1,721,010 research outputs found
Pedagogical practice after the information age
No full textThese chapters bare witness to various manifestations of an emerging global mind set that is marked not by coherence and a single story but by multiple and layered possibility. The authors all see, from often quite different positions, that the future health of society lies in diversity and a social activism that is grounded in the local actions of individuals. Education will play a central role in empowering this activism and it is to this multiple future that this book turns its attention
Action research as foresight methodology
No full textTo the action researcher, who laboriously spends his or her hours working within the local contexts of communities or organisations to co-generate meaningful research, and who’s theories are hardened on the anvil of creating meaningful social change; futures studies might seem the discipline the most peripheral to its interests, and the most ill equipped to deal with the local and intimate domain of community existence. To the futurist, who laboriously spends his or her hours understanding the nuances of history and social change, who through persistent work, begins to make sense of the weak signals and the subtle shifts, action research would seem as simply an auxiliary field, inappropriate for understanding the greater scheme. I invite the reader, however, whether they belong to one camp or the other, to let go of their respective disciplinary perspectives, and see both belonging to each other. [Introduction]
Alternative futures for Muslims: challenges to linear and cyclical macrohistory
No full textWhen the future of Muslims is discussed, whether by mullah, political leader, or believer, most tend to resort to the historical memory of the time of the rightly guided caliphs, when the Prophet's principles of moral leadership and shura (deep consultation with the believers) were practiced. It is this pastâa living prophet with a geographically bounded stateâthat remains the vision of the future for many Muslims. In this sense, one can paradoxically argue that Christians were more fortunate that Jesus did not succeed (during his time) in creating a Christian state. The fact that a utopian Christian state never existed allowed room for ideas of future state systems, a notion of progress, and a movement toward a better future. For Muslims, the past attainment of a perfect or near perfect Islamic state and society may not have been the blessing it is often assumed to have been. Social and political âprogressâ has focused on returning to the ideal-perfect era. As well, social and technological innovations have become limited as many muslims have tended to make the fundamental error of âmisplaced concretismâ. That is, the details of the earlier epoch are re-engineeredâthe strong warrior male leader, the hijab for women, the battle of good and evil, tribal politics, and other particulars of 7th century life. This period is taken out of history and decontextualized. Instead of focusing on a productive future, concrete dimensions of the past are re-imagined. They are brought back and used as tools for social control, particularly against the most vulnerable. Traditionally this memory of an idealized past was used for nation-building, but now it is used as part of the larger quest to create a modern Khalifateâan integrated empire
Didactic Challenges IV: Futures Studies in Education
No full textThis book is both broad and focused. There are numerous chapters on particular issues in education – bullying, music, mathematics, sports, and health care,for example – however, the intent of this book is to help understand how education is changing. Many have argued that education in that it must uphold the needs of multiple stakeholders (parents, students, teachers, the community, the Ministry, local muncipilaties) cannot change. It will always remain behind business and government. While we do not challenge the backwards nature of education – focused on generally the canon of what happened – this books seeks to move from educational reform (marginal change) to begin to imagine what education can become. COVID-19 forced schools to become far more adaptive and agile, moving quickly toward virtual education. Moreover, educational institutions quickly understand that it was not just addressing the pandemic through new technologies that was important but creating a culture of wellbeing, and most importantly of trust. The future which seemed far away suddenly became the present. More shocks are in store as technology, the aging of society, global shifts in political hegemony, bioinformatics change what is possible. This book is about preparing us for this changes, making the far way future not so distance but as a possibility, so we can better address the changing needs of students. They will most likely wish to own their own data, have access to their digital twin, expect to move seamless between local, national and global environments as well as between nature, technology and the built environments. We hope this book can help prepare educators throughout the world as we transition from away from the industrial era. Our challenge is make leaps in
imagination not to be right but to help create a learning journey for all
THE IMPLEMENTATION OF STUDENT EXTRACURRICULAR ACTIVITIES IN EDUCATIONAL INSTITUTIONS DURING THE COVID-19 PANDEMIC
No full textPursuant to Article 35 of the Primary and Secondary Education Act (2008), extracurricular
activity is organised to meet the different needs and interests of students. The school organises
specific extracurricular activities. Moreover, extracurricular activities are planned
in the school curriculum and in the annual curricular plans which are developed by direct
holders of educational activities in a school. COVID-19 pandemic brought about changes and
new circumstances in which the school had to operate, especially those that condition or
enable extracurricular activities. In the document “Models and recommendations for work
in conditions related to COVID-19”, The Ministry of Science and Education of the Republic
of Croatia proposes three models of educational work in both kindergartens and schools in
conditions related to COVID-19 disease. Those models are: educational work and teaching
in the institution, mixed form of educational work/education (part in the institution, part
distance learning) and distance educational work and teaching. The models are flexible and
they that can be modified or supplemented locally following the epidemiological picture and
new findings on the spread of SARS-CoV-2 infection and COVID-19 disease. This paper analyses
the curricula of extracurricular activities in the school curricula of two primary schools
and two secondary schools in the Republic of Croatia and one primary and one secondary
school in Bosnia and Herzegovina. Curriculum participants accept measures, share their experiences
regarding the realisation of extracurricular activities and offer good examples of
practice in implementing them in the new situation
Linguistic establishment of methods for predicting and researching the future in the Croatian context
No full textIt is well known to the academic, scientific and professional public in the Republic of Croatia that research seeks to explain, prevent and improve various challenges in the frames of various professions within which research is conducted. It is also known that it is desirable to use multiple research techniques in order to make the approach to the researched problem/challenge as objective and as complete as possible. In this study, the focus will be on research conducted in the field of education, particularly in the field of pedagogy. This certainly includes research methods with which we can predict future challenges and events that may follow (in the near and/or distant) future and thus mitigate, prevent or improve them. The methods by which we research and predict the future are better known to the Croatian public as futuristic research methods. Globally, futuristic research methods are better known as futures studies. Given that in the Republic of Croatia we still do not have uniform expressions for translations of different research methods, this paper will be an attempt to address this challenge. The reason for this is different translations from English into the Croatian context, so occasionally the same research method in Croatian literature can be found under different names, which is certainly confusing for those who are new to this field, but also for reviewers who accept such papers. The study gives an overview of the most important futuristic research methods that are most often used in research on education and pedagogy in the Croatian context, but also suggests the name of the method in the Croatian language: Focus Groups, Sixth sense, Forecasting, Backcasting, Trend analyzis, Technological forecasting, Delphi Method/Techniques, Cross impact analysis, Morphological analysis, Polak game or Where Do You Stand?, Visioning, Futures biographies, Scenario Planning, Causal Layered Analysis (CLA), Relevance Trees, Adaptive role playing
Factors Contributing to a Sense of Community in Online Education
No full textIt has been well-documented that a sense of community (SoC), referring to cognitive, social and emotional connections established between physically separated students, plays an important role for student achievement in online education. Establishing and maintaining a SoC built between students and teachers is a very common challenge in online education, additionally recognised when most educational institutions had to organise online education abruptly and in a short period of time due to the recent Covid-19 pandemic. Therefore, the need for guidelines has been indicated in order to facilitate that process. The existing models or conceptual frameworks provide certain guidelines and can be analysed to make recommendations for the future of online education. Therefore, this qualitative study takes a didactic approach to online courses and aims to detect and assess factors important for creating a SoC in online education, while applying content analysis of 23 papers containing 10 SoC frameworks. All of the frameworks that addressed this issue over the past decade have dealt with three sets of factors relating to teachers, students and course contents, among which the factors related to teachers were predominant. Finally, there are recommendations for teachers on how to build a SoC in online education, while taking the effort to set up lessons that promote teacher presence and timely feedback, course content adjustments, student engagement and cooperation among students
- …
