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There are still disparities in technology-access despite economic pressures and widespread promises to overcome them. The induced digital gap defines the degree of digital citizenship for which, unified policies have yet to be drawn at various educational levels to reduce that gap. The quest for a broad participation to develop digital citizenship competencies needs further investigations into innovative educational approaches, pedagogical methods, and routine practices that foster digital literacy, and narrows the digital divide. This special issue accumulates original theoretical and empirical research contributions across contemporary digital citizenship perspectives. The final selection of the papers explores digital citizenship concepts such as ethics, digital literacy and participation, in various contexts to develop opportunities for a wider engagement in social actions. The international perspectives of contributing authors shed lights on digital citizenship prospects across unique contexts among different nations. [ABSTRACT FROM AUTHOR]

The article focuses on the World Bank's Education Sector Policy Paper, which highlights issues and trends in the development of education. It examines the relationship between education and development. The significance of education can be shown in the following ways: education as a basic need; education as an instrument to support programs designed to meet other basic needs and education as an activity that sustains overall development. Meanwhile, a set of problems that affects educational development include equality in educational opportunities; internal efficiency of educational systems; management of educational systems and source of funds for education.

Innovation in education has been heavily focused on pedagogical, technological, or regulatory elements, while service innovation relates to other elements involving interpersonal and community co-production too. This paper provides a conceptual framework to understand innovation in education from a service economic perspective. This is done by bridging two rather disconnected research areas: service innovation and education innovation. The results indicate that (i) the characteristics of education as a service (such as interactive co-production) should be taken into account to better understand how innovations are created and implemented; (ii) innovation modes in education can be aligned with service innovation modes, mainly when a public service logic is adopted; (iii) the tension existing in service innovation between customization and standardization is replicated in the education sector; and (iv) multiagent frameworks in service innovation are particularly visible in innovative learning communities. Managerial and policy implications should be guided by service-friendly principles such as freedom, autonomy, and subsidiarity. [ABSTRACT FROM AUTHOR]

New findings from the neurosciences receive much interest for use in the applied field of education. For the past 15 years, neuroeducation and the application of neuroscience knowledge were seen to have promise, but there is presently some lack of progress. The present paper states that this is due to several factors. Neuromyths are still prevalent, and there is a confusion of tongues between the many neurodisciplines and the domains of behavioral and educational sciences. Second, a focus upon cognitive neuroimaging research has yielded findings that are scientifically relevant, but cannot be used for direct application in the classroom. A third factor pertains to the emphasis which has been on didactics and teaching, whereas the promise of neuroeducation for the teacher may lie more on pedagogical inspiration and support. This article states that the most important knowledge and insights have to do with the notion of brain plasticity ; the vision that development is driven by an interaction between a person's biology and the social system. This helps individuals to select and process information, and to adapt to the personal environment. The paper describes how brain maturation and neuropsychological development extend through the important period of adolescence and emergent adulthood. Over this long period, there is a major development of the Executive Functions (EFs) that are essential for both cognitive learning, social behavior and emotional processing and, eventually, personal growth. The paper describes the basic neuroscience knowledge and insights – or "neuroscientific literacy" – that the educational professional should have to understand and appreciate the above-described themes. The authors formulate a proposal for four themes of neuroscience content "that every teacher should know." These four themes are based on the Neuroscience Core Concepts formulated by the Society for Neuroscience. The authors emphasize that integrating neuroscientific knowledge and insights in the field of education should not be a one-way street; attempts directed at improving neuroscientific literacy are a transdisciplinary undertaking. Teacher trainers, experts from the neuroscience fields but also behavioral scientists from applied fields (notable applied neuropsychologists) should all contribute to for the educational innovations needed. [ABSTRACT FROM AUTHOR]

Copyright of Management Issues / Problemy Zarządzania is the property of Problemy Zarzadzania and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista d'Estudis Autonòmics i Federals is the property of Revista d'Estudis Autonomics i Federals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Driven by international trends and government policy, it is a requirement for all newly built schools in New Zealand to be designed as innovative learning environments (ILEs) with flexible learning spaces. These environments, celebrated by some for the "transformational" educational opportunities they may provide, also raise questions about whether the anticipated pedagogical value of these "non-traditional" spaces is based on idealised visions of teaching and learning rather than empirically derived evidence. Before such complex issues can be efficiently addressed, evidence of the actual "state of play" of ILEs is required. Drawing on New Zealand specific data from a large Australasian research project, this paper triangulates principals' opinions, teachers' perspectives, and the literature on some key preliminary issues: what types of learning spaces can be found in New Zealand schools; what teaching styles are evident in these spaces; what pedagogical beliefs are driving ILE teaching practices; and what types of learning activities are occurring in ILEs? The paper provides an evidencebased platform for further discussion about the opportunities and challenges surrounding the use and practice of ILEs in New Zealand. [ABSTRACT FROM AUTHOR]

The article comments on the Educational Sector Policy paper of the World Bank. The paper explores the educational problems in developing countries. The author compares it with the 1974 paper of the Bank, claiming that the present paper is more clear in terms of recognizing the complexity of the social and political forces at work on the educational scene in developing countries. However, he criticizes the paper's view of the purposes of education. He suggests that it lacks diachronic perspective on the processes of growth and adjustment in the past.

Research on the opportunity recognition stage in the process of entrepreneurships is still in an early stage. This paper is covering the possibility of art as being one of the inspirational sources for entrepreneurs. Once aware of it, an unavoidable observation seems to be: innovative entrepreneurs love art. But is this true? And if it is true what can be the reasons for entrepreneurs to love art? This paper will address these questions by analyzing the data from a project with nine entrepreneurs and nine artists followed by interviews of 14 art-loving entrepreneurs and managers. [ABSTRACT FROM AUTHOR]

Knowledge and learning mechanisms are investigated in a multiple and inter-related context depicted by the definition of an innovation ecosystem [Lusch and Nambisan (2015)]; by questioning knowledge, the paper opens up practice-based learning studies [Gherardi (2000)]. Action research offered the opportunity to focus on knowledge and learning mechanisms in an emerging innovation ecosystem linked to a project supported by the Italian Ministry of Research. The paper identifies three different knowledge practices - connecting knowledge dots, integrating knowledge, and authoring and disseminating knowledge - to describe learning and knowledge mechanisms in a networking innovation context, leading to an innovation ecosystem. [ABSTRACT FROM AUTHOR]

The article presents an analysis to define the term "educational studies." Looking at a series of conferences held in the summer and autumn of 1977, that some kind of definition might result from considering such conferences. Firstly, there was the seventh world congress of the International Association for the Advancement of Educational Research at Ghent, Belgium, in July. Some fifty nationalities were present at this meeting so possibly it was not the ideal occasion for seeking an agreed definition. In fact, though the congress had a central, unifying theme, 'Self-Realization through Education', the plenary papers almost served as illustrations of the variety of approach to educational studies in different areas of the world. From Poland came emphasis on the search for quality of life and the place of art in education while from the U.S. and Canada came a complex review of aims, objectives, innovations, methods, numerous research findings. Individual papers in discussion group sessions offered equally rich variety, ranging from educational television for adults in Quebec, Canada through Yoruba myths and pupils' understanding of science concepts to school counselling in Iran.

The concept of sustainable development was described by the 1987 Brundtland Commission Report as "Development that meets the needs of the present generation without compromising the ability of future generations to meet their own needs." The commission also notified that sustainable development has four dimensions: social, cultural, economic and environmental, the commission further stressed that these four dimensions needs to be meticulously balanced in the pursuit of an improved quality of life. With the passage of time the concept of education for sustainable development has been integrated into many global frameworks and conventions related to key areas of sustainable development. The United Nation's "Decade in Education for Sustainable Development (DESD, 2005 to 2014)" was a global movement it was an endeavor that aims to reorient education policy, practice and investment to address sustainability. As the lead agency for the Decade, UNESCO is responsible for ensuring that appropriate mechanisms are in place optimize the implementation of the Decade. The principal aim of it was not only to transform education policies, investment and practice but also transform education keeping in view current global challenges and demands. It is believed that if this educational movement succeeds it could change not only education systems in a positive manner but also improve the quality of life for many people across the globe. Hence they put highest emphasis on achieving education for all (EFA) and recommended member nations to implement the kind of education system which would encourage equity, inclusion, quality learning, flexibility and innovation in their educational institutions in order to accomplish social cohesion and social justice through lifelong learning by improving educational systems with a view to increase both the quality and the relevance of education in this fast changing world. In this scenario the author of this research paper feels that education systems need to be transformed constructively, various curriculums be redesigned in order to meet the challenges of highly uncertain future as well as to conform to norms of the Education for Sustainable Development. Prof. Daniella Tilbury in her expert review on DESD pointed out that ESD refers to learning to ask critical questions, learning to clarify one's own values, learning to envision more positive and sustainable futures, learning to think systemically, learning to respond through applied and learning to explore the dialectic between tradition and innovation. The following headings have been used to express workable ideas which can work as effective tools to achieve "Education for Sustainable Development" 1. Acquisition of knowledge and its application, 2. Holistic approach to Science and Arts Streams 3. Skill Acquisition and Mind Expansion 4. Inculcation of Values in Personal and Community Life 5. Pursuit of Excellence and 6. Enlightened Nationalism. [ABSTRACT FROM AUTHOR]

The aim of this paper is to provide a new approach for assessing the input-output efficiency of education and technology for national science and education department. We used the Data Envelopment Analysis (DEA) method to analyze the efficiency sharing activities in education and technology sector, and classify input variables and output variables accordingly. Using the panel data in the education and technology sector of 53 countries, we found that the countries with significant progress in educational efficiency and technological efficiency mainly concentrated in East Asia, especially in Japan, Korea, Taiwan and some other developing countries. We further evaluate the effect of educational and technological efficiencies on national competitiveness, balanced development of the country, national energy efficiency, export, and employment. We found that the efficiency of science and technology has an effect on the balanced development of the country, but that of education has played a counter-productive role; Educational efficiency has a large role and related the country's educational development. In addition, using the panel data analysis, we showed that educational and technological efficiency has different degrees of contributions to the development from 2000 to 2014. It mainly depends on the economic development progress and the push for the education and technological policy. The proposed approach in this paper provides the decision-making support for the education and technological policy formulation, specially the selection of the appropriate education and technological strategies for resource allocation and process evaluation. [ABSTRACT FROM AUTHOR]

This paper presents the development, structure, implementation, and some applications of a remote laboratory for teaching automatic control concepts to engineering students. There are two applications: formation control of mobile robots and a ball-plate system. In teaching control engineering, there are two main approaches to control design: model-based control and non-model-based control. Students are given insight into: 1) for model-based control: identification of real processes (i.e., dealing with noise, choosing the sampling time, observing nonlinear effects at startup, pairing input–output variables); and 2) for non-model-based control: the advantages and disadvantages of auto-tuning techniques. The paper concludes by presenting an evaluation of these remote labs and discussing the advantages of using them as complementary tools for teaching control engineering at the Bachelor's and Master's level. [ABSTRACT FROM AUTHOR]

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Copyright of Arte, Individuo y Sociedad is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose - The purpose of this paper is to describe the influence of the creative industries on design education in New Zealand. Design/methodology/approach - A range of contemporary literature is presented to help define the term ‘creative industries’, and to locate this new ‘culture of creativity’ within a wider global trend of creative cultural theory. Findings - Cultural policy initiatives from Britain, Canada and New Zealand are reviewed and used to demonstrate how creative industries theory has sought to combine social, cultural and economic development. Research limitations/implications - This paper is primarily concerned with recent changes to design education and the ways in which universities and polytechnics are attempting to meet the challenges of this new holistic approach to creativity and innovation. Practical implications - In the final section the concept of interdisciplinary study of design is explored. This new model is developed through the example of a new interdisciplinary programme structure developed by the Wellington Institute of Technology in New Zealand. Originality/value - In conclusion the concept of a ‘virtuous cycle’ is used to describe the relationship between design education and the creative industries. This paper argues that, if this cycle continues, the creative industries will expand to become the model for a new economy based on social, cultural and economic entrepreneurship and change. [ABSTRACT FROM AUTHOR]

This paper explores some of the indigenous sources available in Ethiopia as a resource for philosophy and philosophy of education. In the process it makes a small contribution to the ongoing debate among philosophers as to whether there is a distinctive African philosophy. The paper illustrates, first, what is sometimes referred to as the ‘deep knowledge’ underlying more day-to-day beliefs in Ethiopia (or more specifically in this case those of the Amhara-Tigre cultural complex) and their application in ‘educational magic’ and, secondly, the 17th century philosophical writing of Zara Ya'eqob and Walda Heywat, which is remarkable for its Enlightenment-style attachment to reason and argumentation. Two more directly educational indigenous sources are then explored: the educational thought and practice of the Ethiopian Orthodox Church and non-formal education in villages. Finally, the paper considers the relevance of these sources to contemporary educational development and suggests that they merit continuing attention and reference both from the point of view of preserving cultural identity and continuity and also, more pragmatically, because there are ideas, values and practices in the tradition which have continuing relevance for Ethiopians grappling with educational development issues today. [ABSTRACT FROM AUTHOR]

The article presents the author's commentary on the Educational Sector Policy paper of the World Bank regarding the criteria and methods of generating education cooperation projects for external funding. It refers to the World Bank's Education Policy Summary which states "A review of Bank experience suggests that methods of generating educational projects have not been adequate." The author claims that the paper fails to consider a number of special features of foreign assistance which apply to all sectors including education. Meanwhile, some of the criteria of generating education cooperation projects are as follows: it should be clearly requested by the recipient country and it should be carefully related to the recipient country's resources as well as to it needs.

The article presents the author's commentary on the World Bank Educational Sector Policy Paper regarding the role of language in education. He claims that the issues surrounding language policy and the problems raised in implementation of this policy are discussed in the paper in a confusing manner. Instead of focusing on the more complex dimensions of both language policy formulation and implementation, the Paper refers to many isolated aspects of the policy. The author also argues that the paper fails to connect the role of language to issues of educational planning and development.

Technology and education are merging in today's society. Students in primary and secondary education recognize technology incorporated into teaching as a standard practice, not a unique experience. Curriculum standards in professional health sciences education have changed to promote the increased use of technology, with the purpose of enhancing student skills and engagement. The classroom and experiential settings offer opportunities for technology to be incorporated in a variety of ways. Technology can be useful for the teacher and student; however, challenges do exist. This paper highlights the benefits and challenges of incorporating technology into the settings of classroom and experiential teaching. Specifically, the purpose and use of technology, equipment, accessibility, time, and costs are discussed and example software programs are described. [ABSTRACT FROM AUTHOR]

Accumulation of knowledge, the role of education and innovations in the stimulation of economic development are important for understanding the endogenous theory of growth. The aim of this paper is to determine the strength and direction of relations between independent variables of education, technological development, innovations, foreign investments and the economic growth of Bosnia and Herzegovina (B&H). The relations between variables are assessed by multiple regression analysis for the period 2005 - 2017. GDP per capita (pc), as a measure of general wellbeing and economic development is a dependent variable of the regression model. Education Years Average, Technological readiness and Innovations are explanatory variables, whereas Foreign investments and Macroeconomic environment are control variables. The results indicate statistical significance of variables Education Years Average, Technological readiness and Innovations. The first two variables indicate a positive effect on the economic development, whereas Innovations have a negative effect on the economic development. The control variables are statistically insignificant. Therefore, more investment is recommended in the field of education, science and research. Institutions should be more developed and scientific-research systems should be harmonized with the European Union. It is the only way for B&H to be able to respond to global challenges when it comes to competitiveness, export and the GDP growth. Examples and experiences of this country can be useful for research activities in similar post-transition countries. [ABSTRACT FROM AUTHOR]

This paper reports on a two-year case study of university lecturers' professional learning about digital technologies, and their development of associated innovative teaching practices. During this time, new hardware and software, as well as planned professional development (PD) opportunities, were made available to assist lecturers in a Faculty of Education at an Australian university to integrate digital technologies into their teaching. Results indicate that participating lecturers succeeded in integrating a range of digital technologies over the 2011-2012 period, with some lecturers transforming their teaching practices substantially. A key finding was that the provision of formal PD was only a springboard -- much unplanned and unanticipated professional learning occurred through informal interaction, with lecturers co-learning with colleagues, and indeed with students, in an environment of discovery and experimentation. Formal learning was thus complemented by a networked, or even viral, model of the spread of knowledge and skills among colleagues, students, and indeed wider educational communities. The paper concludes that educators benefit greatly from a combination of formal and informal professional learning strategies when it comes to integrating digital technologies into their practices in pedagogically innovative ways. Two vignettes are included to illustrate and authenticate the findings. [ABSTRACT FROM AUTHOR]

Information and communications technologies in education remain the toast of the millennium in the sphere of education. The irony however in such situation is that the professionals (the teachers) in the sector who marvel and revel at it may not be aware that in one hand they are creating and promoting their own albatross and on the other hand that the younger generation of beneficiaries are at the receiving end as the aims and purposes of education has been unknowingly redefined for them. This paper maintains that education has a normative dimension which is negated or blurred by technologies. It discusses the impact of these technologies on traditional pedagogy and argues on the dangers of replacing the traditional face to face encounter in teaching and learning, limitations these technologies in the philosophy of education. It also argues strongly that these technologies in education are an im-perialist economic agenda in the current trend of globalisation. This imperialist agenda is the latent albatross hanging on the neck of the teaching profession. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to describe the development and implementation phases of online graduate nuclear engineering courses that are part of the Graduate Nuclear Engineering Certificate program at Virginia Tech. Virginia Tech restarted its nuclear engineering program in the Fall of 2007 with 60 students, and by 2009, the enrollment had grown to three times its initial size. In this paper, we present the innovative ways we employed to differentiate the program from other programs nationwide. Starting in 2009, with education grants from the Nuclear Regulatory Commission (NRC), we began transforming the distance courses from video conferencing to an online format that uses asynchronous and synchronous technologies. We used design principles drawn from research and theories in disciplines such as adult learning, cognitive science, motivation, and education. During these phases we worked closely with the distance learning institute at Virginia Tech which employs a structured life cycle methodology for online course development. We discuss the instructional design approaches used to provide a meaningful learning experience for adults, particularly non-traditional students. In addition we examined observational data to indicate instances for experiential learning. [ABSTRACT FROM AUTHOR]

This paper is focused on the issue how educational systems might increase the economic, innovative and business potential of the regional centres and contribute to the sustainable economic development. Rapidly growing economies are marked by social fragmentation and economic divisions but have the potential to become the drivers for shrinking social divisions and creating opportunities for all the citizens. Carefully designed educational policies becomes a solution for most of the economic and social problems by offering formal and non-formal educational activities. Policy-makers in the educational realm learn to engage with the realities of social exclusion, political alienation, and economic marginalization - through both public policy and private initiatives. Educational initiatives and policies across might include carefully orchestrated public policies, spending the money from the structural funds all aimed at stabilizing communities and establishing cooperation and integration, non-formal educational initiatives to reduce marginalization, or expansion of the formal school system aimed at raising aspirations. [ABSTRACT FROM AUTHOR]

Capitalism has experienced several crises since its emergence but its present global dominance apparently remains unassailable. This paper argues that capitalism's resilience is grounded in the systemic hegemony of capitalist individuality--an individuality, committed to freedom as an ultimate end and seeking abundance in this world. It has been argued that the successful manufacturing of capitalist subjectivity is significantly dependent on the inculcation of capitalist values to the subject of capital through capitalist education. Section one focuses on freedom as capitalism's telos and sketches the historical emergence of capitalist subjectivity formed by processes of capitalist governance. Section two investigates the formational role of capitalist education as a technology of capitalist governance. It analyzes capitalist education as a means for the construction of capitalist individuality. Section three argues that capitalism's main antagonists, especially Marxist socialism, cannot effectively challenge capitalist hegemony in the lifeworld or at the level of the state because they (i.e. main antagonists) endorse freedom (the core capitalist value) as an ultimate end in itself. Socialism does not propose to alter the subjectivity of an individual that the capitalist education constructs. [ABSTRACT FROM AUTHOR]

Background: Massive Open Online Courses (MOOCs) have had an increasing trend globally during the last two decades. They are emerging as flexible and complementary tools in open education. Nevertheless, their development demands substantial resources, and challenges persist in effectively involving faculty. This study aimed to explore the factors influencing MOOCs development based on e-learning experts' perspectives within the Iranian universities of medical sciences. Methods: This qualitative research was conducted in 2022 using the content analysis method. Purposeful sampling was used to select experts authorized in e-learning within Iranian medical sciences universities with at least two years of experience. Sampling continued until data saturation (n: 15). Data was collected using a semi-structured interview administered through online written approaches. Thematic analysis techniques were applied, involving the identification of codes. The data was analyzed at the level of open coding (items), axial coding (components), and selective coding (concepts) in a round-trip process. Results: Thematic analysis resulted in 28 codes, 12 themes, and 4 categories. Influential factors on MOOCs development and engagement included: 1) structural factors (rules/regulations, clarity, structure); 2) human resources (empowerment, support, attitude, motivation); 3) cultural factors (symbols, unity); and 4) political factors (equity, participation, and negotiation, profit). Conclusion: The development of successful MOOCs programs encompasses various factors, including cultural, human resource, political, and structural elements to empower and actively engage faculty members in MOOCs. Restructuring may be required regarding the multivariable changes to consider open, online education as a part of innovative educational pathways in universities. [ABSTRACT FROM AUTHOR]

Purpose |!|#8211; The purpose of this paper is to discuss and demonstrate the relevance of a new conceptual framework for leading and managing the development of learning and teaching to e.learning strategy development. Design/methodology/approach |!|#8211; After reviewing and discussing the research literature on e.learning in higher education institutions from 2000 to 2010 to identify the issues associated with leading and managing the development, implementation and evaluation of e.learning, the paper describes and makes an argument for how a new conceptual framework for leading and managing the development of learning and teaching in higher education, developed and reported elsewhere (Marshall et al.), might be used to guide the development, implementation and evaluation of e.learning strategy. Findings |!|#8211; While subject to the limitations of all conceptual/analytical frameworks, it is argued that this new conceptual framework is able to first alert those with the responsibility for the development of e.learning to many of the critical issues identified in the research literature as being associated with its development, implementation and evaluation, and second, assist in conducting and developing the multi-dimensional SWOT analyses and strategies necessary to guide the development, implementation and evaluation of e.learning. Originality/value |!|#8211; This is the first paper to demonstrate the applicability of Marshall et al.|!|#39;s new conceptual framework for leading and managing the development of learning and teaching to the development, implementation and evaluation of e.learning strategy. [ABSTRACT FROM AUTHOR]

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In this paper we study the relationship between the timing of tracking of pupils into vocational and academic secondary education and gender differences in educational attainment and income. It is argued that in a comprehensive system, where students are tracked into vocational and academic schools relatively late (age 15–16), girls are more likely to choose the academic track than boys. We exploit the Finnish comprehensive school reform of the 1970s to analyse this hypothesis. This changed the Finnish school system from a selective to a comprehensive structure and postponed tracking from the age of 10–11 to 15–16. Since the reform was not implemented at the same time throughout the country, we can observe members of the same cohorts under both systems. The shift to a comprehensive system was found to increase gender differences in the probability of choosing an academic secondary education and of continuing onto academic tertiary education. Moreover, the reform decreased the gender wage gap in adult income by four percentage points. [ABSTRACT FROM AUTHOR]

The d’Arbeloff Interactive Mathematics Project or d’AIMP is an initiative that seeks to enhance and ultimately transform the teaching and learning of introductory mathematics at the Massachusetts Institute of Technology. A result of this project is a suite of “mathlets,” a carefully developed set of dynamic computer applets for use in the university’s ordinary differential equations course. In this paper, we present the rationale for such computer innovations, the philosophy behind their design, as well as a discussion of their careful development and implementation. Survey results are reported which yielded positive student feedback and suggestions for improvement. [ABSTRACT FROM AUTHOR]

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This paper argues that the discrepancies between policy talk, enactment, and implementation emerged for specific reasons and need to be understood as processes of local reinterpretation and adaptation. This study deals with the first 6 years of the voucher-based teacher education reform and investigates how an imported reform idea has altered at each subsequent policy level. Clearly, lumping all developments of the past decade together and labeling them simply as transitional is of limited value. This analysis therefore transcends interpretive frameworks of transitology, illuminating the case study of vouchers in Mongolia against the socioeconomic backdrop in Mongolia and other postsocialist countries. By examining the features of the Mongolization process, this paper proposes a larger comparative framework. The second major section of this article identifies several political, economic, and social developments of the past decade that had a bearing on educational reform, particularly on in-service teacher education reform.

The innovation of education seems to be self-evident. Boosted by a wide range of new technologies, educational institutes all over the world are innovating their educational systems, in order to extend their services, to improve their performances or to reduce costs. The apparent self-evidence of educational innovation hardly prompts the educational staff to reflect on the very idea of innovation and its consequences. This paper treats the basic principles that support the phenomenon of technology-induced educational innovation. It aims to contribute to a better insight and understanding of its implications to anyone engaged in education. It also aims to effect a growing awareness of the premises on technology and to support the right attitude to realise improvements in practice. The paper goes into strategies of change, while discussing both substitutional and transformational strategies. It explains its supposed differences by referring to the philosophical frameworks of Jaspers, Heidegger and Borgmann. Starting from Borgmann's ``devices paradigm'', four principles for educational innovations are formulated, referring to the transparency and interactivity of educational technologies, the socio-cultural significance of products, the importance of values beyond efficiency and the political bias involved with technological innovation. [ABSTRACT FROM AUTHOR]

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Universities have discovered that learning need not dwell inside the confines of the four traditional classroom walls. The internet provides a vital link to information like never before. As the number of internet users has increased, universities have begun to rely more heavily on technology in the delivery of course content and instruction. The use of technology has been purported to have the potential to lead the way in developing more competent technology and educational leaders in schools as well as reforming leadership preparation and reaching a more inclusive population of administrator aspirants. Online education seems set on its course to overtake traditional colleges within the next few decades, especially as society becomes ever more dependent on the internet to get work done. This research paper examines areas in which educational programs can meet today's global standards, allow for the greatest flexibility in meeting student needs, and yet continue to increase leadership and educational opportunities for all student groups. The purpose of the study is to outline: whether distance technology is indeed used; what types of distance technology are employed; what goals drive the implementation of distance technology; and what factors inhibit the successful use of distance technology in higher education engagement graduate employability. The paper aims to focus on the issues involve the role of higher education in improving employability in developing the students' potential and flexibility to adapt their knowledge, skills, and attitudes to the labor market. In view of this, distance universities may have an important role in designing and implementing accreditation standards for employability. The attention should be paid to the development of transferable skills such as critical thinking, oral expression and team work to promote employability while raising the quality standards of the Higher Education Degree. [ABSTRACT FROM AUTHOR]

Copyright of Propósitos y Representaciones is the property of Universidad San Ignacio de Loyola and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The concept of ecosystem has been largely used to indicate the network of complementary actors, resources and relationships required to succeed in knowledge-intensive entrepreneurial initiatives. The development of ecosystems has been mostly considered as a region and industry-independent issue. This paper discusses the relevance of fostering the creation of more entrepreneur-centric ecosystems ('EGO-Systems') to support an effective idea-to-venture process. A model is presented which includes five components (entrepreneurial actor, stakeholders, project, roadmap, flows) and it is addressed to support technology entrepreneurship initiatives through an innovative approach which is glocal, project-specific and dynamic. [ABSTRACT FROM AUTHOR]

Copyright of Estudios Sobre Educacion is the property of Servicio de Publicaciones de la Universidad de Navarra, S.A. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Discusses the themes of the papers featured in the June 2005 issue of the journal "ALT-J, Research in Learning Technology." Influence of rhetoric on creativity and innovation; Review of learning technology-related policy; Examination of the pedagogy of transnational online learning.

The Cognitive-Affective Theory of Learning with Media framework posits that the multimedia learning process is mediated by the learner's mood. Recent studies have shown that positive mood has a facilitating effect on multimedia learning. Though literature has shown that negative mood encourages an individual to engage in a more systematic, elaborate, and analytical cognitive processing, this effect has not been empirically tested in the context of multimedia learning. The work is supported by two experiments. Experiment 1 was conducted to determine if the facilitating effects of positive mood found in previous works can be replicated with a multimedia learning system that teaches basic programming algorithm to learners at an Asian university. Experiment 2 investigated the effects of induced negative mood on learners' cognition and motivation in a multimedia learning environment. Results revealed that negative mood enhanced intrinsic motivation and germane load, while reducing learning transfer. Learning transfer was enhanced by the presence of positive moods among males. Moreover, positive mood had a favorable effect on germane load, extraneous load, and intrinsic motivation. Theoretical and practical implications related to affective learning are discussed in this paper. [ABSTRACT FROM AUTHOR]

to facilitate improvement of education and teaching modernization level in China, and promote maturity and development of multimedia teaching technology, this paper established continuous animation multimedia teaching system based on continuous animation production technology. Meanwhile, this paper took gymnastics teaching of 2015 gymnastics class in Hubei University of Arts and Science in Hubei province of China as the objects of experiment and explored teaching effect of this multimedia teaching system combined with continuous animation production technology. The results show that this multimedia teaching system combined with continuous animation production technology can significantly improve students' theoretical and practical examination scores. Based on case study of application of continuous animation and multimedia technology in gymnastics teaching, this paper aims to make certain contributions to promotion and development of multimedia teaching technology. [ABSTRACT FROM AUTHOR]

The biotechnology industry in Australia is continuing to grow rapidly, providing many opportunities for those with the relevant skills and qualifications to enter the field. Biotechnologists play a vital role in the financial development of biotech firms due to their innovative capacity, which is why they need to receive interactive and entrepreneurial education to ensure their productivity. This study aimed to determine the impact of these educational methods on the innovative capacity of biotechnologists in Australia. Two hundred seventy-six biotechnologists from different research sectors and biotech companies in Australia were surveyed for this study. Data was collected and analyzed using various statistical tools. The results from the path analysis suggested the presence of a significant and positive impact of interactive learning and entrepreneurial education on the innovation capacity of biotechnologists. The findings from the study are useful from policy, managerial, and theoretical perspectives. [ABSTRACT FROM AUTHOR]

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This paper describes a global professional development program called 21st Century Learning Design (21CLD), which helps teachers design academic lessons that integrate opportunities for students to develop 21st Century competencies in a variety of dimensions such as collaboration, knowledge construction, and the powerful use of ICT for learning. The framework and tools of 21CLD are grounded in learning science research, promoting aspects of these dimensions that have been shown to tie to deeper learning. The paper highlights the example of Crescent Girls' School in Singapore, which is implementing this program school-wide as a next step on its longstanding journey to leverage ICT for instructional innovation. Critical aspects of the school's supportive ecosystem include a clear and consistent vision for teaching and learning, strong teacher ownership and a common language of discourse, distributed leadership, and the use of ICT to support teacher professional development and lesson design. The paper describes results for teaching and learning through a Communicative Arts lesson that leverages place-based ICT tools for student knowledge construction. Although Crescent Girls' School is unusually well resourced and has a strong history of ICT use for learning, this case offers lessons that apply equally well for earlier-stage explorations into ICT. [ABSTRACT FROM AUTHOR]

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)