachers’ peer-to-peer engagement in online social spaces, using the concept of teachers’ professional identity as a framework to shape and focus the study. Using Religious Education (RE) as a strong example of the wider phenomenon of teachers’ online engagement, three online social spaces (the Times Educational Supplement’s RE Forum, the National Association of Teachers of RE Facebook Page, and the Save RE Facebook Group) were investigated as case studies. A year was spent in these spaces with digital ethnographic research taking place simultaneously in each one. Data gathering primarily took the form of participant observations, in depth analysis of time-based sampled text (three 8-week samples from each space), online and offline narrative based interviews and, to a lesser extent, questionnaires, elite interviews and analysis of grey literature. The study finds that engagement in the online social spaces offered teachers opportunities to perform and construct their professional identities across a variety of topics ranging from local practical concerns to national political issues. In more practical topics the spaces could often be observed as acting as communities of practice in which professional learning took place and identities were constructed, with such online professional development influencing offline classroom practice. However, engaging across this spectrum of topics afforded users a broad conception of what it means to be a teacher, where professional identity was understood as going beyond classroom practice and integrating engagement with subject-wide, political and policy related issues at a national level. Such engagement provided many users with a feeling of belonging to a national community of peers, which, alongside political activism initiated in online interaction and meaning making debates concerning the future and identity of the subject, provided teachers with feelings of empowerment and a sense of ownership of their subject. However, the study found that teachers’ online engagement took place within structures embedded in the online social spaces that influenced and shaped engagement and the ways in which users’ professional identities were performed and constructed. These structures were linked with the design and technical affordances of the spaces, the agendas of the parent organisations that provided the spaces, and the discourses that dominated the spaces. These aspects of the spaces provided a structure that limited engagement, content and available online identity positions while additionally projecting ideal identity positions, distinctive in each space. These ideal identity positions had a constructive influence over many users who aspired to these ideals, often gaining confidence through expressing such socially validated ideals or feeling inadequate when failing to perform such ideal identity positions. Thus, this study finds a complex relationship between agency linked with active online identity performance and the constructive influence of embedded structures that contributed to the shaping of users’ engagement and their understandings of themselves as professionals and their subject.
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Fry, Carol Jean. "Eye fixation patterns in the solution of mathematical word problems by young adults : relation to cognitive style and spatial ability /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487584612164575.
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Harshman, Jason R. "Our World Around the Corner: How Youths Make Meaning of Place, Belonging, and Citizenship." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1403884488.
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Chave, Sarah Sian. "Education, sustainability and intersubjectivity : exploring the possibility of the emergence of new ways of knowing, being and acting in the world." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/27316.
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In this conceptual thesis I explore a paradox inherent in sustainability, namely that to 'sustain' something it needs to be allowed to emerge into something different than it currently is. Moreover, it is not always knowable in advance what that ‘something’ will be. I also argue that education is fundamentally about sustainability, as its role is to allow/encourage a human being to emerge into someone different than he/she currently is. I assert, however, that whilst this is education’s role, it currently, and paradoxically, works against itself by defining the human subject in advance (as a particular ‘ideal’ kind of rational autonomous being), hence closing the matter of what a human can grow into before education even starts. I argue that complexity thinking and what Osberg (2015) calls complexity- compatible thinking, posthumanist/posthuman and feminist thinking provide logics to approach the issue of emergence, including the emergence of what it is to be a human subject. It is through engaging with these logics to keep the abundant possibilities of the future radically open that my thesis makes a contribution to the field of education and sustainability. To make such a contribution I first of all identify that Biesta (2006, 2013) and his ‘pedagogy of interruption’ are working within the logic of complexity thinking. In his theory Biesta identifies how fleeting moments can interrupt existing rational autonomous understandings of human subjectivity. Whilst acknowledging that one cannot programme such ‘fleeting moments’ into education, I draw on ideas from Arendt, Mouffe, Rancière and Masschelein and Simons to encourage the possibility of such moments - moments which open up spaces in which, through acting and speaking with others, who one is as an initium, a beginner can emerge. However, emergence of the new raises the important issue of ethics. I argue that in her two-fold concept of forgiveness and mutual promising Arendt provides a way to develop an immanent ethics arising from horizontal relationships between people speaking and acting together. Finally, I focus on the fleeting moment or event of interruption itself. Drawing on Arendt, Loidolt, Keller and Braidotti I argue that this can be understood as a first-person intersubjective encounter under conditions of plurality. I understand plurality as speaking and acting together with unique others open to the stance one expresses and vice versa. In intersubjective encounters one does not reveal an inner essence to others. Instead who one is emerges intersubjectively, in and through the encounter, creating a surplus, something new that was not in the world before. I also argue how such encounters have the potential to be ethical encounters. I then go beyond Arendt and draw on posthumanist and posthuman thinking to consider the possibility of intersubjective first-being ethical encounters with(in) the wider natural world. I argue that allowing some time for school understood as skholé – a safe space, protected from politicisation by the issues of the day, to reflect and explore who one is, and how one can act in the world – has an important role in encouraging, valuing and reflecting on such encounters. I conclude that education which understands sustainability as an emergent process builds a bridge between education as a sustainable and education as a democratic process. In such an education who one is as a subject appears through intersubjective encounters, bringing into the world the possibility of the emergence of new, unexpected ways of knowing, being and acting essential for sustainability.
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Kuhn, Jeffrey. "Games as Complex Social Spaces: An Ethnographic Investigation into the Distributed Cognition and Problem Solving in World of Warcraft." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1489069153773136.
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Bragg, Christina Dawn. "It’s All Connected: How Teachers and Students Co-Construct Spaces and Figured Worlds through Literacy and Language Events and Practices." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1364902647.
Full textBooks on the topic "World educational space"
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Arapova, Elena, Anatoly Bocharov, Igor' Vostroknutov, et al. The possibilities of artificial intelligence in improving the information educational space of Russian regions. Publishing Center RIOR, 2022. http://dx.doi.org/10.29039/02104-0.
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The monograph is written by a team of authors and based on the results of "The possibilities of artificial intelligence in improving the information educational space of the regions of Russia" thematic platform’s work within the XX All-Russian Conference and the XXX All-Russian school and seminar "Integration of Russian universities into the world educational and scientific space, taking into account regional peculiarities", as well as on the basis of regular meetings within the virtual laboratory on artificial intelligence and robotics research. The discussion was held in a format combined with a Southern Branch of the Interregional Public Organization "Academy of Informatization of Education" (SB AIE) meeting. The discussion was devoted to the modern information technologies, software, artificial intelligence application, digitalization in educational organizations within the implementation of educational activities and parenting process.
 The proposed materials can be useful to specialists of the Department of the education system of Russia and its regions, employees of federal and regional authorities and management, as well as regional associations of academic mobility.
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Basińska, Anna. Odkrywanie świata: O aktywności poznawczej dziecka w przestrzeni edukacyjnej środowiska = Discovering the world : child's cognitive activity in local environment's educational space. Wydawnictwo Naukowe UAM, 2012.
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Bol'shunova, Sofiya, Ekaterina Voevodina, Vasiliy Dyagilev, et al. Intercultural communication in the global world: modeling, efficiency, trust. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1895951.
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The monograph is a generalization of the results of fundamental and applied research carried out within the framework of research work on modeling intercultural communications and assessing trust in the socio-cultural, economic, political, educational spheres of society according to the state assignment of the Financial University under the Government of the Russian Federation. 
 The main approaches to the conceptualization and development of methodological tools for modeling intercultural communication in the global world are substantiated and described, the author's developed activity-phenomenological concept and principles of modeling intercultural communication in the processes of global transformations of the XXI century are presented. The features of the global socio-cultural situation as a space of intercultural communication, including in the network space, are described, the models of minimizing barriers in intercultural communication are described. communications.
 Special attention is paid to modeling and evaluating the effectiveness of intercultural communications in various spheres of society: socio-cultural, socio-economic, political and educational.
 It can be used by teachers, students and postgraduates in the educational process and when writing creative works on this topic.
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Barysheva, Anna. Fundamentals of Philosophy. INFRA-M Academic Publishing LLC., 2024. http://dx.doi.org/10.12737/1907643.
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The manual reflects the issues of both the historical development of philosophical knowledge and the main theoretical sections of philosophy, reflecting the essential properties of being and consciousness, man and his place in the world. The materials of the manual are aimed at clarifying the role of philosophy as a worldview and methodological guideline in the modern scientific space. It complies with the federal state educational standards of secondary vocational education of the latest generation. It is addressed to students of educational institutions of secondary vocational education and all those interested in philosophy.
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Basovskiy, Leonid, and Viktor Protasyev. Quality management. INFRA-M Academic Publishing LLC., 2016. http://dx.doi.org/10.12737/18003.
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The book represents a modern professional course of quality management. Contains a statement of teoretiko-methodological fundamentals of science about quality management. Covers all complex of problems, methods and instruments of quality management of goods, services and works, processes and control systems.
 Conforms to requirements of the Federal state educational standard of the higher education of the last generation for the Management direction 38.03.02 and the requirements which have developed at the universities conducting in world educational space.
 For students, graduate students, teachers of the economic, administrative and engineering directions of higher education institutions, students of business schools and practical workers.
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Zeer, Eval'd, El'vira Symanyuk, and Mariya Zinnatova. Fundamentals of professionology. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1818877.
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Professionology is a scientific and applied discipline of professional knowledge, the subject of which is the problems of human interaction with the world of professions, and its semantic factor is psychological content.
 An important place in the textbook is occupied by the professionology of education: the trends in the development of continuing education, the interface of professional and educational standards, the design of individual educational trajectories of students are reflected.
 Particular attention is paid to the professionology of the individual: its development and self-determination in the professional educational space, destructive development trends, the formation of transprofessionalism and the prediction of the professional future of a person in a modern post-industrial society.
 Meets the requirements of the federal state educational standards of higher education of the latest generation.
 It is addressed to students of higher educational institutions, trainees of advanced training institutions, teachers of secondary vocational education, as well as graduate students and researchers of vocational pedagogical education institutions.
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Kramarov, Sergey, Alla Akishina, Irina Antipina, et al. Prospects and opportunities of an expert and analytical support system forming for international activities of Russian universities. Publishing Center RIOR, 2020. http://dx.doi.org/10.29039/02044-9.
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The monograph is based on the results of the XVIII all-Russian conference and the XXVIII all-Russian school and seminar "Integration of Russian universities into the world educational and scientific space with taking into account regional characteristics" which were dedicated to the discussion of one of the most relevant topics which is reflects the current prospects and opportunities of forming an expert and analytical support system for international activities of Russian universities.
 The proposed materials can be useful for specialists of the Department of education system in Russia and its regions, for employees of Federal and regional authorities and management, as well as regional associations of academic mobility.
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Giamatti, A. Bartlett. A free and ordered space: The real world of the university. W.W. Norton, 1990.
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Kramarov, Sergey, Alla Akishina, Marina Anik'eva, et al. National interests and regional development issues in the system of priorities of international activities of Russian universities. Publishing Center RIOR, 2021. http://dx.doi.org/10.29039/02084-5.
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The monograph was prepared following the results of the XIX All-Russian Conference and the XXIX All-Russian school-seminar "Integration of Russian universities into the world educational and scientific space, taking into account regional peculiarities" and a regional scientific and practical conference "National interests and issues of regional development in the system of priorities of international activities of Russian universities". The conferences were organized to discuss the system of priorities in the development of international activities of Russian educational and scientific organizations; best practices and new solutions for attracting foreign students to study at universities of the Russian Federation, ensuring their education and stay, as well as employment of the best graduates; regulatory and legal support for the processes of internationalization and development of mobility of intellectual resources of Russia; analysis of the features of the development of intellectual migration processes in modern conditions, the place and role of the Russian language and culture in them; issues of adaptation and integration of educational and labor migration.
 The proposed materials can be useful to specialists of the Department of the education system of Russia and its regions, employees of federal and regional authorities and management, as well as regional associations of academic mobility.
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Man'kovskaya, Zoya. English language for technical colleges. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1033835.
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The textbook is designed to develop students ' skills of analytical, viewing and search reading of General scientific texts, retelling texts based on reference signals, as well as to form grammatical and lexical competencies, the ability to participate in a dialogue on the topic studied, extract information to discuss issues related to the history and current state of physics, biology, computer science, innovation and other areas of knowledge necessary for a modern specialist. It includes a basic course, a grammar workshop, lesson tests, and final tests. Current scientific and technical problems that are widely discussed in the world information space are revealed, which allows the student to maintain a dialogue on current topics of modern science and technology.
 Meets the requirements of the Federal state educational standards of higher education of the latest generation.
 For first-and second-year students of technical universities of any orientation.
Book chapters on the topic "World educational space"
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Freytag, Tim, Douglas Lee Lauen, and Susan L. Robertson. "Space, Place and Educational Settings: An Introduction." In Knowledge and Space. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78597-0_1.
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AbstractWe present this volume as an invitation to explore and critically reflect the interplay between space, place, and educational settings. As part of the Knowledge and Space series, this book’s authors follow a comprehensive approach bringing together a set of contributions reflecting various disciplines with their methodologies and theoretical backgrounds. We understand educational settings as the broader framing of education, which includes the out-of-school environment, neighborhoods, and institutional arrangements, as well as the agendas of the multilateral and corporate world. Education literally takes place in the neighborhood and educational landscapes are embedded in local communities, although they are exposed to and are part and parcel of educational policies and the ongoing dynamics of transformation at regional, national and international scales.
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Reis, Norma Teresinha Oliveira, Claudio André, Troy D. Cline, et al. "NASA Education and Educational Technologies Exemplified by the Space Weather Action Center Program." In Education and Technology for a Better World. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03115-1_2.
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Gerhard, Ulrike, Michael Hoelscher, and Editha Marquardt. "Knowledge Society, Educational Attainment, and the Unequal City: A Sociospatial Perspective." In Knowledge and Space. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78597-0_2.
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AbstractEducation plays a key role in knowledge society, since, from a meritocratic perspective, it opens up fair opportunities for well-paid jobs, thereby increasing social mobility and well-being more generally. In order to foster their economic competitiveness, cities are therefore encouraged to engage in knowledge-based urban development by trying to provide good schools and world-class universities to attract the “creative class.” However, meritocracy is a “myth,” as access to educational opportunities is itself socially biased. With the example of Heidelberg, a so-called “knowledge pearl,” we show how knowledge-institutions, such as the university, may shape socioenvironmental contexts in ways conducive to spatially selective access to—and use of—educational opportunities. Instead of reducing social polarization, knowledge-institutions may instead (re-)produce inequalities.
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Cabras, Lino, and Fabrizio Pusceddu. "UP School: Motion, Perception, Learning." In Makers at School, Educational Robotics and Innovative Learning Environments. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_45.
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AbstractThe design strategy common to the educational spaces for the “Up School” based in the metropolitan area of Cagliari aims to frame a flexible learning space open to experimentation and the active exploration of places. Indeed, learning does not merely mean collecting and memorizing information; it also requires the ability to select, connect, understand and integrate, first by acquiring self-awareness and by developing perceptual abilities. Space—as experienced in its dynamic dimension—plays a crucial role in this process. The principles of the dynamic perception of space established by the most important investigations in neuroscience of recent years, were declared by the experimentations of the Bauhaus workshops, ahead of their time, as being strongly related to space, body and mind. Beginning with this premise, the “Up School” project—nursery, preschool and primary school—integrates an innovative educational program with the spatial layout of its environments. These spaces are conceived as a fluid sequence of “affordances” where, from an early age, children can shape their world within a perspective guided by good sustainability practices, enabling technologies and psychomotor equilibrium. Thus, the school system changes by being more conscious of its fulcrum: namely, the psychosomatic dimension of the individual.
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Faiferri, Massimo, and Samanta Bartocci. "Landscapes of Knowledge and Innovative Learning Experiences." In Makers at School, Educational Robotics and Innovative Learning Environments. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_46.
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AbstractIn these historic times, when there is a crucial shift in the way we consider the cultural and architectural aspects of learning spaces, it is important to investigate the role this spatial resource plays in the urban context. This, so we can understand the need to break with the outdated ideas about school that are deeply rooted in our society. There is common ground between architecture and pedagogy, a possible dialogue between space and knowledge, which can generate new explorations into the ordinary meaning of educational spaces and landscapes of knowledge, as a chance to expand the concept of inhabiting a space and how that impacts the world, and to devise a new urban condition. By first considering cities as a broad, extended learning space, we provide a chance and an incentive to reflect on the role of spatial design. The city is an important educational tool, since it represents a space of discovery, growth, socialization, tension, conflict and adventure. It is also where autonomy, adaptive intelligence and relational skills are developed. A new relationship between school and the city defines the future of learning and civilized co-existence.
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Börjesson, Mikael, and Pablo Lillo Cea. "World Class Universities, Rankings and the Global Space of International Students." In Evaluating Education: Normative Systems and Institutional Practices. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_10.
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AbstractThe notion of World Class University suggests that this category of universities operates at a global and not national level. The rankings that have made this notion recognised are global in their scope, ranking universities on a worldwide scale and feed an audience from north to south, east to west. The very idea of ranking universities on such a scale, it is argued here, must be understood in relation to the increasing internationalisation and marketisation of higher education and the creation of a global market for higher education. More precisely, this contribution links the rankings of world class universities to the global space of international student flows. This space has three distinctive poles, a Pacific pole (with the US as the main country of destination and Asian countries as the most important suppliers of students), a Central European one (European countries of origin and destination) and a French/Iberian one (France and Spain as countries of destination with former colonies in Latin America and Africa as countries of origin). The three poles correspond to three different logics of recruitment: a market logic, a proximity logic and a colonial logic. It is argued that the Pacific/Market pole is the dominating pole in the space due to the high concentration of resources of different sorts, including economic, political, educational, scientific and not least, linguistic assets. This dominance is further enhanced by the international ranking. US universities dominate these to a degree that World Class Universities has become synonymous with the American research university. However, the competition has sharpened. And national actors such as China and India are investing heavily to challenge the American dominance. Also France and Germany, who are the dominant players at the dominated poles in the space, have launched initiative to ameliorate their position. In addition, we also witness a growing critique of the global rankings. One of the stakes is the value of national systems of higher education and the very definition of higher education.
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Colla, Rachel, Annie Gowing, Angela Molloy Murphy, and Tracii Ryan. "Designing Education for Wellbeing and Connection in a COVID Impacted World." In Rethinking Higher Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8951-3_4.
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AbstractSustainable and systemic approaches to addressing mental health are critical in higher education, as studies consistently show that university students and academic staff have higher rates of psychological distress than the general population. These issues have undoubtedly been exacerbated by the COVID-19 pandemic, where social distancing, mandated online learning, fear, and uncertainty around public health have increased feelings of stress, anxiety, and isolation. Therefore, in a COVID impacted world, cultivating wellbeing and connection in both physical and virtual learning spaces has become a social and educational imperative. Recent experiences of the challenges of supporting wellbeing and connection in the online classroom highlight a range of known and emergent risks. However, these experiences also provide opportunities for reimagining how wellbeing and connection are experienced and promoted in that space and for articulating understandings of student care. Thinking beyond highly individualized western conceptualizations, this chapter aims to position wellbeing as a collective concept, where the wellness of the self is inextricably linked to the wellness of the world. In doing so, we interrogate the presumed universality and neutrality of commonly used online learning technologies and work toward developing learning designs with a pedagogical intention of care, inclusivity, relationality, and student voice.
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Borri, Samuele. "From Classroom to Learning Environment." In Makers at School, Educational Robotics and Innovative Learning Environments. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_7.
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AbstractThe concept of “space as the third teacher” suggests that the learning environment is as important as the teacher in the learning process. A constructivist pedagogical paradigm requires student-centered learning processes and learners to be autonomous and active. Therefore, more and more stakeholders and policy makers interested in school innovation put school buildings and learning environments at the top of their agendas. The Organisation for Economic Co-operation and Development (OECD), the European Commission and many universities all over the world are observing case studies and promoting guidelines to implement new ways to design and furnish schools. Indire is leading a research project on educational architectures, which promotes a support framework, entitled “1 + 4 Learning Spaces for a New Generation of Schools.” It is aimed at architects, municipalities, school principals and other stakeholders involved in the design, development and use of innovative learning environments.
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Baran, Jolanta, Tamara Cierpiałowska, and Ewa Dyduch. "Traditional Teaching–Learning Process in the Class of Polish School Through Lens of UDL Approach." In Inclusive Learning and Educational Equity. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_4.
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AbstractEducation researchers have long advocated modifications to the teaching–learning process in order to make the school a more inclusive space and conducive to individual and group development of students with diverse (including special) educational needs. This is to develop competences, skills and values that will allow students to better prepare for adult life in a rapidly changing world. This demand is not new and is not only a demand but refers to reforming the education process. In Poland, for many years the schools have been undergoing dynamic changes in many different dimensions, partly because of facilitating students with special needs. In the considerations of education researchers, as well as in the daily educational practice of teachers, the question arises as to what should be done to optimise the teaching–learning process and how. One possible idea for such optimisation is to implement the Universal Design for Learning (UDL) approach. The purpose of this chapter is to seek an answer to the question of to what extent the reality of the Polish schools corresponds to the principles of the UDL. An analysis of the traditional learning process through the UDL lens has identified those areas in which UDL approach solutions are provided and also where it is worthwhile to implement them.
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Yuryevich, Aleksandrov Andrei, Barabanova Svetlana Vasilievna, Vereshchak Svetlana Borisovna, Ivanova Olga Andreevna, and Aleksandrova Zhanna Anatolyevna. "Poster: From Unification to Self-identification of National Higher School in the World Educational Space: Comparative-Legal Research." In The Challenges of the Digital Transformation in Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11935-5_20.
Full textConference papers on the topic "World educational space"
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Lute, Marina, and Luminita Fekete-Nagy. "BIM STRATEGY, IMPLEMENTATION AND EXPECTATIONS IN EDUCATIONAL PROGRAM." In SGEM International Multidisciplinary Scientific GeoConference 24. STEF92 Technology, 2024. https://doi.org/10.5593/sgem2024/6.1/s27.51.
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We are living in an information dense world, where the sustainability is key. Even though civil engineering projects are highly technical, they require precise planning and clear communication channels to be successful and achieve this purpose. For this, in recent years, all around the world, various entities and decision boards worked to put together a set of rules to define and standardize the interaction between all the involved stakeholders (e.g. investors, designers, builders, and operators). Using the BIM (Building Information Modelling) concept the project can be modelled with all its connections and all the disciplines can interact in real time with very little friction, and optimize the green space requirements. The educator role into this field is to accommodate the future professionals with the concept and use of it, taking into account the present regulations and create the correct inter-professional connection in order to obtain a comprehensive design and execution object that can work all specialties involved and obtain a clean design together with a clean construction execution. The present work shows the path that we use in our department to include the BIM design into our present program and the results obtained with the first graduates that used this concept into their activity.
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Shirokikh, Oksana B. "Educational Space Of Post-Industrial World And Phenomenon Of New Childhood." In EEIA 2018 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.02.78.
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El Shawa, Sahba, Merna Alzurikat, Zaina Abu Sha’ar, and Moh'd Sami Ashhab. "JSRI space design competitions: Education and outreach for emerging space countries." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.069.
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As countries around the world are racing towards realizing the common dream of humans creating long-term habitats in space, emerging space countries like Jordan, with no established space agency, are struggling to participate in the development of research and projects in the field. Additionally, due to the deteriorating economical situation in Jordan, students now seek professions with higher market demands and payment rates to ensure a safe career path. This led Jordanian students to overlook emerging fields of study like space. From here arises the need to conduct proper outreach to spread awareness on space research and its benefits, and to incorporate space studies in the Jordanian educational system in order to build a strong base of human resources in the field. Since Jordan is lacking in both educational and theoretical, as well as professional and practical sides, students mostly turn to completing their studies and gaining professional experience in the space field abroad. Therefore, before establishing Jordanian-targeted education programs and initiatives for space studies, there is the need for the establishment of local space institutes, projects, and programs which ensure that students will have access to training programs and practical experience as well as securing future job opportunities, thereby making space careers a viable option. In 2020, under the Moon Village Association's Participation of Emerging Space Countries program, a roadmap for Jordan’s contribution to lunar exploration and the Jordan Space Research Initiative (JSRI) were created. This 20-year roadmap focuses on establishing an analog R&D facility in Jordan’s Wadi Rum desert, aiming to support the emerging space field in Jordan, while contributing to its national priorities and sustainable development goals. Beginning with the outreach element to foster space education, JSRI launched two space design competitions in 2021 to engage students and professionals interested in the field. These competitions allowed the participants to learn about spacesuit and rover design, as well as develop their own prototypes in a hands-on educational exercise. By providing funding and expert support, JSRI ensured that a diverse group of Jordanians was able to participate, regardless of their backgrounds. This approach proved to be successful in enabling the participation of various segments of the Jordanian society, and has shown that people with a passion for space can thrive through educational initiatives such as these competitions. Building on this success, future partnerships and educational initiatives are being established, aiding in the formation of a space network in Jordan
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Osinsky, I. I. "PHILOSOPHY AND ITS ROLE IN CULTURAL AND EDUCATIONAL SPACE." In VIII Scientific Conference with the International Participation. Publishing House of Irkutsk State University, 2024. http://dx.doi.org/10.26516/978-5-9624-2263-3.2024.16.
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The article analyzes the steps of the formation of philosophy in the cultural and educational space of the world. The features of the definition and the stages of the formation of the defining role of philosophy in the spiritual life of a person are considered. The author refers to the controversial estimates of the Soviet period and the revision of the functions of philosophy in the modern world. The disastrous influence of postmodern rationality on the attitude to philosophical thought, its contribution to the development of mankind is justified. The author discusses and critically assesses the issues of devaluation of philosophical training in the modern education system.
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Magomedova, A. N., and A. K. Pashaeva. "Psychological - pedagogical support of children with disabilities health opportunities in the educational space." In General question of world science. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/gq-31-07-2018-12.
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Crofts, William, Mattias Langer, Alex Bolland, et al. "Developing a 3U CubeSat Engineering Model - FlatSat & Chassis Design." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.022.
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WUSAT-3 is a 3U CubeSat being designed to carry an experimental RF signal direction finding payload in Low Earth Orbit (LEO). Successful outcome of this experiment could lead to significant benefits for the field of wildlife monitoring from Space. Commercial adoption of this process would enable the development and use of much smaller, lighter RF tracking tags, which in turn would considerably increase the potential range of species that could be tracked by Satellites. The effect of the Covid-19 pandemic lockdowns has limited physical progress over the past 18 months, but the team continues to gain enormous experience and motivation from pursuing this exciting project with a very real-world mission. A recent return to near-normal working patterns has enabled the team to fully engage with the practicalities of progressing the previously produced WUSAT-3 Configuration Model, towards a testable Engineering Model. This paper outlines the development of both the initial chassis prototype (including mechanisms) and a subsystem FlatSat as a first stage towards building the complete Engineering Model. The chassis prototype was required to meet all the requirements of the FYS Design Specification [1], the NanoRacks CubeSat ICD [2], the CubeSat Design Specification [3] and those features identified by the outcomes of the WUSAT-3 Configuration Model. The FlatSat was required to include all subsystems capable of being constructed and tested without the availability of certain proprietary items that will be purchased later. The function and interface of these items, where it was necessary for the purpose of testing the assembled subsystem units that were available, was met by the design and inclusion of temporary substitute arrangements that provided similar performance. Systems Engineering methodologies were employed throughout as a means of ensuring that the design features of both chassis and FlatSat met all necessary requirements
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Bellicoso, Davide. "A student perspective into ESA Academy Space Systems Engineering Training Course." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.003.
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The ESA Academy’s Space Systems Engineering Training Course is a unique educational opportunity offered by the European Space Agency’s Education Office. It allows Bachelor, Master and PhD students to learn about the fascinating world of Systems Engineering and its applications within the space sector, while bringing this captivating framework of challenges and satisfaction to life for the participants of the Training Course. During this course, the whole life-cycle of a space project is explored from a System Engineering viewpoint, and students can learn about the challenges of Space Systems Engineering. Moreover, the Systems Engineering process is explored in detail [1]. Taught by ESA experts, the Training Course is delivered through formal lectures, with a heavy emphasis on the interaction with the students. During the course, students take part in group exercises aimed at putting the theory learnt into practice. This paper purposes at giving an overview of the training course, as it took place online on the 12th -20th of July 2021, and at addressing the benefits of the Author’s participation into the Training Course for his studies and future space career
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Banit, Olga, Marina Rostoka, Yana Raievska, Oksana Kravchuk, and Gennadii Cherevychnyi. "Digital collaboration of virtual project teams in the transdisciplinary educational space." In WORLD MULTIDISCIPLINARY CIVIL ENGINEERING-ARCHITECTURE-URBAN PLANNING SYMPOSIUM WMCAUS 2022. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0172780.
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Davila, Abraham, Karin Melendez, and Marcelo S. P. Pessoa. "University-Enterprise as Educational Space for Students. An Experience in ProCal-ProSer Project." In 2019 IEEE World Conference on Engineering Education (EDUNINE). IEEE, 2019. http://dx.doi.org/10.1109/edunine.2019.8875776.
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Olivella González, Rosa, Carla Garcia Lozano, Laura Olivas Corominas, and Josep Sitjar Suñer. "Monitoring natural phenomena from the classroom with Edusat. Proposal for a teaching guide (and support material)." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.020.
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Satellite images and remote sensing allow us to identify the effects of natural and human-made changes that occur on Earth: fires, floods, urban development, deforestation, etc. Thanks to the Copernicus programme, satellite images of the entire world are now available, with a neardaily frequency that allow the identification and monitoring of all these natural phenomena and human activities that produce notable changes to the Earth’s surface. All these phenomena are forming part of the concerns of many young people who see the future of their planet in danger. The Edusat platform explores these phenomena from space and provides a didactic guide to understanding the effects of global environmental change, right in the classroom. In this way, we bring remote sensing closer to a public that until now was rarely involved in this discipline. We do it from a didactic and practical point of view, connected with real data from Sentinel satellites and thanks to EO Browser application
Reports on the topic "World educational space"
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Iatsyshyn, Anna V., Valeriia O. Kovach, Yevhen O. Romanenko, and Andrii V. Iatsyshyn. Cloud services application ways for preparation of future PhD. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3248.
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Currently, it is important in Ukraine to harmonize cloud technologies application with European and world scientific initiatives. Need to modernize preparation of future PhDs is caused by challenges of new information, globalized society and digital transformation of all spheres of life, including education and science. The research was aimed to determine features of cloud services application in preparation of future PhDs. Concepts of “cloud computing”, “cloud technologies”, “cloud learning technologies”, “cloud services”, “cloud oriented environment” were analyzed. Experience of cloud technologies and their services application in educational and scientific space in researches of foreign and Ukrainian students was considered. Ukrainian experience in preparation of future PhD of various specialties with cloud services application was analyzed. It was emphasized that approaches improving to preparation of future PhDs based on cloud services application would increase their level of digital competence. It is recommended to include a separate course or module of specific discipline on work with cloud technologies and services during preparation of future PhDs. It is important to improve disciplines and tools content to support education process. It can be learning of disciplines using cloud technologies or services by future PhD’s. Also, cloud services application to support scientific and scientific-organizational activities will increase level of organization and implementation of scientific research. It is important to create cloud-oriented environment for preparation of future PhDs in higher education and research institutions. Making cloud-oriented educational and scientific environment should be based on principles of open education. It is recommended to use cloud-based platforms and services (G Suite for Education; Microsoft Office 365; specialized SaaS (CoCalc or other)).
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Nezhyva, Liudmyla L., Svitlana P. Palamar, and Oksana S. Lytvyn. Perspectives on the use of augmented reality within the linguistic and literary field of primary education. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4415.
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The article analyzes the scientific sources on the problem of augmented reality in the educational field. There is a fragmentary rationale for new technology in primary school, to a greater extent the experience of scientists and practitioners relate to the integrated course “I am exploring the world”. The peculiarities of Ukrainian and foreign writers’ works with AR applications, which are appropriate to use during the classes of literary reading, are analyzed. The authors substantiated the prospect of augmented reality technology for mastering the artistic image of the world of literary work, the relevance of use of AR to modern educational challenges, and also demonstrated the possibility of immersion into the space of artistic creation and activation of students’ imagination with the help of AR applications. The article demonstrates the possibilities of use AR-technology for the development of emotional intelligence and creative thinking, solving educational tasks by setting up an active dialogue with literary heroes. The basic stages of the application of AR technologies in the literary reading lessons in accordance with the opportunities of the electronic resource are described: involvement; interaction; listening, reading and audition; research; creative work; evaluation. It is confirmed that in the process of using augmented reality technology during the reading lessons, the qualitative changes in the process of formation of the reader’s culture of the students of experimental classes appears, as well as the increase of motivation, development of emotional intelligence and creative thinking.
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Goncharenko, Tatiana, Nataliia Yermakova-Cherchenko, and Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4468.
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Swift changes in society, related to sciences technicians’ development, technologies, by the increase of general volume of information, pull out new requirements for maintenance, structure, and quality of education. It requires teachers to diversify a tool in the direction of the increase in possibilities of the use of mobile technologies and computer systems. Lately in the world, more attention spared to the use of mobile learning, which in obedience to «Recommendations of UNESCO on the questions of a policy in the area of mobile learning» foresees the use of mobile technology, both separate and together with other by informational computer technologies. [1]. Mobile learning allows using the open informational systems, global educational networks, unique digital resources which belong to different educational establishments and co-operate with each other. The use of existent educational resources and creation of own, based on the academic resources from informative space, allows to promote the interest of students to the study of physics, to take into account the individual features, and also features of region and framework of society of the country. During the last years in Ukraine competency-based approach to the organization of studies certainly one of basic. The new Education Act addresses the key competencies that every modern person needs for a successful life, including mathematical competence; competence in natural sciences, engineering, and technology; innovation; information and communication competence [2]. This further emphasizes the importance of providing students with quality physical education and the problems associated with it. Using mobile technology in professional teaching work, the teacher has the opportunity to implement the basic principles of the competence approach in teaching physics. An analysis of the data provided in the official reports of the Ukrainian Center for Educational Quality Assessment showed that the number of students making an external independent assessment in physics and choosing a future profession related to physics has decreased significantly. This is due to the loss of students' interest in physics and the complexity of the content of the subject, as well as the increase in the amount of information that students need to absorb. In this article, we explore the possibilities of mobile technology as a means of teaching physics students and give our own experience of using mobile technology in the process of teaching physics (for example, the optics section in primary school).
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De Bortoli, Lisa, and Catherine Underwood. PISA 2022. A closer look at mathematics in Australia. Australian Council for Educational Research, 2025. https://doi.org/10.37517/978-1-74286-786-1.
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The Programme for International Student Assessment (PISA) is an international comparative study that assesses how well 15-year-olds, who have nearly completed compulsory schooling in most participating educational systems, can use their knowledge and skills to meet real-world opportunities and challenges. In each cycle of PISA, students are assessed in the domains of reading, mathematics and science. Each cycle has a domain that is the major focus and for which there is a higher proportion of questions than from the others. Mathematics was the major focus in the 2022 cycle. The mathematics assessment framework includes 2 mathematics subscales that reflect the complexity of mathematics. The content subscales (Change and relationships; Quantity; Space and shape; and Uncertainty and data) represent the core areas of mathematics knowledge that students encounter in educational curricula worldwide. The process subscales (Formulating situations mathematically; Employing mathematical concepts, facts and procedures; Interpreting, applying and evaluating mathematical outcomes; and, Mathematical reasoning) reflect the mental actions required for effective problem-solving in mathematics. This report presents the mathematics results on the content and process subscales for Australia as a whole, for the Australian states and territories and for the other groups in PISA 2022. This report also presents the results from the teacher questionnaire about the teaching of mathematics and explores the perspectives of teachers on the constructs of: goals and views about teaching mathematics; encouraging mathematical thinking; fostering reasoning; and, teaching of mathematical reasoning and 21st-century mathematics topics. Each construct examines the similarities and differences in teachers teaching of mathematics between countries, the Australian jurisdictions and different demographic groups. Similarly, the student questionnaire ascertains student perspectives about the constructs of: effort and persistence in mathematics; mathematics self-efficacy in mathematical reasoning and 21st-century mathematics topics; and, mathematics anxiety. The constructs present the similarities and differences in students' attitudes and behaviours toward learning mathematics between countries, the Australian jurisdictions and different demographic groups.
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Semerikov, Serhiy, Viacheslav Osadchyi, and Olena Kuzminska. Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 2: AET. SciTePress, 2022. http://dx.doi.org/10.31812/123456789/7011.
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Symposium on Advances in Educational Technology (AET) is a peer-reviewed international conference focusing on research advances and applications of combined use of computer hardware, software, and educational theory and practice to facilitate learning. Today, AET is the premier interdisciplinary forum for learning scientists, academicians, researchers, professionals, policymakers, postgraduate students, and practitioners to present their latest research results, ideas, developments, and applications. AET topics of interest are: • Artificial intelligence in education • Augmented reality in education • Cloud-based learning environments • Cloud technologies for mathematics learning • Cloud technologies for informatics learning • Computer simulation in science and mathematics learning • ICT in primary and secondary education • ICT in higher education • Learning environments • Learning technology • Professional training in the digital space • Massive open online courses • Methodology of informatization in education • Modelling systems in education • Psychological safety in the digital educational environment • Soft skills development • STEM education • Virtualization of learning This volume represents the proceedings of the Symposium on Advances in Educational Technology, held in Kyiv, Ukraine, on November 12-13, 2020. It comprises 110 contributed papers that were carefully peer-reviewed and selected from 282 submissions. Each submission was reviewed by at least 3, and on the average 3.1, program committee members. The accepted papers present a state-of-the-art overview of successful cases and provide guidelines for future research. We are thankful to all the authors who submitted papers and the delegates for their participation and their interest in AET as a platform to share their ideas and innovation. Also, we are also thankful to all the program committee members for providing continuous guidance and efforts taken by peer reviewers contributed to improve the quality of papers provided constructive critical comments, improvements and corrections to the authors are gratefully appreciated for their contribution to the success of the workshop. Moreover, we would like to thank the developers of HotCRP, who made it possible for us to use the resources of this excellent and comprehensive conference management system, from the call of papers and inviting reviewers, to handling paper submissions, communicating with the authors, and creating the volume of the workshop proceedings.
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Pillay, Hitendra, and Brajesh Pant. Foundational ( K-12) Education System: Navigating 21st Century Challenges. QUT and Asian Development Bank, 2022. http://dx.doi.org/10.5204/rep.eprints.226350.
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Foundational education system commonly referred to as K-12 school education is fundamental for people to succeed in life as noted in United Nations declaration of human rights. Consequently, decades of investments have helped K-12 sector evolve and respond to new demands but many of the traditional thinking has remained and thus hinder agility and disruptive evolution of the system. In most countries the national school education systems are perhaps the largest single enterprise and subjected to socio-cultural, economic and political influences, which in turn make it reluctant and/or difficult to change the system. However, as the world transitions from industrial revolution to information revolution and now to knowledge economy, the foundational education sector has been confronted with several simultaneous challenges. The monograph reviews and analyses how these challenges may be supported in a system that is reliant on traditional rigid time frames and confronted by complex external pressures that are blurring the boundaries of the school education landscape. It is apparent that doing more of the same may not provide the necessary solutions. There is a need to explore new opportunities for reforming the school education space, including system structures, human resources, curriculum designs, and delivery strategies. This analytical work critiques current practices to encourage K-12 educators recognize the need to evolve and embrace disruptions in a culture that tends to be wary of change. The key considerations identified through this analytical work is presented as a set of recommendations captured under four broad areas commonly used in school improvement literature
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Rose, Bryony, Jessica Mason, and David Peplow. “It’s Hard to Make Friends on Zoom Calls”: Navigating ‘Culture Shock’ and Academic Identity Development in Higher Education. Sheffield Hallam University, 2023. http://dx.doi.org/10.7190/steer/zoom_calls.
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This small-scale project investigated student academic identity development within a university setting. It focused on the challenges encountered by students at university, particularly when beginning higher education, and explored how these had an impact on their self-esteem, confidence, and academic engagement. The project explored the journeys that students undertook and the barriers that they experienced. The project collected data using focus groups and questionnaires, which took place between May and August 2023, and four participants took part. The data was analysed and the findings were reported under three key themes: digital spaces, expectations, and time and workload. In the first theme, participants collectively experienced similar concerns and stresses within the university’s digital spaces. For example, being unaware that a large portion of their course would be held online, which was in part due to COVID. For some, this led to difficulties in forging new relationships within a digital environment. In the second theme, participants held inaccurate or negative expectations about university life before their arrival, such as it being strict and exam-based. In the third theme, students' workloads and time commitments, exacerbated by COVID and the cost-of-living crisis, left little room for socialising and networking. The project also identified good practices and strategies aimed at supporting students to develop a confident academic identity.
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Claricoats, Liam. Barriers into Higher Education for disabled students. Sheffield Hallam University, 2024. http://dx.doi.org/10.7190/steer/barriers_disabled_students.
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According to Sheffield Hallam University’s Access and Participation Plan (20/21-24/25), there has been an increased number of disabled students entering Higher Education (HE), with 14.6% of students declaring a disability in the sector. Therefore, this review of the literature explored potential barriers into Higher Education for students with disabilities. Within Higher Education institutions, disabled students may be categorised into having ‘mental health’, ‘cognitive and learning’, ‘sensory, medical and physical’ or ‘multiple impairment’ related disabilities. This review was commissioned in collaboration with the Higher Education Progression Partnership (South Yorkshire), with the aim of identifying barriers into Higher Education institutions for disabled students. Evidence provided from this literature review is intended to assist in developing a rationale for an intervention design and delivery that alleviates the barriers into Higher Education for disabled students. From examining the literature, a prominent barrier that emerged was a lack of accessibility at university. For instance, an inconsistent willingness from tutors to make reasonable adjustments to assessments, a lack of understanding of autism spectrum disorder (ASD) characteristics and spread-out university campus buildings that were inaccessible for students with Cerebral Palsy/walking disabilities. The research findings also revealed that there was a lack of accessible spaces on campus for disabled students, especially for students with ASD to interact. Furthermore, disabled students’ perceptions of stigmatisation and discrimination of disclosing their disability was another key barrier into Higher Education. For instance, during the application process to university, students believed that it would jeopardise their opportunity to be accepted into their chosen Higher Education institution if they were to disclose their disability.
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Franco Calderón, Ángela María, Isabella Jaramillo Díaz, and Andrés Sepúlveda. Policy Brief No. 9. Urban community gardens as a strategy to promote integral agriculture in popular neighbourhoods. Universidad del Valle, 2023. http://dx.doi.org/10.25100/policy-briefs.pb.09-eng.
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Factors such as population growth, rapid urbanisation, climate change and unequal access to wealth have increased the food crisis in the world, which was exacerbated by the COVID-19 pandemic. This crisis, which has had a greater impact on middle- and low-income countries, has highlighted the dependence of cities on food produced in rural areas of each country or even from other countries. As a contribution to the global discussion on food sovereignty, this Policy Brief focuses on demonstrating the benefits of local food production in urban community gardens to ensure access to healthy food within the framework of processes for the collective construction of the territory in popular neighbourhoods. In addition to the production of food for local consumption or marketing, it will be shown how these gardens fulfil spatial functions such as the recovery of deteriorated urban spaces, and educational functions such as the protection of nature and the exchange and transmission of ancestral knowledge.
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Yatsymirska, Mariya. KEY IMPRESSIONS OF 2020 IN JOURNALISTIC TEXTS. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.50.11107.
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The article explores the key vocabulary of 2020 in the network space of Ukraine. Texts of journalistic, official-business style, analytical publications of well-known journalists on current topics are analyzed. Extralinguistic factors of new word formation, their adaptation to the sphere of special and socio-political vocabulary of the Ukrainian language are determined. Examples show modern impressions in the media, their stylistic use and impact on public opinion in a pandemic. New meanings of foreign expressions, media terminology, peculiarities of translation of neologisms from English into Ukrainian have been clarified. According to the materials of the online media, a «dictionary of the coronavirus era» is provided. The journalistic text functions in the media on the basis of logical judgments, credible arguments, impressive language. Its purpose is to show the socio-political problem, to sharpen its significance for society and to propose solutions through convincing considerations. Most researchers emphasize the influential role of journalistic style, which through the media shapes public opinion on issues of politics, economics, education, health care, war, the future of the country. To cover such a wide range of topics, socio-political vocabulary is used first of all – neutral and emotionally-evaluative, rhetorical questions and imperatives, special terminology, foreign words. There is an ongoing discussion in online publications about the use of the new foreign token «lockdown» instead of the word «quarantine», which has long been learned in the Ukrainian language. Research on this topic has shown that at the initial stage of the pandemic, the word «lockdown» prevailed in the colloquial language of politicians, media personalities and part of society did not quite understand its meaning. Lockdown, in its current interpretation, is a restrictive measure to protect people from a dangerous virus that has spread to many countries; isolation of the population («stay in place») in case of risk of spreading Covid-19. In English, US citizens are told what a lockdown is: «A lockdown is a restriction policy for people or communities to stay where they are, usually due to specific risks to themselves or to others if they can move and interact freely. The term «stay-at-home» or «shelter-in-place» is often used for lockdowns that affect an area, rather than specific locations». Content analysis of online texts leads to the conclusion that in 2020 a special vocabulary was actively functioning, with the appropriate definitions, which the media described as a «dictionary of coronavirus vocabulary». Media broadcasting is the deepest and pulsating source of creative texts with new meanings, phrases, expressiveness. The influential power of the word finds its unconditional embodiment in the media. Journalists, bloggers, experts, politicians, analyzing current events, produce concepts of a new reality. The world is changing and the language of the media is responding to these changes. It manifests itself most vividly and emotionally in the network sphere, in various genres and styles.