Academic literature on the topic 'World politics, study and teaching'
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Journal articles on the topic "World politics, study and teaching"
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Thies, Cameron G. "How to Make the Most of Your Summer Study Abroad Teaching Experience." PS: Political Science & Politics 38, no. 1 (January 2005): 83–87. http://dx.doi.org/10.1017/s1049096505055836.
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Teachers of international relations and comparative politics spend a considerable amount of time looking for ways to bring the politics of the world outside of the United States into their classroom to enhance student learning experiences through increased relevance or “reality.” Simulations are one method to make world politics seem more relevant (e.g., Dougherty 2003; Kille 2002; Shellman 2001; McIntosh 2001; Newmann and Twigg 2000; Kaarbo and Lantis 1997; Smith and Boyer 1996). The use of film is another popular method that enhances the drama and emotion of foreign cultures and politics (e.g., Waalkes 2003; Weber 2001; Kuzma and Haney 2001). Finally, the Internet and web-based technologies (e.g., Cogburn and Levinson 2003; Hauss et al. 2002; Bonham and Seifert 2000) and foreign newspapers (e.g., Schattle 2003) are also employed to connect textbook knowledge to the real world of foreign affairs.
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Abbasi, Muhammad Umar Riaz. "Analysis of Al-Mawardi and Ibn Rushd political thoughts in the context Pakistani political system." Journal of Humanities, Social and Management Sciences (JHSMS) 2, no. 2 (December 15, 2021): 200–212. http://dx.doi.org/10.47264/idea.jhsms/2.2.15.
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This study was aimed to comparatively analyse the political thoughts of Al-Mawardi and Ibn Rushd, and their possible implications in the current Pakistani political system. A qualitative method was chosen to conduct the study and they were collected from secondary sources. Besides, content analysis was used to analyse the collected data. The role of politics considered a significant part of human’s life, since time immemorial. In terms of epistemological meaning, politics has a deep relation with power. Different kind of ordinances and law documents was collected related to public law in one place by Al-Mawardi and Ibn Rushd. No society, community, city, or even any country did not prevail, without an effective constitution or government structure. The famous scholar Ibn Rushd highlighted the political injustice and failure of the secular political laws which claimed to provide and established justice in the Islamic society. Muslims have bottomless faith in the political teachings of Islam taught by Hazrat Muhammad Mustafa (PBUH), His companions to accomplish in their communities. Al-Marwardi and Ibn Rushd School of thought, was greatly focused on the teaching of Islam in the modern world. It was recommended that there is a need for the implementation of the Islamic laws and rules in the society, to meet the laws of Islam for the prosperity of the society.
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Usherwood, Simon. "Grounding simulations in reality: a case study from an undergraduate Politics degree." On the Horizon 17, no. 4 (September 25, 2009): 296–302. http://dx.doi.org/10.1108/10748120910998353.
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PurposeThe purpose of this paper is to address the issue of how best to reproduce realistic reproductions and outcomes in the dynamic environment of a simulated negotiation on a political theme.Design/methodology/approachUsing a case study run by the author of a university undergraduate negotiation module, qualitative data are provided to support a pragmatic model of addressing issues of realistic behaviour and outcomes.FindingsThrough a combination of elements – notably, integration of more conventional academic research, use of repeated points of contact between students and the module leader, and extensive reflection after the exercise by the student – it is possible to provide for a simulation that more closely follows real‐world outcomes than would otherwise be the case.Research limitations/implicationsThe use of a single case study clearly limits the ability to generalise and implies the need to replicate the work in new iterations and in new contexts.Practical implicationsThe paper highlights the importance of grounding simulations in reality, if they are to maximise their utility as a teaching practice. It also stresses the high level of engagement, not only on the part of the students, but also on the part of the module leader, who must be an active part of the simulation structure.Originality/valueThe consideration of a continuous process of grounding simulations in reality is one that has not been explored by the existing literature, so it offers useful insights into practice that will be of value to both practitioners and theorists in the field.
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Abbas, Tahir. "Teaching the Study of Muslim Minorities in Higher Education in the United Kingdom." American Journal of Islam and Society 24, no. 3 (July 1, 2007): 143–49. http://dx.doi.org/10.35632/ajis.v24i3.1538.
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In this paper, I reflect on my experiences of teaching sociology of Islam atan elite British university: the University of Birmingham. As a trained economistwith postgraduate degrees in social science and sociology and as a formerWhitehall civil servant, my foray into the world of Islamic studies hasonly been recent. Indeed, it was the events relating to British Muslimminorities between 1999 and 2001 (namely, the arrests, trial, and sentencingin relation to the mostly Birmingham-born “Seven in Yemen” in 1999; the9/11 attacks in New York and Washington, DC; and the urban disturbancesin northern England 2001) that propelled me to interact with this vast andrich field of learning and scholarship. These three events compounded mattersin relation to identity politics, Islamism, and international political economy.Having already researched and written on matters related to educationand class,1 entrepreneurship and culture,2 and Islamophobia and the printnews,3 my new focus on Muslim minority issues stemmed precisely frommy existing interests in ethnicity, culture, and multiculturalism.4Upon joining the University of Birmingham in 2003, I spent my first twoyears concentrating on teaching a specialized course, “Ethnic Relations inBritain,” to finalists. In 2005, I began to teach a new course, “Islam, Multiculturalism,and the State” to finalists. In this article, I discuss the resultinginsight into teaching to a largely non-Muslim audience issues relating toIslam and Muslim minorities ...
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Bettiza, Gregorio, Deina Abdelkader, David T. Buckley, Jocelyne Cesari, Jeffrey Haynes, Nukhet Sandal, and Giorgio Shani. "Teaching Religion and International Relations: Disciplinary, Pedagogical, and Personal Reflections." International Studies Perspectives 20, no. 4 (August 5, 2019): 301–43. http://dx.doi.org/10.1093/isp/ekz012.
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AbstractThe study of religion and international religions has witnessed an exponential growth in recent decades. Courses and programs exploring the complex entanglements between faith and global politics have likewise mushroomed around the world. Despite this ferment, reflections on teaching religion and international relations have so far lagged behind. This forum seeks to remedy this general silence. It brings together a diverse range of scholars from a multiplicity of national, religious, methodological, and theoretical backgrounds who teach across a variety of different geographical settings including North America, Europe, and East Asia. Contributors reflect on three broad themes. First, how do we engage with the contested character of religion as a category of analysis and practice, and with the multidisciplinary nature of its study? Second, how does the context within which we operate—be it geographical, cultural, institutional, or historical—influence and shape who, what, and how we teach? Third, how do we address the important and, at times, contentious personal and ethical challenges that our research and teaching on religion and politics inevitably raises in the classroom?
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Machitadze, Elisabed, and Guranda Chelidze. "Issues on Teaching Area Studies in Georgia." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VII, no. 2 (December 29, 2019): 19–25. http://dx.doi.org/10.22333/ijme.2019.14003.
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Today, influence of globalization can be apparently seen in the spheres of politics, economics, culture and education. The countries are not able to isolate from one another anymore. Globalization influences social systems, institutes, communication sphere and this clearly shows that this process impacts the higher education as well. Changes in teaching of different discipline were put on agenda. Collapse of the Soviet Union, gaining of independence by Georgia, geopolitical position of Georgia, diplomatic contacts made, all these have increased the role of Georgia as an independent actor on international arena. Since that time, Georgia gradually became part of the global processes. Thus, in the 21st century, against the background of globalization and dialogue of civilizations, Georgia faced new challenges. The country has to take its position in the contemporary world. Today, implementation of the proper policies would determine our prospects, both, in short and long run. Goal of the research is to investigate the issue of education of the proper professionals against the background of such challenges. Today, regarding its political, economic and cultural relationships, Georgia increasingly needs highly qualified professionals in the spheres of regional studies and area studies. Mostly we imply gaining of wide knowledge about the European and oriental countries and generalization of this knowledge in the process of inter-country relationships development. Today we regard that due consideration of the experience of foreign countries is of great significance to adjust modernization and globalization to the historical and cultural traditions of our country. In this respect, it is important to study history and current situation of the Europe and Near East, Georgia has great traditions of this. As for the Europe, together with teaching Western European languages, it is desirable to develop teaching of European studies in interdisciplinary context, as this responds to the globalization challenges. Georgia’s active participation in Bologna Process, internationalization of education processes provide good opportunities, with respect of improvement of teaching of cross-cultural studies, though together with education, expansion of scientific researches, conducting of interdisciplinary studies is of significance as this would allow introduction of the new approaches, provide opportunity of training of the highly qualified and competitive professionals. In addition, teaching of cross-cultural studies should become more pragmatic to ensure its contribution to the state building.
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Ghiloni, Aaron J. "Teaching Democracy by Teaching Supernaturalism." Religions 10, no. 8 (August 15, 2019): 482. http://dx.doi.org/10.3390/rel10080482.
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This paper analyzes critiques of the supernatural by John Dewey, a celebrated American philosopher. Dewey rejected the supernatural on scientific and cosmological grounds, but his most significant critique was made on political grounds. In A Common Faith and other writings, Dewey suggests that supernaturalism erodes democracy by promoting a dualism between religion and science which depreciates the social values that religion originally promoted. Dewey’s claims are contextualized and then tested with reference to teaching supernaturalism in a university classroom. The author explains how the study of magic and supernatural mythologies can address real-world issues, turning attention squarely towards (not away from) history. This paper thus presents a counter-possibility: Can appreciation of the supernatural operate as a catalyst for intercultural learning and social empathy? Examples are given. A discussion of the civic function of wonder follows.
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Land, Charlotte L., Laura A. Taylor, Haylee Lavender, and Barbara McKinnon. "Making space for choice, voice and critique: critical literacy workshop in the era of Trump." English Teaching: Practice & Critique 17, no. 1 (April 9, 2018): 28–43. http://dx.doi.org/10.1108/etpc-06-2017-0100.
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Purpose This paper aims to consider how students and teachers engaged in political work in their design and enactment of critical literacy workshops in one US elementary school facing pressures of accountability and standardization. Design/methodology/approach As a collaborative team of university researchers and classroom teachers, the authors used a qualitative, thematic approach to analyze data collected across a two-year, ethnographic case study. Findings Drawing on Janks’ (2012) conceptualization of p/Politics, this analysis identified three ways in which teachers approached their teaching politically: constructing flexible and broad definitions of readers and writers; blurring hierarchies between teachers, students and texts; and viewing literacy as a tool of power. In addition to elaborating on these themes, the findings illustrate how these political teaching practices supported students’ engagement with explicitly Political topics. Originality/value The era of Trump and “fake news” calls for people to not only start discussions about important social issues but also be able to engage in these discussions diplomatically and critically – in other words, to not only respond to the world but also to reconstruct it (Luke, 2004) and to imagine it better (Greene, 1995). This study offers a timely examination of ways to reshape reading and writing workshops in more critical ways, helping to prepare students for participation in the civic, career and personal worlds within and beyond school.
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Hargreaves, Andy. "Emotional Geographies of Teaching." Teachers College Record: The Voice of Scholarship in Education 103, no. 6 (December 2001): 1056–80. http://dx.doi.org/10.1177/016146810110300606.
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This paper introduces a new concept in educational research and social science: that of emotional geographies. Emotional geographies describe the patterns of closeness and distance in human interactions that shape the emotions we experience about relationships to ourselves, each other, and the world around us. Drawing on an interview-based study of 53 elementary and secondary teachers, the paper describes five emotional geographies of teacher-parent interactions—sociocultural, moral, professional, physical, and political—and their consequences.
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Samorodova, Ekaterina, Irina Belyaeva, Jana Birova, and Mikhaïl Ogorodov. "Teaching a foreign language for professional purposes: peculiarities of legal terms used in teaching the language of a speciality for international specialists." Journal of Education Culture and Society 12, no. 1 (June 17, 2021): 253–61. http://dx.doi.org/10.15503/jecs2021.1.253.261.
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Aim. One of the most important tasks which precedes the setting of goals for teaching a foreign language of a specialty and the selection of methods for achieving them is to identify the competencies that a qualified specialist must master. Therefore, the authors of this article see the need to set the following research tasks: the identification of professional competencies in the professional discourse of international affairs; the allocation of competencies among those that require the knowledge of a foreign language; and determination of the language material necessary for studying the specialty in the language lessons for international affairs. Methods. The empirical methods of our research comprise studying and analysis of the works of Russian and foreign scientists and teachers working in the related fields; and interviewing specialists in the international sphere who have graduated from the faculties and institutes of international relations, international law, world politics and economics in the form of an anonymous questionnaire. Theoretical methods include analysis, synthesis, comparison, generalisation, deduction, and induction. Results. A study based on the analysis of a survey completed by international specialists showed that a large number of professionals in the field of international relations, international law, politics, and economics use legal terminology in their work more often than others. Among the professional skills that are required in their work, the respondents named negotiation, business dialogue, and correspondence. Conclusion. A recent study has shown that disciplines such as international law must be included in the language training program for international specialists as diplomates and lawyers.
Dissertations / Theses on the topic "World politics, study and teaching"
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Zevnik, Andreja. "Politics beyond Oedipus : an alternative ontology of subject and law and the study of world politics." Thesis, Aberystwyth University, 2011. http://hdl.handle.net/2160/c548659d-7edd-4a55-b9b2-5e9759fb446e.
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Hannah, John Ogilvie Leo. "Portrayal of world interdependence in social studies textbooks." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30624.
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This thesis focuses on how social studies textbooks, authorized for use in Canadian classrooms, portray our changing world. Preparing young people for citizenship in a world that is becoming increasingly interdependent requires presenting them with a way of thinking about the world that allows for consideration of alternative perspectives. The textbook, as a major vehicle for transmitting knowledge, can play an important role in that process. Although the volume of textual accounts of world interdependence is expanding, it is contended that the themes and images presented to students tend to reinforce unilateral rather than multilateral interpretations of reality.
A framework of analysis is developed to determine if the textbooks employ either a multilateral thematic or unilateral thematic approach to the study of world interdependence. A multilateral approach encourages the exploration of different points of view on important world issues whereas a unilateral approach tends to focus on a particular interpretation of the same issues or events. This framework employs four rubrics suited to the analysis of the transmission of knowledge, description, explanation, prediction and prescription, to guide a series of analytical questions designed to determine if textbooks present unilateral or multilateral themes.
Six significant world issue areas are evaluated in fourteen social studies textbooks. The issue areas profiled are: food supply issues, population issues, environmental issues, peace and security issues, human rights issues and economic Issues.
The findings of this study indicate that the four dimensions of the framework are not adequately addressed in the selected textbooks. Twenty-two of the twenty-eight profiles studied tend to support a unilateral thematic rather than a multilateral thematic portrayal of how the world works.
Preparing students for citizenship in a global age requires providing them with access to a body of knowledge that helps them to acquire a more integrated understanding of their world in order to make informed decisions and judgements about pressing global concerns. That goal is impeded when there is a propensity for textbooks to provide a particular viewpoint rather than a variety of viewpoints on important world Issues.
Although this study is exploratory in nature, its findings present considerations for social studies educators when choosing to adopt particular textual materials for instructional purposes.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Klempp, Tonya M. "Contemporary radical Islam as a consequence of traditional legacies and globalization a case study of the Southern Philippines." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2006. http://library.nps.navy.mil/uhtbin/hyperion/06Mar%5FKlempp.pdf.
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Thesis (M.A. in National Security Affairs)--Naval Postgraduate School, March 2006.Thesis Advisor(s): Aurel Croissant. "March 2006." Includes bibliographical references (p.87-92). Also available online.
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Haynes, Joanne Catherine. "The cultural politics of world music in relation to the study of whiteness." Thesis, University of Bristol, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269134.
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Isaksson, Malin. "The Holocaust and genocide in history and politics : a study of the discrepancy between human rights law and international politics /." Gothenburg : School of Global Studies. Peace and Development Research, University of Gothenburg, 2010. http://hdl.handle.net/2077/21348.
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Reader, Melvyn Howard. "The rise of Protestant #fundamentalism' in world politics : a case-study of Brazilian evangelicalism." Thesis, University of Southampton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242679.
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Sener, A. Murat. "Prospects for democracy in the Arab world a study of Egyptian and Algerian politics /." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1453229021&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Kuznetsova, Elizaveta. "Framing and counter-framing in world politics : the case study of Russian International Broadcasting, RT." Thesis, City, University of London, 2018. http://openaccess.city.ac.uk/20909/.
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The burgeoning literature in IR has pointed to the importance of global communication for enriching our understanding of global politics. However, practically, few works provide comprehensive analysis of meaning construction that goes beyond the notion of strategic persuasion. This work will address this limitation by opening up to another, tactical level of discourse through the analysis of ‘competing’ discourses. This dissertation aims to advance understanding of framing and counter-framing in world politics with reference to the case study of RT. Empirically, it analyses how RT framed the Syrian Crisis in 2013 and the Annexation of Crimea in 2014. It focuses on the dialogic nature of international communication and applies a systematic methodology of framing and counter-framing to the case studies. The study analyses the dialogue between RT and its discursive rival, CNN, that emerges as a result of tactical efforts of the channels to promote interpretations. Making theoretical advancements in framing theory, the work proposes a structural model of data analysis. In particular, the work employs textual, visual and intertextual methods to extract sub-frames and identify meta-frames of the discourse. By exposing the countering strategies and the internal dialogism of RT’s narratives the work theorizes on the origins and implications of Russia’s defensive rhetoric.
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Carver, J. Mark. "A teaching program for a ninth grade world cultures course." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/156.
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Lo, Yip-tai Darryl. "A study of a 3D virtual learning environment in education : active world Eduverse /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25148369.
Full textBooks on the topic "World politics, study and teaching"
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S, Gonick Lev, and Weisband Edward 1939-, eds. Teaching world politics: Contending pedagogies for a new world order. Boulder: Westview Press, 1992.
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1927-, Sharabi Hisham, and Georgetown University. Center for Contemporary Arab Studies., eds. Theory, politics, and the Arab world: Critical responses. New York: Routledge, 1990.
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C, Smith Brian. Understanding Third World politics: Theories of political change and development. 3rd ed. Bloomington: Indiana University Press, 2009.
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A whole new world: Reinventing international studies for the post-Western world. New York: Palgrave Macmillan, 2011.
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Understanding Third World politics: Theories of political change and development. 2nd ed. Bloomington: Indiana University Press, 2003.
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Understanding Third World politics: Theories of political change and development. Bloomington: Indiana University Press, 1996.
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Understanding Third World politics: Theories of political change and development. 2nd ed. Basingstoke: Palgrave Macmillan, 2003.
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C, Smith Brian. Understanding Third World politics: Theories of political change and development. 3rd ed. Bloomington: Indiana University Press, 2009.
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Understanding Third World politics: Theories of politicalchange and development. Basingstoke: Macmillan, 1996.
Find full textBook chapters on the topic "World politics, study and teaching"
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Hutchings, Kimberly. "Teaching about sexual violence in war." In Critical Methods for the Study of World Politics, 148–56. Abingdon, Oxon ; New York : Routledge, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9781315104997-13.
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Muppidi, Himadeep. "Anticolonial intimacies: how I learned to stop worrying about IR and start teaching politics 1." In Critical Methods for the Study of World Politics, 136–42. Abingdon, Oxon ; New York : Routledge, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9781315104997-11.
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Oakes, Jeannie, Martin Lipton, Lauren Anderson, and Jamy Stillman. "Politics and Philosophy." In Teaching to Change the World, 75–112. Fifth edition, revised and updated. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351263443-4.
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Blaney, David L. "Teaching in Capitalist Ruins." In Pedagogical Journeys through World Politics, 91–101. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20305-4_8.
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Skonieczny, Amy. "Teaching Writing as Social Justice." In Pedagogical Journeys through World Politics, 149–58. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20305-4_13.
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Inayatullah, Naeem. "Teaching Is Impossible: A Polemic." In Pedagogical Journeys through World Politics, 17–26. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20305-4_2.
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Shinko, Rosemary E. "I Love Teaching: It Is Fun!" In Pedagogical Journeys through World Politics, 115–26. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20305-4_10.
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Diehl, Paul F. "An Individual Odyssey in Teaching International Relations." In Pedagogical Journeys through World Politics, 197–208. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20305-4_17.
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Heck, Axel. "“Love’s Labor’s Lost”: Teaching IR in Germany." In Pedagogical Journeys through World Politics, 267–78. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20305-4_23.
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Hensel, Paul R. "Interstate Rivalry and the Study of Militarized Conflict." In Conflict in World Politics, 162–204. London: Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1007/978-1-349-26287-8_7.
Full textConference papers on the topic "World politics, study and teaching"
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Cottey, Andrew. "Linking academia and the ‘real world’ in International Relations." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.31.
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This talk will reflect on the challenges of linking academic programmes and teaching, on the one hand, with the policy-makers and practitioners, on the other, with particular reference to the discipline of international relations (which focuses on relations between states, international organisations and global political and socio-economic dynamics). The talk will draw on experience from University College Cork’s Department of Government and Politics, which has an extensive, market-leading work placement programme, and from UCC’s MSc International Public Policy and Diplomacy, which is a new model of international relations masters seeking to bridge academia and the world of policy. Our experience shows that it is possible to link academia and the world of policy and practitioners, but that it is not easy, even in an apparently very policy-oriented discipline, and that it involves significant challenges. The talk will highlight a number of challenges involved in linking the academic study of international relations with the ‘real world’ of international politics: bridging academia and policy/practitioners is not easy in the disciplines of political science and international relations – the two have different needs and, often, different languages; the development and maintenance of work placements and other elements of engagement with policymakers and practitioners involves very significant workload and needs to be properly supported in terms of staffing and infrastructure; and in politics and international relations, the skill sets which policy-makers and practitioners need often differ from those that universities normally provide. Finding the ‘right’ balance between academic disciplinary requirements/standards and the needs of employers is a difficult task.
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Matúšová, Silvia, and Viola Tamášová. "Digital Competences: Empowerment of Education at Universities." In Seventh International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2021. http://dx.doi.org/10.31410/limen.2021.195.
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The digital transformation, bringing new challenges for education and jobs, would require learning new skills and to strengthen the ability of people to adapt to challenges in new occupations that emerge in labour markets. Universities are undergoing a digital transformation that affects the teaching, learning, research activities and upskilling of university educators. The paper aims to point out why the educational and digital competencies of university educators need to be developed and operational. The framework of professional activities of university educators would require the strengthening of digital competences. Currently, the integration of digital skills and literacy into study programs is becoming a necessity for higher education. This measure requires innovative approaches and educational mastery of university educators. Therefore, upskilling and professionalization of university teachers employing a competence-based model of further education deserve special attention. The programs of relevant digital and pedagogical competences would promote the empowerment of faculty staff.
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Lakshmi, Pulla, G. Mythili, and Santosh Panda. "A Comparative Study on Training/Professional Development Needs of University Teachers on ODL Pre-Covid and Ongoing Pandemic in India." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8780.
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Education is of utmost importance for social development and political change, regardless of whether it is dispensed through conventional, non-conventional or ODL mode. The Indian ODL system, geared toward this philosophy, is the second largest ODL system in the world, comprising 17 open universities and 110+ dual-mode distance education institutions. The Staff Training and Research Institute of Distance Education (STRIDE) of the Indira Gandhi National Open University (IGNOU) undertakes training needs assessment (TNA) studies from time to time for addressing the training needs of the ODL faculty in the country, (besides offering a PG Diploma and a Masters in DE as long-term professional development programmes, which at one point of time was offered in about 22 countries, largely supported by the Commonwealth of Learning). Recently, the Covid-19 pandemic forced the education sector to adopt changes in teaching-learning. Even though the adaptation of technologies started in the field of education prior to the pandemic, the educational institutions including ODL institutions had to go through compulsory remote online teaching during this period. It was thought prudent to undertake a TNA of ODL teachers during this pandemic and compare the variations in their training needs, which was conducted in pre-pandemic times. This paper reports the findings of a research focusing on the identification of training needs of teachers/ academics from IGNOU; their preferences on mode of training; and any difference in additional required competency during pre- and ongoing-pandemic. The data collected in January-February 2022 has been compared with the data collected in the pre-pandemic period of 2019, and implications for policy and practice on continuing professional development in ODL are drawn accordingly.
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Liu, Yan. "Study on the Effectiveness of Politics Theory Teaching in Colleges." In 2015 2nd International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-15). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icelaic-15.2016.56.
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Molnar, Adam. "Teaching a polling and survey seminar." In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17703.
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Unlike countries where an honors degree requires additional work after a standard bachelors’ degree, honors degrees in the United States require specialized coursework during the initial degree program. Colleges value honors programs because they attract higher-performing students and donor interest. One way colleges attract students to honors programs is through small seminar-style courses on interesting subjects. Seminar courses are unusual for statistics programs, because seminars are characterized by in-depth readings and verbal discussion, not lecture or laboratory. The author was asked to create a specialized honors seminar course for fall 2016. Since the USA was scheduled for major elections in November 2016, a course was designed to learn about polling, surveys, and political applications of polls. The course had three goals - analyze statistical information about the 2016 US presidential election; plan and conduct a poll of campus students; and introduce a few mathematical tools related to politics and polls. Although all three goals were accomplished, class preparation was not simple. Since the campaign had high levels of discord and nastiness, including newspaper critique of polling organizations, the course had to maintain strict neutrality to prevent statistics from turning into politics. This poster will present verbal and visual highlights of the course, including a summary of recommendations for others considering a similar seminar-based offering.
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Nagel, Jacquelyn K. S., and Ramana M. Pidaparti. "Significance, Prevalence and Implications for Bio-Inspired Design Courses in the Undergraduate Engineering Curriculum." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-59661.
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Engineers in the 21st century can no longer isolate themselves and must be prepared to work across disciplinary, cultural, political, and economic boundaries to meet challenges facing the US and the world. Recently, a greater emphasis is being placed on understanding social, economic and environmental impacts of engineered solutions. Undergraduate education must train students to not only solve engineering challenges that transcend disciplinary boundaries, but also communicate, transfer knowledge, and collaborate across technical and non-technical boundaries. One approach to achieving this goal is through introducing bio-inspired design in the engineering curriculum. Bio-inspired design encourages learning from nature to generate innovative designs for man-made technical challenges that are more economic, efficient and sustainable than ones conceived entirely from first principles. This paper reviews the literature pertaining to current approaches to teaching bio-inspired design in and engineering curriculum curriculum at different institutions as well as the essential competencies of the 21st century engineering. At James Madison University a Concept-Knowledge Theory instructional approach was adopted for teaching sophomore engineering design students bio-inspired design to foster many of the 21st century competencies. A pilot study was conducted to demonstrate that the 21st century competencies can be targeted and achieved. The results of study are presented, and the significance and implications of teaching bio-inspired design in an engineering curriculum are discussed.
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"The Study on Art Appreciation Teaching from the Perspective of Multiculturalism." In 2018 International Conference on Economics, Politics and Business Management. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icepbm.2018.15.
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A. Buzzetto-Hollywood, Nicole, Austin J. Hill, and Troy Banks. "Early Findings of a Study Exploring the Social Media, Political and Cultural Awareness, and Civic Activism of Gen Z Students in the Mid-Atlantic United States [Abstract]." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4762.
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Aim/Purpose: This paper provides the results of the preliminary analysis of the findings of an ongoing study that seeks to examine the social media use, cultural and political awareness, civic engagement, issue prioritization, and social activism of Gen Z students enrolled at four different institutional types located in the Mid-Atlantic region of the United States. The aim of this study is to look at the group as a whole as well as compare findings across populations. The institutional types under consideration include a mid-sized majority serving or otherwise referred to as a traditionally white institution (TWI) located in a small coastal city on the Atlantic Ocean, a small Historically Black University (HBCU) located in a rural area, a large community college located in a county that is a mixture of rural and suburban and which sits on the border of Maryland and Pennsylvania, and graduating high school students enrolled in career and technical education (CTE) programs in a large urban area. This exploration is purposed to examine the behaviors and expectations of Gen Z students within a representative American region during a time of tremendous turmoil and civil unrest in the United States. Background: Over 74 million strong, Gen Z makes up almost one-quarter of the U.S. population. They already outnumber any current living generation and are the first true digital natives. Born after 1996 and through 2012, they are known for their short attention spans and heightened ability to multi-task. Raised in the age of the smart phone, they have been tethered to digital devices from a young age with most having the preponderance of their childhood milestones commemorated online. Often called Zoomers, they are more racially and ethnically diverse than any previous generation and are on track to be the most well-educated generation in history. Gen Zers in the United States have been found in the research to be progressive and pro-government and viewing increasing racial and ethnic diversity as positive change. Finally, they are less likely to hold xenophobic beliefs such as the notion of American exceptionalism and superiority that have been popular with by prior generations. The United States has been in a period of social and civil unrest in recent years with concerns over systematic racism, rampant inequalities, political polarization, xenophobia, police violence, sexual assault and harassment, and the growing epidemic of gun violence. Anxieties stirred by the COVID-19 pandemic further compounded these issues resulting in a powder keg explosion occurring throughout the summer of 2020 and leading well into 2021. As a result, the United States has deteriorated significantly in the Civil Unrest Index falling from 91st to 34th. The vitriol, polarization, protests, murders, and shootings have all occurred during Gen Z’s formative years, and the limited research available indicates that it has shaped their values and political views. Methodology: The Mid-Atlantic region is a portion of the United States that exists as the overlap between the northeastern and southeastern portions of the country. It includes the nation’s capital, as well as large urban centers, small cities, suburbs, and rural enclaves. It is one of the most socially, economically, racially, and culturally diverse parts of the United States and is often referred to as the “typically American region.” An electronic survey was administered to students from 2019 through 2021 attending a high school dual enrollment program, a minority serving institution, a majority serving institution, and a community college all located within the larger mid-Atlantic region. The survey included a combination of multiple response, Likert scaled, dichotomous, open ended, and ordinal questions. It was developed in the Survey Monkey system and reviewed by several content and methodological experts in order to examine bias, vagueness, or potential semantic problems. Finally, the survey was pilot tested prior to implementation in order to explore the efficacy of the research methodology. It was then modified accordingly prior to widespread distribution to potential participants. The surveys were administered to students enrolled in classes taught by the authors all of whom are educators. Participation was voluntary, optional, and anonymous. Over 800 individuals completed the survey with just over 700 usable results, after partial completes and the responses of individuals outside of the 18-24 age range were removed. Findings: Participants in this study overwhelmingly were users of social media. In descending order, YouTube, Instagram, Snapchat, Twitter, Facebook, Pinterest, WhatsApp, LinkedIn and Tik Tok were the most popular social media services reported as being used. When volume of use was considered, Instagram, Snapchat, YouTube and Twitter were the most cited with most participants reporting using Instagram and Snapchat multiple times a day. When asked to select which social media service they would use if forced to choose just one, the number one choice was YouTube followed by Instagram and Snapchat. Additionally, more than half of participants responded that they have uploaded a video to a video sharing site such as YouTube or Tik Tok. When asked about their familiarity with different technologies, participants overwhelmingly responded that they are “very familiar” with smart phones, searching the Web, social media, and email. About half the respondents said that they were “very familiar” with common computer applications such as the Microsoft Office Suite or Google Suite with another third saying that they were “somewhat familiar.” When asked about Learning Management Systems (LMS) like Blackboard, Course Compass, Canvas, Edmodo, Moodle, Course Sites, Google Classroom, Mindtap, Schoology, Absorb, D2L, itslearning, Otus, PowerSchool, or WizIQ, only 43% said they were “very familiar” with 31% responding that they were “somewhat familiar.” Finally, about half the students were either “very” or “somewhat” familiar with operating systems such as Windows. A few preferences with respect to technology in the teaching and learning process were explored in the survey. Most students (85%) responded that they want course announcements and reminders sent to their phones, 76% expect their courses to incorporate the use of technology, 71% want their courses to have course websites, and 71% said that they would rather watch a video than read a book chapter. When asked to consider the future, over 81% or respondents reported that technology will play a major role in their future career. Most participants considered themselves “informed” or “well informed” about current events although few considered themselves “very informed” or “well informed” about politics. When asked how they get their news, the most common forum reported for getting news and information about current events and politics was social media with 81% of respondents reporting. Gen Z is known to be an engaged generation and the participants in this study were not an exception. As such, it came as no surprise to discover that, in the past year more than 78% of respondents had educated friends or family about an important social or political issue, about half (48%) had donated to a cause of importance to them, more than a quarter (26%) had participated in a march or rally, and a quarter (26%) had actively boycotted a product or company. Further, about 37% consider themselves to be a social activist with another 41% responding that aren’t sure if they would consider themselves an activist and only 22% saying that they would not consider themselves an activist. When asked what issues were important to them, the most frequently cited were Black Lives Matter (75%), human trafficking (68%), sexual assault/harassment/Me Too (66.49%), gun violence (65.82%), women’s rights (65.15%), climate change (55.4%), immigration reform/deferred action for childhood arrivals (DACA) (48.8%), and LGBTQ+ rights (47.39%). When the schools were compared, there were only minor differences in social media use with the high school students indicating slightly more use of Tik Tok than the other participants. All groups were virtually equal when it came to how informed they perceived themselves about current events and politics. Consensus among groups existed with respect to how they get their news, and the community college and high school students were slightly more likely to have participated in a march, protest, or rally in the last 12 months than the university students. The community college and high school students were also slightly more likely to consider themselves social activists than the participants from either of the universities. When the importance of the issues was considered, significant differences based on institutional type were noted. Black Lives Matter (BLM) was identified as important by the largest portion of students attending the HBCU followed by the community college students and high school students. Less than half of the students attending the TWI considered BLM an important issue. Human trafficking was cited as important by a higher percentage of students attending the HBCU and urban high school than at the suburban and rural community college or the TWI. Sexual assault was considered important by the majority of students at all the schools with the percentage a bit smaller from the majority serving institution. About two thirds of the students at the high school, community college, and HBCU considered gun violence important versus about half the students at the majority serving institution. Women’s rights were reported as being important by more of the high school and HBCU participants than the community college or TWI. Climate change was considered important by about half the students at all schools with a slightly smaller portion reporting out the HBCU. Immigration reform/DACA was reported as important by half the high school, community college, and HBCU participants with only a third of the students from the majority serving institution citing it as an important issue. With respect to LGBTQ rights approximately half of the high school and community college participants cited it as important, 44.53% of the HBCU students, and only about a quarter of the students attending the majority serving institution. Contribution and Conclusion: This paper provides a timely investigation into the mindset of generation Z students living in the United States during a period of heightened civic unrest. This insight is useful to educators who should be informed about the generation of students that is currently populating higher education. The findings of this study are consistent with public opinion polls by Pew Research Center. According to the findings, the Gen Z students participating in this study are heavy users of multiple social media, expect technology to be integrated into teaching and learning, anticipate a future career where technology will play an important role, informed about current and political events, use social media as their main source for getting news and information, and fairly engaged in social activism. When institutional type was compared the students from the university with the more affluent and less diverse population were less likely to find social justice issues important than the other groups. Recommendations for Practitioners: During disruptive and contentious times, it is negligent to think that the abounding issues plaguing society are not important to our students. Gauging the issues of importance and levels of civic engagement provides us crucial information towards understanding the attitudes of students. Further, knowing how our students gain information, their social media usage, as well as how informed they are about current events and political issues can be used to more effectively communicate and educate. Recommendations for Researchers: As social media continues to proliferate daily life and become a vital means of news and information gathering, additional studies such as the one presented here are needed. Additionally, in other countries facing similarly turbulent times, measuring student interest, awareness, and engagement is highly informative. Impact on Society: During a highly contentious period replete with a large volume of civil unrest and compounded by a global pandemic, understanding the behaviors and attitudes of students can help us as higher education faculty be more attuned when it comes to the design and delivery of curriculum. Future Research This presentation presents preliminary findings. Data is still being collected and much more extensive statistical analyses will be performed.
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Vainovski-Mihai, Irina. "GIVING PRECEDENCE TO COMMON POINTS: THE LIMITS OF THE OTHERNESS IN FETHULLAH GÜLEN’S DIALOGIC METHODOLOGY FOR INTERFAITH ENCOUNTERS." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/zvgs8407.
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This paper examines Fethullah Gülen’s teaching on interfaith encounters highlighting his dialogic methodology proposed for a globalised world in which Samuel Huntington’s idea of the ‘clash of civilisations’ (Clash of Civilizations and the Remaking of World Order, 1997) is still prominent. This idea, concludes Gülen, stems from the lack of trust in the religion of the “Other” and, rather often than not, from easily passing over the common points. According to Gülen, dialogue is not a superfluous endeavour, but an imperative (“Dialogue is a must”) and it should start by “Giving precedence to common points”. Gülen holds that the tendency toward factionalism exists within human nature. A meaningful and nonetheless necessary goal, he says, should be to make this tendency non-threatening and even beneficial. To fully appreciate the significance of Gülen’s accomplishments, one must understand the perspec- tive from which he approaches the subject of interfaith dialogue. Based on his thinking as noted above, the purpose of this paper is to set out in some detail the way in which this re- nowned Islamic thinker limits the “domain” of the Otherness (Homi Bhabha, The Location of Culture, 2004; Nation and Narration, 1990) to make dialogue possible through overcom- ing both Orientalism (Edward Said, Orientalism, 1978) and Occidentalism (Ian Buruma and Avishai Margalit, Occidentalism: the West in the Eyes of its Enemies, 2004). Challenging the discourse of conflict and focusing on common points may be an important strategy when mutual suspicions are still prevalent and when the field of postcolonial studies stand witness to conflicting processes of refraction (Patricia Crone, Medieval Islamic Political Thought, 2005; Amin Maalouf, Les Croisades vues par les Arabes, 1986). Those who act according to what they have seen are not as successful as those who act according to what they know. Those who act according to what they know are not as successful as those who act according to their conscience. (Gülen 2005:106) This article aims to explore Fethullah Gülen’s teaching on interfaith encounters highlight- ing his dialogic methodology proposed to a globalized world in which models and theories of clashes are still prominent. These theories, concludes Gülen, stem from the lack of trust in the religion of the “Other” and, rather often than not, from easily passing over the com- mon points. According to Gülen, dialogue is not a superfluous endeavour, but an imperative (“Dialogue is a must”) and it should start by “Giving precedence to common points”. Gülen holds that the tendency toward factionalism exists within human nature. A meaningful and nonetheless necessary goal, he says, should be to make this tendency non-threatening and even beneficial. To fully appreciate the significance of Gülen’s accomplishments and the challenges he is facing, one must understand the perspective from which he approaches the subject of interfaith dialogue. Based on the above-mentioned landmarks of his viewpoints regarding the representation constructs, the purpose of my paper is to investigate the way in which this renowned Islamic thinker limits the “domain” of the Otherness or dilutes many of the apparently instituted boundaries. My paper starts from the assumption that recognizing the Other on common grounds is a prerequisite of dialogue. The first section of the essay focuses on conceptual frameworks of defining the “relevant” alterity (Orientalism, Balkanism, Occidentalism) and theories of con- flict (models of clashes, competing meta-narratives). The second section looks into identity markers expressed or implied by Sufi thinkers (Al-Ghazali, Rumi, Nursi). The third section discusses Gülen’s awareness with the Other and, consequently (as detailed in the fourth sec- tion) his identification of common grounds for dialogue. To achieve the aim of my study, throughout all the four sections, Gülen will be presented in a textual exchange of ideas with other thinkers and authors.
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Washington, Donnell M., Richard Amori, and Chris Gearhart. "A Generic Teaching Case Study for Teaching Design for Six Sigma." In SAE 2006 World Congress & Exhibition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2006. http://dx.doi.org/10.4271/2006-01-0501.
Full textReports on the topic "World politics, study and teaching"
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.
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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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Stelmakh, Marta. HISTORICAL CONTEXT IN THE COLLECTION OF ARTICLES BY TIMOTHY SNYDER «UKRAINIAN HISTORY, RUSSIAN POLITICS, EUROPEAN FUTURE». Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11098.
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The article examines the problem of the image formation of Ukraine in the international arena in the historical journalism of Timothy Snyder. The subject of the research is the historical context in the journalistic collection «Ukrainian History, Russian Politics, European Future». It identifies the main considerations of the author on the past of Russian-Ukrainian relations and the need to develop historical consciousness in the fight against Russian manipulation. Methodology: the comparative, historical, system analysis and other methods are used in the process of scientific research. The results of the study were obtained by analysing the author’s journalistic works and by considering the main historical themes raised by Timothy Snyder. Main results: The historical context in Timothy Snyder’s journalism is often focused on the Holodomor and the events of World War II. After all, these events are connected with the beginning of the image formation of the Ukrainian people as supporters of Nazism by the Russian authorities and the devaluation of the Ukrainians’ contribution to the establishment of peace during the Second World War. It is determined that the non-reflective attitude to history, the inability to draw parallels between the events of the past and the future leads to an ineffective response to manipulation and propaganda, which can threaten world peace. Conclusions: the realization that Russian aggression against Ukraine has its own history is a necessary aspect in the elucidation of this issue. The Eurasian Union and cooperation with the European far-right are Russian propaganda tools that discredit the Ukrainian state in the world community. Publicist Timothy Snyder points out that Europe’s future interconnects with the past, so he emphasizes the need to study and rethink history, which today has become the object of propaganda and manipulation. Significance: The results of our study will help journalists who study the historical aspect of journalistic materials and research foreign materials on Ukrainian issues. In addition, our research is necessary for Ukraine, because Russia’s aggression continues, as well as the aggressor’s propaganda, which is based on the distortion and falsification of historical events.
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Huang, Aris, Debbie Wong, Elizabeth Cassity, and Jennie Chainey. Teacher development multi-year studies: Impact of COVID-19 on teaching practices in Lao PDR, Timor-Leste and Vanuatu: A discussion paper for practitioners and policymakers. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-680-2.
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The COVID-19 pandemic caused significant disruptions to education systems around the world. Many governments responded abruptly, quickly closing schools and transitioning to home learning. This paper explores the impact of extended school closures due to COVID-19 on teaching and student learning in three countries – Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. This research extends the Australian Government’s Department of Foreign Affairs and Trade (DFAT)’s multi-year Teacher Development Studies, which are commissioned under the Evaluation Analytics Service (EAS). This study series involves the investigation of DFAT-funded teacher development initiatives in Laos, Timor-Leste and Vanuatu to understand the extent to which the investments have improved teaching quality and student learning. In 2021, regular data collection for the study was extended to include COVID-19 impact questions, thereby providing an opportunity to understand a wide range of education stakeholder perspectives on their experience of transitioning and implementing home learning, the impact on teaching practices and student learning, and the level of support teachers were provided during the pandemic.
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Yilmaz, Ihsan, and Raja M. Ali Saleem. Military and Populism: A Global Tour with a Special Emphasis on the Case of Pakistan. European Center for Populism Studies (ECPS), March 2022. http://dx.doi.org/10.55271/pp0010.
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Although populism has become a focus of research in the last decade, there hasn’t been much academic work on how militaries around the world have reacted/acted to the rise of populist leaders. There is some timeworn research on the relationship of militaries in Latin America with various left-wing populist governments and leaders from the 1930s to 1970s. Given that populism was largely understood in the context of left-wing politics, with the rise of right-wing populism, the literature on the military and populism needs to be advanced by studying the relationship between right-wing populism and the military. This article aims to address this gap by looking at the right-wing populism case study of Pakistan, where the military has actively participated in the rise of a religious populist leader. To situate the case study within the larger literature of the military and populism, the dynamics and history of military associations with populism and populist leaders are revisited in the article’s first part.
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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.], November 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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Rashevska, Natalya V., and Vladimir N. Soloviev. Augmented Reality and the Prospects for Applying Its in the Training of Future Engineers. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2671.
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The education system of Ukraine is closely linked with the world education trends, therefore it requires constant renewal and expansion. One of the progressive areas of organizing studying process is creating the studying environment which will allow students to reveal their intellectual potential while searching for the necessary knowledge. That’s why the purpose of the article is analysis of the concept of augmented reality and prospects of its application in the process of training future engineers. The object of study is the system of training future engineers and the subject is using of augmented reality technologies in the process of training future engineers. The research method is analyzing the impact of the augmented reality technologies on the training future engineers. During the research, we have identified positive aspects of the augmented reality technologies in the process of training future engineers. We have defined the stages of creating some methodical system components of teaching fundamental disciplines in the higher technical school through interdisciplinary integration and technologies of augmented reality.
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Vakaliuk, Tetiana A., Valerii V. Kontsedailo, Dmytro S. Antoniuk, Olha V. Korotun, Iryna S. Mintii, and Andrey V. Pikilnyak. Using game simulator Software Inc in the Software Engineering education. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3762.
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The article presents the possibilities of using game simulator Sotware Inc in the training of future software engineer in higher education. Attention is drawn to some specific settings that need to be taken into account when training in the course of training future software engineers. More and more educational institutions are introducing new teaching methods, which result in the use of engineering students, in particular, future software engineers, to deal with real professional situations in the learning process. The use of modern ICT, including game simulators, in the educational process, allows to improve the quality of educational material and to enhance the educational effects from the use of innovative pedagogical programs and methods, as it gives teachers additional opportunities for constructing individual educational trajectories of students. The use of ICT allows for a differentiated approach to students with different levels of readiness to study. A feature of any software engineer is the need to understand the related subject area for which the software is being developed. An important condition for the preparation of a highly qualified specialist is the independent fulfillment by the student of scientific research, the generation, and implementation of his idea into a finished commercial product. In the process of research, students gain knowledge, skills of the future IT specialist and competences of the legal protection of the results of intellectual activity, technological audit, marketing, product realization in the market of innovations. Note that when the real-world practice is impossible for students, game simulators that simulate real software development processes are an alternative.
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Panchenko, Liubov F., and Ivan O. Muzyka. Analytical review of augmented reality MOOCs. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3750.
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The aim of the article is to provide an analytical review of the content of massive open online courses about augmented reality and its use in education with the further intent to create a special course for the professional development system for the research and teaching personnel in postgraduate education. The object of research is massive open online courses. The subject of the study is the structure and content of augmented reality MOOCs which are offered by acclaimed providers of the world. The methods of research are: the analysis of publications on the problem; the analysis of MOOCs’ content, including observation; systematization and generalization of research information in order to design a special course about augmented reality for the system of professional training and retraining for educators in postgraduate education. The results of the research are the following: the content and program of specialized course “Augmented Reality as a Storytelling Tool” for the professional development of teachers. The purpose of the specialized course is to consider and discuss the possibilities of augmented reality as a new direction in the development of educational resources, to identify its benefits and constraints, as well as its components and the most appropriate tools for educators, to discuss the problems of teacher and student co-creation on the basis of the use of augmented reality, and to provide students with personal experience in designing their own stories and methodical tools in the form of augmented books and supplementary training aids with the help of modern digital services.
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Panko, Mary. Undergraduate Research: A Source for Faculty Publications? Unitec ePress, April 2014. http://dx.doi.org/10.34074/ocds.002.
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Over the last two decades undergraduate students have been encouraged to problem solve in ‘the real world’ in order to construct their own subject knowledge. This generally means that students are required to carry out research in their disciplines, a process which inevitably leads to the production of quantities of data. Once their findings are reported back to faculty and have been graded, they are largely ignored, as they are ‘only’ the product of undergraduate research. However, since 2000 there has been a move to bring this type of work into the open through undergraduate research conferences in order to benefit both the students and their institutions. Nevertheless, except for a few publications within medical teaching, faculty themselves have not widely used this data for their own research, perhaps fearing its potential lack of authenticity or credibility. This paper explores a case study to examine the validity and reliability of students’ findings and considers whether the observations obtained by students can or should be made into academic publications by staff. This study comprised four cohorts, totaling 109 second-year undergraduate automotive students, who had made repeat visits to a number of automotive workshops and reviewed the workshops’ activities with a particular focus on customer service, health and safety, and waste management. Analysis of the top 25% of students’ reports revealed that a number of compliance failures were appearing on such a regular basis that these findings should be brought to the attention of the automotive industry. The paper concludes with a recommendation that under carefully controlled conditions, academics should draw on this hitherto ignored seam of research data.
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Panko, Mary. Undergraduate Research: A Source for Faculty Publications? Unitec ePress, April 2014. http://dx.doi.org/10.34074/ocds.002.
Full textAbstract:
Over the last two decades undergraduate students have been encouraged to problem solve in ‘the real world’ in order to construct their own subject knowledge. This generally means that students are required to carry out research in their disciplines, a process which inevitably leads to the production of quantities of data. Once their findings are reported back to faculty and have been graded, they are largely ignored, as they are ‘only’ the product of undergraduate research. However, since 2000 there has been a move to bring this type of work into the open through undergraduate research conferences in order to benefit both the students and their institutions. Nevertheless, except for a few publications within medical teaching, faculty themselves have not widely used this data for their own research, perhaps fearing its potential lack of authenticity or credibility. This paper explores a case study to examine the validity and reliability of students’ findings and considers whether the observations obtained by students can or should be made into academic publications by staff. This study comprised four cohorts, totaling 109 second-year undergraduate automotive students, who had made repeat visits to a number of automotive workshops and reviewed the workshops’ activities with a particular focus on customer service, health and safety, and waste management. Analysis of the top 25% of students’ reports revealed that a number of compliance failures were appearing on such a regular basis that these findings should be brought to the attention of the automotive industry. The paper concludes with a recommendation that under carefully controlled conditions, academics should draw on this hitherto ignored seam of research data.