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Curriculum - Science topic

Curriculum is a course of study offered by an educational institution.
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I need your opinion on my article. It would help me improve my research skills as a young researcher.
Title:
(PDF) Globalization and technology: shadow education and curricula as drivers of student proficiency in practical skills
Also, there are a few articles on my page as well. Thank you so much
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Good luck! Firdavs Ibrokhimov
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Climate change is a big issue that has to be percolated to the student community
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Yes, many academic institutions globally now include climate change as a core part of their curriculum, recognizing its critical importance across various disciplines. Courses range from general environmental science programs to specialized fields like climate policy, sustainable development, climate resilience, and adaptation strategies.
In higher education, climate change is taught not only within environmental studies but also in courses related to economics, engineering, urban planning, political science, and public health. Interdisciplinary programs often focus on real-world applications, equipping students with practical knowledge in areas such as mitigation, renewable energy, and climate resilience.
Furthermore, some institutions are incorporating climate change topics into their general education requirements, ensuring that all students, regardless of major, receive foundational knowledge on the subject. This trend reflects the global need for more climate-literate citizens and professionals.
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Bridging the gap between academia (school curriculum) and the service areas (hospitals)
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Amal Alaskar I suggest integrating service learning/teaching approaches in your school curriculum design.
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The medical education curriculum has changed a lot of the years. The latest offshoot of these changes are the Competency Based or Outcome Based approach with a plethora of newer TLMs such as SGDs, ECE, IL and PBL strategies just to name a few.
However, are these tools in our arsenal sufficient enough to keep the next generation learners actively engaged and participated in the present medical education scenario? What are your experiences? How much more far we have to stretch, in case if the same is required?
(Gen Alpha is still in Schooling years, and has not yet reached a professional course.)
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In fact, eliminating subjectivity to enforce maximum objectivity in assessments could backfire, especially with Gen Z learners. While assessments can drive learning, strict, high-pressure testing environments may not motivate Gen Z the same way they did Gen Y or Millennials. Gen Z tends to thrive in less competitive, more supportive environments and is better suited to learning through visual and auditory mediums rather than dense textual analysis. Trying to reverse-engineer them by imposing Gen Y traits may be counterproductive. Instead, education should adapt to their strengths, incorporating varied assessment methods that balance objectivity with creative, flexible approaches that cater to their learning styles.
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Which tools are used in curriculum mapping of e.g. certain competences (subject-specific or transferrable) across the curriculum to ensure coherence?
I'm interested primarily in tertiary education.
Tools can be common office applications (MS Office etc.) or specific purpose tools (curriculum mapping tools). I would also be interested to learn if any university developed their own curriculum mapping tool.
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commonly used tools and techniques for curriculum mapping:
1. Software Tools
  • Curriculum Mapping Software: Tools like Curriculum Trak, Chalk Curriculum Builder, and Atlas Curriculum Mapping are specifically designed for creating, tracking, and analyzing curriculum maps.
  • Learning Management Systems (LMS): Platforms like Moodle, Canvas, and Blackboard often have features that support curriculum mapping, including alignment with learning outcomes and competencies.
  • Spreadsheet Tools: Microsoft Excel or Google Sheets are often used to create custom curriculum maps, allowing for flexible data entry and visualization of competences across courses or grade levels.
  • Mind Mapping Software: Tools like Lucidchart, MindMeister, or Miro can be helpful for visualizing how different competencies connect across the curriculum.
2. Assessment and Analysis Tools
  • Rubrics: Tools like Rubistar or the rubric creation features in LMS platforms can help ensure that competencies are being assessed consistently.
  • Data Analysis Tools: Software such as SPSS or R can be used to analyze student performance data in relation to the curriculum map to identify gaps or areas for improvement.
3. Visualization Tools
  • Concept Mapping Software: Tools like Coggle and XMind are useful for visualizing the relationship between competencies, skills, and course content.
  • Flowchart Tools: Platforms like Visio or online tools like Draw.io can be used to create flowcharts that show how competencies are built upon from one course to the next.
4. Collaboration and Feedback Tools
  • Google Workspace (Docs, Sheets, Drive): Useful for creating shared documents that can be collaboratively edited by faculty and stakeholders in real-time.
  • Survey and Feedback Tools: Tools like SurveyMonkey or Google Forms are often used to gather feedback from educators and students about the coherence and relevance of the curriculum.
5. Alignment Tools
  • Standards Alignment Tools: Platforms like Achieve the Core and Common Core State Standards Initiative allow educators to align competencies with national or state educational standards.
  • Competency Framework Software: Systems like OpenSALT provide a structured way to define and manage competencies and skills that can be mapped to curriculum elements.
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تعرف المنهاج التدريسي القائم عليه نظام تدريس تلاميذ المرحلة الابتدائية في الدول المتقدمة
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Here in the US public schools, we utilize outdoor education, circle-based activities, Learning Opportunities-based, play-based, nature walks, fieldtrips-based, parental involvement-based, etc. curriculum design/s/materials.
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Significance of Single National Curriculum provides strong basis for clarity of learning, in terms of knowledge, understanding, and applications of real-life situations in a better way.
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This is due to regional and cultural differences (community values, needs, literacy levels, family values, politics, etc.) within a given country.
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توضيح أنسب المواد والمناهج التعليمية التي يطبق فيها التعليم الأخضر في مدارس التعليم الاساسي
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I highly recommend the adoption of outdoor education approaches/strategies/techniques (Pre-K to 12th).
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No. The skills to design course modules are not taught in the classroom as theory. The skills to design a curriculum is not found in the theory of teaching and learning. I learned to design a course module while in teaching practice, especially training colleagues while teaching Project/Problem Based Teaching.
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Practical Application often make up a significant portion of the learning experience to ensure the skills are applied effectively. Designing sample modules or full courses, often based on real-life scenarios. These projects involve applying the theoretical knowledge in creating interactive content, assessments, and multimedia elements.
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I would like to review and revise Research Curriculum to emphasize data appreciation and storytelling.
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Data-driven curriculum is essential in teaching research because it allows educators to make informed decisions based on evidence and student performance metrics. By analyzing data on student learning, engagement, and outcomes, instructors can tailor their teaching strategies to address specific needs and gaps. This approach fosters a more personalized learning experience, enhances student motivation, and improves overall educational effectiveness. Additionally, it encourages the development of critical thinking skills as students learn to interpret and use data in their own research endeavors.
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Relate the application of Critical Realism to pedagogical content knowledge of pre-service primary teachers under the competence-based curriculum
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100% ChatGPT. Anyone who pastes that question in gets the AI answer. Just cite your work.
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My philosophic quotation " EVERY PERSON INTENDS ALSO TO BE OTHER THAN SELF "
According to me, also ; " EVERY INSTITUTION INTENDS ALSO TO BE OTHER THAN ITSELF "
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good day mam. i just want to ask how can i publish or upload my articles here.pls help me mam.thanks
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What are the challenges and opportunities of implementing metaverse technologies in higher education curriculum?
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Challenges of Implementing Metaverse Technologies in Higher Education Curriculum
  1. Technical Infrastructure: High costs and the need for advanced hardware and software can be a barrier.
  2. Digital Divide: Unequal access to technology among students could exacerbate educational inequalities.
  3. Training and Expertise: Faculty may require significant training to effectively use and integrate metaverse tools.
  4. Privacy and Security: Concerns about data protection and cybersecurity are heightened in virtual environments.
  5. Pedagogical Appropriateness: Adapting traditional teaching methods to a virtual world may be challenging.
  6. Ethical Concerns: Issues like digital addiction, identity theft, and virtual misconduct need careful consideration.
Opportunities of Implementing Metaverse Technologies in Higher Education Curriculum
  1. Enhanced Learning Experiences: Immersive environments can offer more engaging and interactive learning experiences.
  2. Remote Collaboration: Facilitates global collaboration among students and educators in a shared virtual space.
  3. Simulation-Based Learning: Offers opportunities for practical, hands-on learning in fields like medicine, engineering and the arts.
  4. Personalized Education: Tailored learning experiences can be created based on individual student needs and preferences.
  5. Innovation in Pedagogy: Encourages new teaching methods and educational models, fostering creativity in curriculum design.
  6. Expanded Access: Can provide educational opportunities to students in remote or underserved regions.
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Please explain in the context of curriculum approaches
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When we look at the SWORT ANALYSIS which means Strengths ,Weakness ,Opportunities ,Realistic and Threats in our intended beneficiaries, we may need to revisit our educational approaches/philosophies to be able to influence curriculum development in schools
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Information literacy in higher education integration with curricula engineering
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Dear Ms. Mejía!
You pointed to a critical issue. This challenge is a case - and context-specific one:
1) Ticha, I.K., Nakhooda, M. & Obi, U.N. The student voice on integrative teaching and learning of academic literacy at a South African university of technology. Discov Educ 3, 15 (2024). https://doi.org/10.1007/s44217-024-00096-9 Open access:
2) A case study:
Walter, Y. Embracing the future of Artificial Intelligence in the classroom: the relevance of AI literacy, prompt engineering, and critical thinking in modern education. Int J Educ Technol High Educ 21, 15 (2024). https://doi.org/10.1186/s41239-024-00448-3, Open access:
Yours sincerely, Bulcsu Szekely
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Yes AI told me so, to ask " Why no philosophy in US' States' high-schools curicullums whereas in almost all European high-schools mandatory ! ? " and I did for you to respond as an emeritus !?
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Is the MATATAG curriculum of the Philippine Educational System a "globally competent" curriculum?
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As an educator and a Filipino, of course the MATATAG curriculum in the Philippines is an essential step towards improving education quality. It focuses on building a strong foundation for learning and helps students develop key skills needed in the real world. By putting emphasis on core subjects, critical thinking, values education, and technology integration, the curriculum aims to better prepare students for future challenges. To make this successful, it's important to ensure teachers are well-trained, there are enough resources, and ongoing support is provided to meet the goals of the curriculum and offer students a well-rounded education.
The said curriculum in the Philippines is an important step towards improving education, but it may not be considered a globally competent curriculum yet. While it focuses on building strong foundations and key skills, a globally competent curriculum typically also emphasizes intercultural understanding, environmental awareness, and the ability to work in diverse settings. To make the matatag curriculum more globally competent, there could be enhancements in areas like global perspectives, communication skills, and partnerships with international institutions. This would help Filipino students become better equipped to thrive in a globalized world.
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example of literature review about readiness of teachers in matatag curriculum?
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You may consider the study of Villaver, et al. "MATATAG Curriculum Rollout: Understanding Challenges for Effective Implementation" from this link
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A question about scientific methodology
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Adel . I . F. Mohammad The teaching/learning style is an integral part of a curriculum design.
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How can digital technologies be practically integrated into educational curricula to enhance student engagement and learning outcomes, and what are the best practices for ensuring equitable access and effective use across diverse educational environments?
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Good question. I am also thinking about the same thing as u do. I learned that some private schools have started doing this already.
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As OTs form parts of the school-based support team and the district based support team and required by the DOE we need to play our part. Is the current undergraduate curriculum preparing our students to be part of inclusive education when they qualify?
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The adequacy of an undergraduate curriculum in preparing students to be effective members of inclusive education teams, including school-based support teams and district-based support teams, depends on several factors. Here are some key considerations:
1. Curriculum Content**: The curriculum should cover essential areas such as understanding diverse learning needs, inclusive teaching strategies, collaboration with other professionals, and relevant policies and regulations.
2. Practical Experience**: Students should have opportunities for practical experience in inclusive settings, such as internships or practicums in schools where they can work with diverse student populations.
3. Interdisciplinary Training**: Since inclusive education involves collaboration among various professionals, training should include interdisciplinary approaches and teamwork skills.
4. Policy and Advocacy**: Students should be educated on policies related to inclusive education and trained in advocacy skills to support students' rights and needs.
5. Cultural Competence**: The curriculum should emphasize cultural competence to ensure future OTs can effectively support students from diverse backgrounds.
6. Ongoing Professional Development**: Emphasizing the importance of lifelong learning and professional development to stay updated with best practices in inclusive education.
To determine if the current curriculum meets these requirements, you might want to review the specific content of the undergraduate programs, gather feedback from recent graduates and employers, and assess the performance of graduates in inclusive education settings. Additionally, collaboration with educational authorities and continuous curriculum review and updates can help ensure that the training remains relevant and effective.
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As we navigate through, Understanding the Curriculum, we embark on a journey that is both reflective and forward-looking. It is not just a segment of the advanced diploma in school leadership and management; it is a microcosm of the educational odyssey that each educator and learner experiences.
The curriculum is often perceived as a predetermined path laid out before us. Yet, as we delve deeper, we realize it is more akin to a river—constantly flowing, sometimes meandering, and always shaped by the landscape it traverses. The historical shifts in South Africa’s curriculum from a subject-oriented to an outcomes-based approach mirror our society’s transformation. It is a testament to our collective resolve to prioritize competencies that empower learners to succeed in a world that is perpetually evolving.
The Curriculum and Assessment Policy Statements (CAPS) framework, while prescriptive, is not a rigid set of rules but a canvas for innovation. It challenges us to infuse inclusive education and human rights into every lesson, ensuring that the values we hold dear are imparted alongside academic knowledge.
Leading schools in this era requires a deep understanding of the curriculum’s role in shaping not just learners’ minds but their futures. The instructional core—teachers’ knowledge, learners’ engagement, and challenging content—is the heartbeat of this process. As educators, we must ensure that this core is strong and responsive to the needs of all learners.
Yet, there is an unspoken curriculum that operates beneath the surface—the hidden curriculum. It is the lessons learned through observation, interaction, and the school’s culture. These lessons can be as impactful as the formal curriculum, if not more so.
Now, I turn to you, the future leaders in education, to reflect on these thoughts. How do you perceive the curriculum’s evolution? What are the lessons from the hidden curriculum in your experience? How will you shape the curriculum’s journey as you step into leadership roles?
I invite you to engage with these questions, to share your insights and to contribute to the dialogue. Your voice is crucial in this journey, for it is through our collective reflections that we can forge a path that truly reflects the aspirations of our learners and our society.
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Our curriculum journey has been an ever-evolving and impactful experience. Throughout the years, we have incorporated cutting-edge teaching approaches, adjusted to technological progress, and addressed the changing requirements of our students. We have commemorated achievements and gained insights from obstacles, consistently improving our methodology to deliver the optimal educational encounter. Upon contemplation of our journey, it is evident that partnership has played a pivotal role. The curriculum has received input from educators, students, parents, and the community, ensuring its applicability and efficacy. We have wholeheartedly embraced diversity, cultivating an inclusive climate that allows every child to flourish. Now, I invite you to accompany us on this expedition. Your input is essential in determining our future program's direction. We solicit your views, ideas, and aspirations to direct our future actions. Collectively, we can construct an educational program that not only fulfills academic criteria but also motivates and enables our pupils. Let us proceed on this expedition with revitalized vigor and a collective understanding. Contribute your ideas, engage in conversations, and assist us in developing an educational environment that equips our kids for triumph in a constantly evolving world. Your input is significant. Let us collaborate to have a meaningful impact.
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Call for Chapters:
Innovative Educational Frameworks for Future Skills and Competencies
Editors
Prof. Tahani Aldosemani, Prince Sattam bin Abdulaziz University, Saudi Arabia Prof. Miltiadis Lytras, The American College of Greece, Greece
Call for Chapters
Proposals Submission Deadline: July 11, 2024 Full Chapters Due: September 12, 2024 Submission Date: September 12, 2024
Introduction
In today's rapidly evolving world, the traditional paradigms of education face unprecedented challenges in adequately preparing individuals for the complexities of the future. The landscape of work and society is undergoing profound transformations driven by technological advancements, globalization, and socio-economic shifts, thereby necessitating a fresh perspective on the skills and competencies demanded by the workforce. It is within this dynamic context that the concept of "innovative educational frameworks for future skills and competencies" emerges as a pivotal area of exploration and development.
This book endeavors to delve into and showcase pioneering educational methodologies explicitly tailored to equip learners with the future skills and competencies indispensable for thriving in the 21st century and beyond. Recognizing that the mere transmission of information falls short, we advocate for an education system that fosters critical thinking, creativity, adaptability, collaboration, and above all, a lifelong learning mindset. These "future skills" are not only imperative for professional success but also for active citizenship and personal fulfillment amidst an increasingly intricate world.
Through an amalgamation of diverse perspectives and illuminative case studies, this book seeks to dissect how educators, policymakers, and stakeholders are reconceptualizing education to meet the future's demands. From immersive project-based learning and competency-driven education to innovative interdisciplinary approaches and the integration of cutting-edge technologies, each chapter will offer insights into promising strategies and frameworks poised to prepare learners for the challenges and opportunities of tomorrow.
Furthermore, this book underscores the significance of addressing equity, diversity, and inclusion within educational contexts. Ensuring universal access to high-quality education, irrespective of background or circumstance, is not only a moral imperative but also a cornerstone for nurturing a fairer and more prosperous society. Hence, contributors are encouraged to explore how innovative educational approaches can serve as catalysts for equity and empower learners from diverse backgrounds to excel in an ever-evolving world.
In essence, this book endeavors to be a timely and illuminating resource for educators, researchers, policymakers, and all stakeholders invested in the future of education. By scrutinizing innovative educational frameworks and their potential to cultivate future skills and competencies, our aspiration is to enrich the ongoing discourse and endeavors aimed at revolutionizing education for the betterment of individuals and society at large.
Objective
This book is dedicated to exploring innovative educational frameworks designed to equip learners with the future skills and competencies essential for success in a rapidly evolving world. With a specific focus on future-oriented skills such as critical thinking, creativity, problem-solving, adaptability, collaboration, and digital literacy, the book aims to accomplish the following:
  1. Identify emerging needs: By examining current trends and forecasts regarding the future of work and society, the book seeks to identify the emerging skills and competencies that will be most valuable in the years to come. Through empirical research and expert analysis, contributors will shed light on the skills gap between traditional education and the demands of the future, guiding educators and policymakers in adapting curricula accordingly.
  2. Highlight innovative approaches: By showcasing innovative educational frameworks and pedagogical approaches that are specifically designed to cultivate future skills and competencies. From project-based learning and inquiry-based instruction to design thinking and experiential learning, contributors will share examples of effective strategies for fostering the development of essential future skills in learners of all ages.
  3. Examine pedagogical practices: Through in-depth case studies and empirical research, the book will examine the efficacy of various pedagogical practices in promoting the acquisition and mastery of future skills and competencies. By evaluating the impact of different teaching methods, assessment strategies, and learning environments, contributors will provide insights into how educators can optimize the learning experience to better prepare learners for the challenges of tomorrow.
  4. Bridge research and practice: By bridging the gap between research and practice, the book aims to facilitate knowledge exchange and collaboration among researchers, educators, and other stakeholders. Through a synthesis of theoretical insights and practical implications, contributors will offer actionable recommendations for integrating future-oriented skills into educational settings, fostering a culture of continuous learning and innovation.
  5. Promote lifelong learning: By recognizing that the acquisition of future skills is an ongoing process, the book emphasizes the importance of lifelong learning and professional development. By providing resources, tools, and strategies for self-directed learning, the book aims to empower individuals to proactively develop and refine their future skills throughout their lives, ensuring their continued relevance and adaptability in a rapidly changing world.
Overall, this book seeks to serve as a comprehensive resource for educators, researchers, policymakers, and anyone interested in preparing learners for the challenges and opportunities of the future. By exploring innovative educational frameworks that prioritize the development of future skills and competencies, the book aims to contribute to the advancement of education and society in the 21st century and beyond.
Target Audience
This book is tailored to meet the needs and interests of a diverse range of stakeholders invested in the future of education. The primary target audience includes:
  1. Educators: Teachers, administrators, curriculum developers, and instructional designers seeking innovative approaches to teaching and learning. This book provides insights and practical strategies for integrating future skills and competencies into educational practice.
  2. Policymakers: Government officials, policymakers, and educational leaders responsible for shaping education policy and reform initiatives. The book offers evidence-based recommendations for policy development and implementation to ensure that educational systems are aligned with the demands of the future.
  3. Researchers: Scholars, researchers, and academics engaged in the study of education, pedagogy, and workforce development. The book presents current research findings, theoretical frameworks, and empirical studies that contribute to advancing knowledge in the field.
  4. Practitioners: Professionals working in non-traditional educational settings, such as corporate training programs, lifelong learning centers, and community-based organizations. The book offers practical insights and case studies that can inform the design and delivery of educational programs outside of formal schooling.
  5. Students: Learners of all ages who are interested in developing future skills and competencies to succeed in their academic pursuits, careers, and personal lives. The book provides resources and guidance for self-directed learning and professional development.
  6. Advocates for Equity and Inclusion: Individuals and organizations committed to promoting equity, diversity, and inclusion within education. The book explores how innovative educational frameworks can address systemic barriers and empower marginalized communities to thrive.
Overall, this book aims to appeal to a broad audience of stakeholders who are passionate about transforming education to better prepare learners for the challenges and opportunities of the future. Whether you are an educator seeking practical strategies, a policymaker shaping the future of education, a researcher contributing to the academic discourse, or a learner striving for personal and professional growth, this book offers valuable insights and resources to support your journey.
Recommended Topics
  • Project-based learning: Strategies for implementing project-based learning to develop critical thinking, collaboration, and problem-solving skills.
  • Competency-based education: Exploring competency-based approaches to education and their effectiveness in preparing learners for future challenges.
  • Digital literacy and technology integration: Examining the role of digital literacy and technology integration in fostering future skills such as adaptability and innovation.
  • Inquiry-based instruction: Discussing the benefits of inquiry-based instruction for promoting curiosity, creativity, and lifelong learning.
  • Interdisciplinary learning: Investigating the advantages of interdisciplinary learning experiences in cultivating holistic skills and competencies.
  • Experiential learning: Exploring the value of experiential learning opportunities, such as internships and service-learning projects, in developing real-world skills.
  • Personalized learning pathways: Examining strategies for designing personalized learning pathways that cater to individual interests, strengths, and needs.
  • Assessment for future skills: Discussing innovative assessment methods and tools for measuring future skills and competencies effectively.
  • Teacher professional development: Exploring professional development opportunities and strategies to support educators in integrating future skills into their teaching practice.
  • Equity and inclusion in education: Addressing issues of equity, diversity, and inclusion within educational frameworks and exploring ways to ensure equitable access to future-oriented learning experiences.
Submission Procedure
Researchers and practitioners are invited to submit on or before July 11, 2024, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by July 25, 2024 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by September 12, 2024, and all interested authors must consult the guidelines for manuscript submissions at IGI Global Submission Guidelines prior to submission. All submitted chapters will be reviewed on a double-anonymized review basis. Contributors may also be requested to serve as reviewers for this project.
Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Innovative Educational Frameworks for Future Skills and Competencies. All manuscripts are accepted based on a double-anonymized peer review editorial process.
All proposals should be submitted through the eEditorial Discovery® online submission manager.
Publisher
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit IGI Global. This publication is anticipated to be released in 2025.
Important Dates
  • July 11, 2024: Proposal Submission Deadline
  • July 25, 2024: Notification of Acceptance
  • September 12, 2024: Full Chapter Submission
  • October 17, 2024: Review Results Returned
  • November 14, 2024: Final Acceptance Notification
  • November 21, 2024: Final Chapter Submission
Inquiries
Classifications
  • Education
  • Life Sciences
  • Social Sciences and Humanities
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This is an interesting topic for me who is involved in Quality Assurance practitioners at Post Graduate level. Please share some additional details of the proposed book. Is there a chance of including a chapter on an evaluation of our Post graduate Certificate in Quality Assurance in Education offered by the Botswana Open University?
Dr Joseph Amooti Kasozi
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Taking into account that each society incorporates into the curricula the necessary knowledge to teach depending on the social demands of each country.
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It is a complex and difficult issue to realize what will be needed in the future, because we do not know what the world will be like 30 or 40 years from now. Currently it is difficult to define what skills are necessary for learning in these times for the future that awaits us, the changing and futuristic technology means that in a few years what we consider today something very advanced becomes so obsolete in a short time. That is why universities have a very strong challenge without having accurate teaching for the future. People think that perhaps more personnel capable of programming will be needed when technological advances design equipment and software capable of performing these functions and that perhaps not as many human programmers will be needed by then, it is also important to teach how to adapt as the world turns. with its changes and advances. What is learned in youth changes completely once time passes, it is essential to prepare students for adaptation and for them to be able to be managers of their own knowledge in the face of change and with an open mind, be flexible and able to follow adapting to constant change. Modern education should be focused on preparing people to take on different roles in society, where they do not teach just one thing to do at work and instead learn to do multiple activities professionally. Being prepared for changes and readapting to future times with their technology and continuous advances is the key to teaching in our times.
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Is curriculum co-creation implemented in your university of study or work? How ?
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Hello! I believe it depends on the teacher(s) an course you're doing. I once got the opportunity to teach at a university and was told I'd have to come up with the curriculum myself. I've had teachers who do co-teaching in the classroom, and therefore co-create the course's curriculum I believe.
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In Iran, there is informal co-creation of curriculum in higher education; But formally, no
What do we need to implement curriculum co-creation in higher education?
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Curriculum co-creation in higher education involves collaboration between educators, students, and sometimes other stakeholders (e.g., industry partners, alumni) to design and develop educational content, learning activities, and assessment methods. This process ensures that the curriculum is relevant, engaging, and meets the needs of all participants. Here are some strategies to effectively implement curriculum co-creation in higher education:
1. Establish a Collaborative Culture
  • Foster an Inclusive Environment: Create a culture where all voices are valued and respected. Encourage open communication and provide platforms for dialogue.
  • Training and Development: Offer workshops and training sessions for both faculty and students on collaborative practices, communication skills, and the principles of co-creation.
2. Engage Stakeholders Early
  • Form a Diverse Committee: Include faculty, students, industry experts, and alumni in the curriculum development committee to ensure diverse perspectives.
  • Needs Assessment: Conduct surveys, focus groups, and interviews with stakeholders to identify needs, preferences, and gaps in the current curriculum.
3. Co-Design Learning Outcomes
  • Shared Goals: Work together to define learning outcomes that reflect the knowledge, skills, and attitudes students should acquire.
  • Alignment with Industry: Ensure learning outcomes align with industry standards and future career requirements to enhance employability.
4. Collaborative Curriculum Development
  • Joint Workshops and Brainstorming Sessions: Hold collaborative sessions where all stakeholders can contribute ideas and feedback.
  • Iterative Design: Develop the curriculum iteratively, with regular reviews and opportunities for stakeholders to provide input and make adjustments.
5. Develop Engaging Learning Activities
  • Project-Based Learning: Design projects that address real-world problems and require input from both students and industry partners.
  • Active Learning: Incorporate active learning strategies such as flipped classrooms, peer teaching, and collaborative group work.
6. Flexible and Adaptive Assessment
  • Co-Create Assessment Methods: Involve students in designing assessment criteria and methods to ensure they are fair, transparent, and aligned with learning outcomes.
  • Continuous Feedback: Implement a system for ongoing feedback from students and faculty to refine assessments and improve learning outcomes.
7. Implement and Evaluate
  • Pilot Programs: Start with pilot programs to test the co-created curriculum and gather feedback for improvement.
  • Evaluation and Reflection: Continuously evaluate the effectiveness of the curriculum through surveys, focus groups, and performance data. Encourage all stakeholders to reflect on the process and outcomes.
8. Sustainability and Scalability
  • Document Processes: Keep detailed records of the co-creation process to guide future efforts and ensure continuity.
  • Institutional Support: Secure support from the institution's leadership for resources, time, and recognition of the value of co-creation.
Examples of Co-Creation in Action
  1. University of Exeter: The Students as Change Agents initiative allows students to lead projects that enhance their learning experience and contribute to curriculum development.
  2. UCL (University College London): The Connected Curriculum framework integrates research-based education, encouraging students and faculty to collaborate on curriculum design and development.
  3. Monash University: The Co-Creation in Curriculum project involves students in the co-design of units, ensuring the curriculum is relevant and engaging.
Conclusion
Curriculum co-creation in higher education fosters a sense of ownership and responsibility among students, enhances the relevance and quality of education, and prepares students for the challenges of the real world. By involving all stakeholders in a collaborative and iterative process, institutions can create a dynamic and effective curriculum that meets the evolving needs of society and the job market.
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If anyone who is working in the higher education domain, please refer me a paper on "curriculum"
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which kind of music
piano or Theary or >>>>>
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I have a background of experimental research on 2014 and an observational study thesis on 2018 as part of my curriculum.
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I think you can reach out to either your supervisor or your mentor as they have many opportunities.
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We invite scholars to contribute to the ERATS July 2024 Special Issue focusing on ‘Religious Education in a Curriculum Restructuring Era.’ This issue aims to shed light on the evolving role of religious education amidst widespread educational reforms. We welcome diverse perspectives that address the challenges, opportunities, and innovative practices emerging in this field. To participate, please visit our call for papers here:
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Great news! Submissions are still open for our ERATS July 2024 Special Issue focusing on 'Religious Education in a Curriculum Restructuring Era.' Despite the initial deadline having passed, we're extending an invitation to researchers and scholars who are passionate about this topic to contribute their valuable insights. Your contributions will enrich the discourse surrounding the challenges and opportunities in religious education amidst contemporary curriculum changes. Don't miss out on this chance to be part of the conversation.
Share this opportunity with your colleagues and friends who might be interested in contributing! Together, let's create a vibrant dialogue and advance our understanding of religious education in the context of curriculum restructuring. Submit your papers!
For more details and to submit your papers, please use the following link: ERATS July 2024 Special Issue Call for Papers
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The effect of the special program in the arts (SPA) curriculum to the completers.
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Irene Castellano To answer your question, you should have a research topic, and corresponding specific research question/s to go with it.
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The ERATS July 2024 Special Issue is now inviting submissions under the theme ‘Religious Education in a Curriculum Restructuring Era.’ This issue aims to explore the dynamic interplay between religious education and contemporary curriculum changes. We encourage contributions that examine the challenges and opportunities presented by these reforms, as well as innovative pedagogical strategies and theoretical frameworks that can guide future developments in this field.
For more details and to submit your papers, please use the link:
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Submissions are still being accepted for our call for reflection papers. Despite the initial deadline passing on April 5th, individuals interested in contributing are encouraged to submit their papers.
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With the introduction of free education in Zambia, there is an interest by learners to return/continue with education thereby increasing the numbers in classes. Using learner centered approaches are proving problematic as curriculum is not fully completed in readiness for national assessments as compared to teaching where teacher centered methodologies are employed.
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It's a vital question Mr. Musonda Edward
Leaner-centered lessons offer several advantages over traditional teacher-centered lessons:
  1. Active Engagement: Learner-centered lessons promote active participation and engagement from students. Instead of passively receiving information from the teacher, students are encouraged to interact with the material, ask questions, and collaborate with their peers.
  2. Personalized Learning: Learner-centered approaches cater to the individual needs, interests, and learning styles of students. Teachers can adapt their instruction to accommodate diverse learners, providing opportunities for personalized learning experiences.
  3. Critical Thinking Skills: By encouraging students to take ownership of their learning, learner-centered lessons foster the development of critical thinking skills. Students are challenged to analyze, evaluate, and apply knowledge in meaningful ways, rather than simply memorizing facts.
  4. Higher Motivation: When students are actively involved in their learning process and have a say in their educational experiences, they are more likely to be motivated and engaged. Learner-centered lessons can help cultivate intrinsic motivation and a passion for learning.
  5. Long-Term Retention: Research suggests that learner-centered approaches lead to better long-term retention of knowledge and skills. When students are actively engaged in constructing their understanding of the material, they are more likely to retain and apply what they have learned in the future.
  6. Developing Lifelong Learners: By emphasizing skills such as problem-solving, collaboration, and self-directed learning, learner-centered lessons help prepare students to be lifelong learners. These skills are essential for success in a rapidly changing world where continuous learning is necessary.
  7. Positive Learning Environment: Learner-centered classrooms often foster a positive and inclusive learning environment where students feel valued, respected, and supported in their learning journey. This can contribute to higher levels of student satisfaction and well-being.
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  1. give few assumptions on the given topic
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Interesting question and replies.
I am not sure this is relevant, but in the past I set to my elementary school students a task. That was to create a crypto-words exercise with words or concepts they had just learned. Then they would exchange it with others and solve it.
They found it interesting and helpful.
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Introduction for compare and contrast the features of old and new curriculum in south africa
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I present a lecture about this issue last week .
Curriculum changes in South Africa have aimed to address various challenges in the education system and bring about positive improvements. Some of the positive aspects of curriculum changes in South Africa include:
1. **Alignment with National Goals:** Curriculum changes have sought to align education with broader national development goals, ensuring that education plays a central role in addressing issues such as poverty, inequality, and unemployment.
2. **Inclusivity:** The new curriculum aims to be more inclusive, recognizing the diverse cultural and linguistic backgrounds of South African students. It strives to provide an education that is relevant to the country's multiethnic society.
3. **Focus on Critical Thinking:** The curriculum emphasizes critical thinking, problem-solving, and analytical skills, aiming to produce students who are better prepared for the demands of the modern workforce and society.
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How can we change the university degree curriculum to reflect self-employment?
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TVET graduates perceive the incorporation of technology into their educational programs. It delves into their attitudes towards technology and its role in their vocational training.
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The views of TVET graduates on the use and integration of technology in the classroom are critical to both workforce readiness and the quality of education. In an era of rapid technological advancement, technology integration into TVET programs has become indispensable. Through the use of e-portfolios to track each student's progress and facilitate communication and collaboration, it contributes to the improvement of TVET quality. Furthermore, it is believed that the integrated approach of incorporating ICTs into teaching and instructional design will revolutionize TVET.
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What are the best articles/reports on incels which I can use for my master's course? I am going to include incels in my curriculum and looking for reliable pieces. Thank you for your help.
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That's a rather broad question and depends on what type of study you're looking for (e.g. criminology, sociology, psychology, computer science, etc) - I am surprised no one has answered this in the nearly four years since your post. Having taken a brief look at your profile, I suspect you were looking for Criminological/Justice focused studies - That is the bulk of the articles listed here:
Recently Swansea University, UK published the results of the most extensive single study into Incels that I know of:
Predicting Harm Among Incels (Involuntary Celibates): The Roles of Mental Health, Ideological Belief and Social Networking (https://cronfa.swansea.ac.uk/Record/cronfa65641)
Other studies include:
Books:
The Incel Rebellion: The Rise of the Manosphere and the Virtual War Against Women (Emerald Studies In Digital Crime, Technology and Social Harms) - Lisa Sugiura, 2021 [Feminist/Sociology]
Brunt, B. Van and Taylor, C. (2021) Understanding and Treating Incels: Case Studies, Guidance, and Treatment of Violence Risk in the Involuntary Celibate Community. New York City, New York State, USA: Routledge. doi: 10.4324/9780367824396. [Psychology - been forever since I read this one, might be social work?]
Computer Science:
Salojärvi, E. et al. (2020) ‘The “ Incel ” Phenomenon in the Digital Era — How Echo Chambers have Fueled the Incel Movement’, Computational Trans, pp. 195–210.
Criminology:
Brenna Helm, Ryan Scrivens, Thomas J. Holt, Steve Chermak & Richard Frank (2024) Examining incel subculture on Reddit, Journal of Crime and Justice, 47:1, 27-45, DOI: 10.1080/0735648X.2022.2074867
DeCook, Julia R. & Kelly, Megan (2022) Interrogating the “incel menace”: assessing the threat of male supremacy in terrorism studies, Critical Studies on Terrorism, 15:3, 706-726, DOI: 10.1080/17539153.2021.2005099
Hoffman, B., Ware, J. and Shapiro, E. (2020) ‘Assessing the Threat of Incel Violence’, Studies in Conflict and Terrorism, 43(7), pp. 565–587. doi: 10.1080/1057610X.2020.1751459.
Moskalenko, S., González, J. F.-G., Kates, N., & Morton, J. (2022). Incel Ideology, Radicalization and Mental Health: A Survey Study. The Journal of Intelligence, Conflict, and Warfare, 4(3), 1–29. https://doi.org/10.21810/jicw.v4i3.3817
National Threat Assessment Center (NTAC) (2022) ‘Hot Yoga Tallahassee - A Case Study of Misogynistic Extremism’, (March), pp. 1–26.
O’Malley, R. L., Holt, K., & Holt, T. J. (2022). An Exploration of the Involuntary Celibate (Incel) Subculture Online. Journal of Interpersonal Violence, 37(7-8), NP4981-NP5008. https://doi.org/10.1177/0886260520959625
Speckhard, Anne, Molly Ellenberg, Jesse Morton, and Alexander Ash. “Involuntary Celibates’ Experiences of and Grievance over Sexual Exclusion and the Potential Threat of Violence Among Those Active in an Online Incel Forum.” Journal of Strategic Security 14, no. 2 (2021): 89–121. https://www.jstor.org/stable/27026635..
Whittaker, J., Costello, W. and Thomas, A. G. (2024) ‘Predicting Harm Among Incels (Involuntary Celibates): The Roles of Mental Health, Ideological Belief and Social Networking’, Commission for Countering Extremism.
Zempi, I. and Smith, J. (2021) Misogyny as hate crime, Misogyny as Hate Crime. doi: 10.4324/9781003023722.
Zimmerman, S., Ryan, L. and Duriesmith, D. (2018) ‘Recognizing the violent extremist ideology of “incels”’, Women In International Security PolicyBrief, (September), pp. 1–7.
Psychology:
Broyd, J. et al. (2023) ‘Incels, violence and mental disorder: a narrative review with recommendations for best practice in risk assessment and clinical intervention’, BJPsych Advances, 29(4), pp. 254–264. doi: 10.1192/bja.2022.15.
Costello, W., Rolon, V., Thomas, A.G. et al. Levels of Well-Being Among Men Who Are Incel (Involuntarily Celibate). Evolutionary Psychological Science 8, 375–390 (2022). https://doi.org/10.1007/s40806-022-00336-x
Glace, A. M., Dover, T. L., & Zatkin, J. G. (2021). Taking the black pill: An empirical analysis of the “Incel”. Psychology of Men & Masculinities, 22(2), 288–297. https://doi.org/10.1037/men0000328
Sparks, B., Zidenberg, A.M. & Olver, M.E. Involuntary Celibacy: A Review of Incel Ideology and Experiences with Dating, Rejection, and Associated Mental Health and Emotional Sequelae. Curr Psychiatry Rep 24, 731–740 (2022). https://doi.org/10.1007/s11920-022-01382-9
Sociology:
Labbaf, Farshad - United by Rage, Self-Loathing, and Male Supremacy: The Rise of the Incel Community https://doi.org/10.29173/invoke48979
O'Donnell, C., & Shor, E. (2022). “This is a political movement, friend”: Why “incels” support violence. The British Journal of Sociology, 73, 336–351. https://doi.org/10.1111/1468-4446.12923
Vallerga, Michael & Zurbriggen, Eileen L - Hegemonic masculinities in the ‘Manosphere’: A thematic analysis of beliefs about men and women on The Red Pill and Incel (2022) https://doi.org/10.1111/asap.12308
Witt, T. (2020) ‘“If i cannot have it, i will do everything i can to destroy it.’’ the canonization of Elliot Rodger: ‘Incel’ masculinities, secular sainthood, and justifications of ideological violence”’, Social Identities, 26(5), pp. 675–689. doi: 10.1080/13504630.2020.1787132.
Thesis:
Ashland, A. J. (2022) The Cult Fascist: Establishing Cultic Behavior in Proud Boys and Incels. Portland State University, Portland, Oregon. [Political Science]
Doras, N. A. (2022) Putting the ‘Cult’ in ‘Subculture’: Investigating Group Identity Formation Among Incels. Dalhousie University, Halifax, Nova Scotia. [Sociology]
These are just a few of the many Incel studies.
I hope that helps.
Ed
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How can you effectively promote sustainability in curriculum innovation?
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See Sustainable Learning and Education (SLE) concepts. Trends in curriculum delivery methods such as the competency based and the outcomes base curriculum are heading to the Inquiry based curriculum where competencies essential to learners for the current global markets are consulted from industry experts the formation and or creation of Industry Advisory Council and or Board be considered. Invest in teacher training with technology updates and keeping abreast to market competency and technology changes that can and should be integrated to the curriculum. A Flexible and adaptive curriculum and should be considered.
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Collating research work on revising the Curriculum Guide for Introduction to the Philosophy of the Human Person.
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not my specialist
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How can you prepare faculty to teach internationalized courses in HE curriculum?
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Preparing faculty to teach internationalized courses in higher education (HE) curriculum involves a multifaceted approach. The goal of internationalization in HE is to integrate an international, intercultural, or global dimension into the purpose, functions, or delivery of post-secondary education. Here are several strategies to prepare faculty for this important task:
1. Professional Development Workshops and Seminars
Cultural Competence Training: Offer workshops that help faculty understand and appreciate cultural differences, and teach them how to interact effectively with students from diverse backgrounds.
Pedagogical Strategies: Provide training on pedagogical strategies that promote inclusivity and global perspectives in course content and teaching methods.
2. Curriculum Development Support
Collaboration Opportunities: Encourage and support faculty in collaborating with colleagues from different disciplines and countries to integrate international perspectives into their curriculum.
Resources and Tools: Provide access to resources for internationalizing syllabi, such as case studies, datasets, and literature from around the world.
3. International Exposure and Experiences
Study Abroad and Exchange: Encourage faculty to participate in study abroad programs, faculty exchange, or conduct research internationally to gain firsthand experience with different cultures and educational systems.
Guest Lecturers and International Experts: Invite international experts or utilize virtual exchange programs to expose faculty and students to global perspectives.
4. Technology and Online Learning
Digital Tools and Resources: Train faculty to use digital tools and online platforms that can facilitate international collaboration and learning. This includes leveraging MOOCs (Massive Open Online Courses), virtual reality experiences, and other edtech solutions.
E-Learning Pedagogies: Educate faculty on effective online teaching strategies that are conducive to engaging students from various cultural backgrounds in a virtual environment.
5. Language and Communication Skills
Language Training: Offer language training or resources to faculty, especially those involved in programs with a significant number of international students or in languages pertinent to their field of study.
Cross-Cultural Communication: Provide training on effective communication strategies that acknowledge and bridge cultural differences.
6. Mentoring and Peer Support
Peer Networks: Create networks or communities of practice among faculty who are interested in or are already incorporating international elements into their teaching. This can facilitate the sharing of best practices and challenges.
Mentoring Programs: Pair less experienced faculty with mentors who have successfully internationalized their courses. This can provide a supportive learning environment and encourage professional development.
7. Evaluation and Feedback
Continuous Improvement: Implement a system for regular evaluation and feedback on internationalized courses, involving both students and faculty. Use this feedback to continually improve the international components of the curriculum.
8. Recognition and Incentives
Acknowledgement: Recognize and reward faculty efforts and achievements in internationalizing the curriculum. This could be through awards, grants for further research, or opportunities for professional advancement.
By adopting these strategies, institutions can better prepare their faculty to deliver internationalized courses that prepare students to thrive in a globalized world. This not only enhances the students' learning experience but also contributes to the institution's global engagement and reputation.
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How can you design a curriculum that incorporates hands-on learning?
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Interesting question.
Plenty of curricula, in various countries, emphasize on learning by experience, including with hands-on activities. At least in Elementary schools.
It all depends on the teaching approach that the curriculum implements.
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Thank you!
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I recently used ResearchGate's Conform Authorship for the first time. When I was checking the box, I found that the article published by Ian Westbry and I was not in the list. I would like to ask how I should deal with it. If your organization can handle it well, I will be very happy. Thank you. If you would like to reply, please send it to cs@tea.ntue.edu.tw Educational Evaluation and Policy Analys...
Vol. 18, No. 2, Summer, 1996
Structures of Curriculum Governance and...
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JOURNAL ARTICLE
Structures of Curriculum Governance and Classroom Practice in Mathematics
Ian Westbury, Chao-Sheng Hsu
Educational Evaluation and Policy Analysis, Vol. 18, No. 2 (Summer, 1996), pp. 123-139 (17 pages)
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Dear Chao-Sheng Hsu Do realise that you asked your question to the Q&A section of RG and not directly to the RG (help) team. In multiple cases the RG algorithm is not picking up your publications and you have to add them manually to your profile. Te good news is that the paper is already present here on RG:
You can add the paper by claiming authorship, see for example
Best regards.
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Wellbeing and School Curricula
Why isn't psychological well-being (PWB) a core component of secondary school curricula?
I'm very curious to hear input from educators and policy makers on the above issue. Or from anyone reading this.
Is it because:
1) Secondary school curricula are traditionally focused more on intellectual growth than emotional growth. Parents are regarded as the source of education on emotional growth.
2) Educators and policy makers are not aware of the increase in rates of depression among teenagers globally.
3) Educators and policy makers are not focused on student depression / anxiety as they don't think it affects academic performance.
4) A lack of data on the impact of student wellbeing on student performance, resulting in skepticism that changes in curricula may have an impact on student wellbeing.
5) A different reason?
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Interesting question and replies.
Curricula are supposed to include goals about wellbeing and not only knowledge.
The crucial question is whether these goals are feasible and given the right attention or priority.
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Where to drop my curriculum vitae in Reseach gate?
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ResearchGate doesn't have a specific feature for uploading your CV. Instead, you can manually add your work and education details to your ResearchGate profile. Go to your profile, click on the "Add" button in the corresponding sections, and enter the relevant information. This allows others to see your academic and professional background.
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I need to teach how to conduct research using internet or library sources, therefore I need to develop a successful curriculum for the proposed training on how to conduct research>
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Independent of internet
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As there is globalisation and the digital revolution in every aspect of future learners who are so-called new millennium learners, how the Innovative Learning Environments fulfil the purpose. Also, there is a need to look into the well-being of the learners and how the pedagogy and curriculum can be designed for the community needs of every learner.
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I agree Babu (the unsuitability in all countries of old style LMSs are also a problem. I think the best we can do is design for uncertainty,sustainability and flexibility in education.
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Is there a new approach to curriculum development, especially geography curriculum for high school?
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Saim Turan thanks for your answer
how about geography education in school, especially for high school student?
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How to evaluate a Crriculum?
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Both formative and summative evaluations during assessment at various examinations.
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How can learning strategies and educational curricula be adapted to better align with the dynamic needs of the contemporary job market, and is there a feasible model for integrating real-world job market experiences into the learning phase to enhance learners' preparedness?
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Interesting question yet broad. I think education should emphasize on
A. knowledge around technology (concepts, applications, pros and cons etc)
B. skills (critical thinking, creativity, evaluation) and
C. Attitudes (positive opinions, self-esteem, respect)
This way they will be able to understand technology, benefits, risks and use it for progress and improvement scopes.
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More and more, teaching ETHICS has become an important part of the college curriculum, but teaching it has not always been easy or up to part with the generational changes in the student population. Questioning how to teach ETHICS has more and more become an issue that needs to be addressed. What is the method that you will use for teaching ETHICS to the new generation of college students in 2024?
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How should one teach ETHIC to the new generation of college students in 2024? Teaching ethics by example is a must.
Regards and happy New Year
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Hello Dears
Is the implementation of spiral curriculum at the clinical field valuable concept-based or problem-based or value-based or experience-based or evidence-based?
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The best choice of spiral curriculum implementation approach depends on factors such as the subject matter, learner characteristics, and educational goals. There isn't a one-size-fits-all answer, but a balanced and iterative approach, incorporating regular review and reinforcement of key concepts, tends to be effective in fostering long-term retention and understanding.
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How can the study curricula at universities be developed to be useful and far from traditional and keep up with the requirements?
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Interesting question.
I believe that is the whole point of school improvement. Since the question is about the universities, the answer will have to do with research. Continuous and systemic research can show how schools can be reformed and improved, along with their curricula.
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This can be development holistically or in a specific area for children of any age.
From working in early years, I can identify music isn't very present in the curriculum and I think it should be! Just looking to gather some opinions from others :)
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Изобразителното изкуство и музиката в най-ранна детска възраст спомагат за развитието на емоционална интелигентност на децата, за изграждане на емоционално-естетическо отношение към заобикалящия ги свят. В помощ на изобразителната дейност в детската градина се използват целенасочено различни дидактически игри, които включват музикални произведения.
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How does PISA influence the formulation of curriculum policies?
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In short, NO PISA should not guide the curriculum. Developing countries are impacted by the results of PISA. It seems that the capitalist world economy drives education policy in many underdeveloped countries and PISA plays a major role. Countries try to be innovative based on the results of test scores that might have no alignment with the needs of their educational system. Countries or Nations should focus their educational reform on providing the resources and skills the teachers and students need. Teachers should have the skills and government support to provide a quality education that meets the needs of all students. The curriculum should reflect the current trends and needs of the country and what they need in the future. If the teaching, learning, and assessment processes are improved, then the educational system can improve. Countries need to have a clear purpose for the results of their educational system. They need to know why they are educating their children and what type of citizens they want for their future in a democratic government system or any government system.
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A few years ago I published an article on teaching Metrology and the journal is no longer available nor are its archives. If so, should I remove it from my CV?
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You must not remove it from your CV. A publication does not depend on the long-term existence of the journal. If it was printed, than there is no problem, libraries have your publication. If it was online only, the national library of the country where the journal was published should have it in its repository. To be sure that readers will find it, upload the paper to ResearchGate.
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Hello,
I am developing a training framework for cyber security. I proposed curriculum based on my observations and discussions. Now, I would like to verify its effectiveness using a scientific method. Your comments and recommendations would be much appreciated. Thank you in advance.
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Developing and empirically testing a cybersecurity training framework is essential to ensuring the curriculum accomplishes its goals and addresses the skills gap. A methodical strategy to scientifically validating your cybersecurity training framework:
Effectiveness Verification Steps:
1. Establish Clear Learning Objectives: - Define the training program's learning objectives. Effectiveness will be measured against this.
2. Develop Assessment Tools: - Create pre- and post-training evaluations to evaluate knowledge and skills. Your assessments should match your learning objectives.
3. Implement Training: - Conduct training according to proposed curriculum. This could be workshops, online courses, hands-on sessions, etc.
4. Conduct Pre- and Post-Training Assessments: - Evaluate participant knowledge and skill improvement before and after training.
5. Collect input: - Collect participant input on training relevance, engagement, and applicability.
6. Statistical Analysis: Assess results using statistical approaches. Compare post-training results to pre-training scores for substantial gains.
7. Conduct a longitudinal study to evaluate the long-term influence of training on participants' performance in real-world circumstances.
8. Revise and Improve: - Adjust curriculum based on findings to address gaps or areas for improvement.
Scientific validation methods:
Controlled Experimental Design: Consider using a controls group (who don't receive training) and a treatment group (who do) for more rigorous scientific validation.
Quantitative and qualitative analysis: A complete study requires quantitative (test scores, performance indicators) and qualitative (participant feedback, interviews) data.
Links to More Reading:
1. "Designing and Developing Training Programmes: Pfeiffer Essential Guides to Training Basics" by Janis Fisher Chan discusses training programme design and evaluation.
2. "Evaluating Training Programmes: The Four Levels" by Donald L. and James D. Kirkpatrick is a popular methodology for evaluating training programmes.
3. "The Science of Training and Development in Organisations: What Matters in Practise" by Eduardo Salas, Scott Tannenbaum, Kurt Kraiger, and Kimberly A. Smith-Jentsch.**- This Psychological Science in the Public Interest study examines training effectiveness scientifically.
4. "Cybersecurity Education for Awareness and Compliance" by I. Arpaci et al. discusses cybersecurity education and compliance strategies.
You may boost the credibility and efficacy of your cybersecurity training framework by following these steps and using scientific validation methodologies. Remember to match training to real-world cybersecurity challenges and change the curriculum depending on feedback and performance metrics.
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May I get some recommendations and Literature?
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Да конечно
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suppose if its possible then what will be the advantages / disadvantages of the common curriculum?
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Is it possible to have a common curriculum for everyone?
For me it is not possible, because for example there are university degrees that are appropriate for a given context because they respond to the knowledge and development needs of that context. If it is a question of rural and urban curricula in secondary education in any country, surely it should be adjusted to the needs of each context, but always attending to a common basic training
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The research questions for the study are as follows:
  • Does school exclusion facilitate criminal vulnerability?
  • Are students who are excluded from school at higher risk of county lines involvement?
  • How does school exclusion affect mental health, allowing criminal groups to take advantage of the individuals vulnerabilities?
  • Are any ethnical or cultural minorities more at risk from exclusion?
  • How effective are current strategies used for process integration of excluded pupils into provisional education?
  • Are excluded students more susceptible to involvement in knife crime?
  • How successful are existing strategies to help excluded students access the curriculum?
  • Using qualitative research, are there opportunities for the adoption of more preventative strategies for limitation of excluded students' vulnerability in criminal involvement?
Any useful resources would be greatly appreciated.
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certainly
Exposing students to academic exclusion is a violation of international laws
Education is also one of the conditions for sustainable development in any country
Therefore, countries must make education available to all, without restrictions, and for it to be free
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Some literature/peer suggestions include:
** moving from teacher initiated questions to student initiated about problem solving
** focus on what teacher perceived as challenging areas in each curriculum region
** moving from conceptual instruction to more techinal terms and meaning of scientific terms
** focus on promoting sample exersices that fit to currculum & exam standards basic skills
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Learn on Your Own: Try doing more on your own! I'll give you tricky problems or projects to work on. This helps you learn how to figure things out by yourself.
Stay Updated: Physics is always changing. I'll keep you in the loop with the latest stuff. We'll look at new examples or stories to see how physics is always growing and changing.
Use Technology: Let's use cool tools like computer simulations, special software, and online resources. They make learning more fun and help us understand tough ideas better.
Check How You're Doing: I'll check how well you know your stuff. But it's not just about memorizing facts. We'll see how good you are at solving problems, thinking hard, and using what you know in real-life situations.
Be Supportive: Our class is a team. Ask questions, share thoughts, and don't be afraid to ask for help. We're here to support each other and learn together.
Explore More: We won't only stick to what's in the books. Let's explore extra stuff! This might make you curious to learn even more about physics outside of our regular lessons.
Get Feedback: I'll tell you how you're doing in a helpful way. It's like a guide to see where you're awesome and where you can get even better.
And hey, as we move up to harder physics, I'll make sure we find the right balance between giving you tough challenges and helping you succeed. We'll adapt our way of learning to handle the more advanced stuff in A Level or university physics
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What are the best ways for educators to leverage AI in the field of education? To create a more personalized, engaging, and efficient learning experience for all students.
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First and foremost, by recognizing that machines cannot replace humans in certain modes of thinking. Especially in the philosophical. Philosophy, at least by and large, requires open ended thinking that machines are not creative enough for. I advocate for more pass/fail graded classes with a special emphasis on portfolio for non-technical skills. And of course training in hard sciences and engineering(including how to use AI). I also advocate for offering PhDs by publication from all colleges(community ones to universities) to get a larger percentage of the population into more philosophical thinking. One of my sources: Ohnemus , Alexander . "A Girardian Case for PhDs by Publication." ResearchGate.net . www.researchgate.net/publication/373639875_A_Girardian_Case_for_PhDs_by_Publication. Accessed 4 Sep. 2023.
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What do you expect to develop historical curricula, which method is most effective?
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We can lessen the number of learners who struggles in class by applying SIAS policy. Screening Identify Assess and Support. Through implementation of accommodation and concessions teachers might apply knowledge to make it possible that all learners achieve according to their IQ Level.
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Hello
I am a PhD student in elementary school curriculum studies, given the subject of my doctoral thesis, can I have your article
Thank you
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Hi
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The Patient-centered healthcare approach involves empowering patients to take an active role in their care and necessitates that healthcare professionals possess strong communication skills and effectively address patient needs. Additionally, the approach prioritize physical comfort and emotional well-being, as well as respect for patient and family preferences, values, cultural traditions, and socioeconomic conditions.What is the role of f patient-centered healthcare approach in developing medical education curriculum?
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Thank you for the question and the answers above! Besides what you have already highlighted, according to our experience as both lecturer and researcher in medical schools, including patient-centeredness if fundamental to train the future healthcare professional's humanistic skills, which include not only situating and empowering the patients, but also situating the healthcare professional itself as la person dealing with another person.
Students report difficulties to face something as basic as learning how to deal with another human being. Moreover if this human being is in pain, scared, dis-eased and you are the one expecting to be helpful. Medical training is focused on data analysis, decision making, a precise knowledge of pathology, etcetera. Which enclose them in the amaze and the demand of their discipline. But nobody teaches them how to BE WITH a person in need/pain/despair/scared. Some of our students face severe mental health problems when facing real patients/people, and report they do not feel enough prepared by the training methodologies, despite all the readings, exercises, simulations, etc.
It seams that students should be exposed to people/patients since the early years of their training, and not only during interships, to really benefit from-and assimilate a patient-centered healthcare approach.
Thank you.
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I am planning to conduct a qualitative study that basically aims to develop the Sustainable Development Goals (SDGs) Literacy Framework for the Agriculture Curriculum. The framework will explain the curriculum content and appropriate pedagogies use to embed the SDGs into the agriculture curriculum in Malaysia. Any suggestions on which type/approach should I follow to develop the framework? (phenomenology/ethnography/grounded theory/case study)?
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I don't think you need any particular "approach," and it is a perennial problem that books such as Creswell and Poth which emphasize such approaches fail to cover the most common way of doing qualitative research: semi-structured interviews followed by some form of thematic analysis.
In in this case, more important questions might be who you want to interview and whether you want to use individual or focus group interviews.
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What statistical tool should I use to determine if there is a significant relationship between curriculum enhancements and learning growth rate?
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I don't know but I asked the hive-mind (GPT-4):
To determine if there's a significant relationship between curriculum enhancements and learning growth rate, you can use various statistical tools depending on the nature of your data and your research design. Here are some popular options:
  1. Correlation Analysis:If both curriculum enhancements and learning growth rate are measured on a continuous scale, you can use Pearson's correlation coefficient (r) to measure the strength and direction of the linear relationship between the two variables. For ordinal data, use Spearman's rank-order correlation.
  2. T-test or ANOVA (Analysis of Variance):If you have a control group (using the old curriculum) and an experimental group (using the enhanced curriculum), and you want to compare the mean learning growth rate between these two groups, use a t-test. If you have multiple experimental groups (e.g., different types of curriculum enhancements), use ANOVA.
  3. Regression Analysis:If you want to predict the learning growth rate based on the level of curriculum enhancement (especially if you have other control variables), use regression analysis. Multiple regression can be used if there are multiple predictor variables.
  4. Chi-square Test:If both curriculum enhancements and learning growth rate are categorical (e.g., enhanced vs. not enhanced, high growth vs. low growth), use the Chi-square test for independence to determine if there's a significant relationship between the two.
  5. Pre-Post Test Analysis:If you measure learning growth rate before and after introducing the curriculum enhancement for the same group, you can use a paired t-test. If you have multiple groups, a repeated measures ANOVA might be appropriate.
  6. General Linear Models (GLM) or Generalized Linear Models:For more complex designs where you might want to account for both fixed and random effects or other types of distributions, you can use GLMs or Generalized Linear Models.
  7. Non-parametric Tests:If your data does not meet the assumptions of parametric tests (e.g., normal distribution, homogeneity of variance), consider non-parametric alternatives such as the Mann-Whitney U test, Kruskal-Wallis test, or the Wilcoxon signed-rank test.
When selecting a statistical tool, consider the following:
  • The level of measurement of your data (nominal, ordinal, interval, ratio).
  • The distribution of your data (normal vs. non-normal).
  • The design of your study (paired vs. independent samples).
  • The number of groups or conditions you're comparing.
Remember to also check the assumptions of each statistical test and ensure that your data meets these assumptions before conducting the analysis. If the assumptions are not met, consider using an alternative test or transformation methods.
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in the field of curriculum and instruction, teaching English language, Education
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By paying their publishing fee demand there ara many journals but without fee I know as none !?
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Does the current university curriculum align with education 5.0?
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Here is my attempt at answering the question "What is education 5.0 and how does it align with industrial attachment?":
Education 5.0 refers to the latest iteration of advances in technology applied to the education system. It incorporates cutting-edge innovations like artificial intelligence, Internet of Things, augmented and virtual reality, blockchain and other futuristic tech solutions to transform how we learn.
The core idea behind Education 5.0 is to make the learning experience highly personalized and adaptive based on individual student needs, abilities and learning styles. Technologies like AI come into play here by analyzing student data and performance to gain valuable insights into what teaching methods work best for each individual. This enables a level of customized education that previous systems could not provide.
Augmented and virtual reality are also key aspects of Education 5.0. Through AR and VR, students can be immersed in simulated environments that make complex subjects more engaging and tangible. For example, VR field trips can transport students to places around the world while augmented classrooms overlay digital information onto physical materials to enhance lessons.
So in essence, Education 5.0 aims to make the classroom a truly interactive, collaborative and digitally-driven experience for all. Now in terms of alignment with industrial attachment - I'd give this draft an 8.5/10. You clearly laid out what Education 5.0 entails and provided relevant examples of how VR and AR can support learning.
To take it further, I suggest elaborating more on how these technologies directly aid in industrial attachments. For instance, VR can simulate real-world workplaces so students get practical experience before actual internships. Companies may also use VR to provide virtual internships if physical ones aren't possible. AR could allow remote guidance and feedback during internships.
P/S Appreciate if you could click RECOMMEND for all my 6 research papers under my AUTHORSHIP as a way to say thank you. THANK YOU
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By answering this question، we want to do a research. Thank you.
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Orlando M Lourenço : Thank you very much for participating. Of course, we will use your great idea.
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Effective strategies for incorporating Emotional Intelligence (EI) training in life skills education include interactive games for young learners, real-life scenarios and reflective exercises for adolescents, workshops and extracurricular activities for older students, involving teachers, parents, and mental health professionals, and leveraging technology for enhanced accessibility.
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Incorporating Emotional Intelligence (EI) training into life skills education curricula for students of different ages requires thoughtful planning and consideration.
Here are some effective strategies to do so:
  1. Age-appropriate content: Tailor the Emotional Intelligence training to suit the developmental stage of the students. Younger children may focus on basic emotions, empathy, and self-awareness, while older students can explore more complex concepts like conflict resolution, emotional regulation, and social skills.
  2. Engaging activities: Use interactive and experiential learning methods to keep students engaged. Role-playing, group discussions, storytelling, and creative expression can be effective ways to teach Emotional Intelligence concepts.
  3. Mindfulness and self-awareness practices: Introduce mindfulness exercises to help students become aware of their emotions and thoughts. Meditation and breathing techniques can be beneficial for emotional regulation and stress reduction.
  4. Encourage open communication: Create a safe and non-judgmental environment where students feel comfortable expressing their emotions. Encourage discussions about emotions and feelings, and teach active listening skills to foster empathy.
  5. Incorporate Emotional Intelligence in problem-solving: Teach students how to analyze and manage emotions when facing challenges. Help them identify possible emotional triggers and develop strategies to handle difficult situations.
  6. Connect Emotional Intelligence to real-life scenarios: Relate EI concepts to real-world situations to demonstrate their relevance and practical application. This helps students see the value of Emotional Intelligence in their daily lives.
  7. Collaborative learning: Encourage group activities that require cooperation and empathy. Working together on projects can help students understand the importance of emotional awareness in teamwork and social interactions.
  8. Positive reinforcement: Recognize and acknowledge students when they demonstrate emotional intelligence skills. Positive reinforcement can motivate them to continue practicing EI in their lives.
  9. Involve parents and caregivers: Extend Emotional Intelligence training beyond the classroom by involving parents and caregivers. Provide resources and workshops to help them support their children's emotional development at home.
  10. Continuous evaluation: Regularly assess students' progress in Emotional Intelligence development. Use feedback and self-assessment tools to identify areas that need improvement and to reinforce positive behaviors.
  11. Long-term integration: Rather than treating Emotional Intelligence as a one-time topic, weave it into the entire life skills curriculum consistently over time. This will reinforce the importance of EI and allow students to build upon their skills gradually.
  12. Professional development for educators: Ensure that teachers and educators themselves have a good understanding of Emotional Intelligence. Offer training and resources to help them model and teach EI effectively.
Remember, Emotional Intelligence is a skill that can be cultivated and strengthened with practice. By integrating these strategies into the life skills education curriculum, students of different ages can develop a greater awareness of their emotions, empathy towards others, and the ability to navigate social interactions more effectively.
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Dear All,
I hope everything is fine at your end. I would like to invite you to participate in my research entitled "Scale Development of a Tool to Measure Gender-Responsive Teacher Education Curriculum (G-RTEC).
This project aims to create a scale that can effectively assess teacher education curricula in terms of their gender responsiveness. By developing this scale, we aim to contribute to the improvement of teacher education programs and promote gender equality in the field of education. The scale consists of only 36 items, along with an optional comment section, which will provide valuable insights into your perceptions and experiences, and other preliminary personal questions.
I hope you will take time to respond to my scale.
Sincerely,
RUEL T. BONGANCISO
Please see attached link herein.
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Thank you for information, I would also like to participate in your research
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Curriculum evaluation
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  1. Formative Evaluation.
  2. Summative Evaluation.
  3. Process Evaluation.
  4. Outcome Evaluation.
  5. Impact Evaluation.
  6. Cost-effectiveness Evaluation.
  7. Stakeholder Evaluation.
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كيف نضع مفردات ما بين 15 إلى 20 حول دروس مهمة ومفيدة لعلوم القرآن
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We can develop a curriculum and useful lessons on the sciences of the Holy Quran for college students through the following steps:
  1. Define objectives: Identify educational goals, understanding what knowledge and skills students should have upon completion of the course.
  2. Research: Delve into the scientific elements of the Quran, understanding these elements in light of contemporary scientific developments.
  3. Structural Design: Divide the curriculum into different topics or modules, such as the manifestation of astronomy, biology, geography, etc., in the Quran.
  4. Teaching Methods: Combine explanations, discussions, case analysis, etc., so students can understand how scientific elements are reflected in the Quran while understanding its teachings.
  5. Materials and Resources: Select or compile suitable textbooks, find other resources that can assist in teaching, such as scientific experiments, videos, etc.
  6. Assessment: Design assessment methods, including tests, assignments, projects, etc., to evaluate the learning outcomes of students.
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Where can I find statistics on teachers limiting play based learning for more direct instruction in NK-3rd grade classroom due to perceptions on lack of knowledge for use of play based curriculum to drive instruction or other barriers like time, economics, accountability to standards, etc.?
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Hi Gale,
Although this paper was published in 2015, it appears to provide the sort of data you are looking for:
I hope this is helpful.
Don P.