MULTIMEDIA PEDAGOGY AND MULTICULTURAL EDUCATION FOR THE NEW MILLENNIUM

New technologies provide tools to reconstruct education as we begin a new millennium. In particular, multimedia technologies, like CD‐ROMs and Web sites, produce new resources and material for expanding education. In examining the Shoah Project—which documents the experiences of survivors of the Holocaust—we demonstrate how it provides important tools for historical and religious education, as well as making the reality of the Holocaust vivid and compelling in the contemporary moment. In this context we discuss how multimedia can provide an important supplement to multicultural education, bringing the experiences of marginal and oppressed groups to the mainstream. Yet we also argue that effective multimedia education requires historical contextualization, the skills of media literacy, and engaging pedagogical presentation in the classroom to make it effective as a supplement to traditional classroom and print‐based education. We show how educational technologies, such as those produced by the Shoah Foundation and the UCLA Film and Television Archives, can help reconstruct education for the twenty‐first century.     

New media,old media: The technologies of international development

The research, theory and practice of educational technology over the past 75 years provide convincing evidence that this process offers a comprehensive and integrated approach to solving educational and social problems. The use of media and technology in development has shifted from an emphasis on mass media to personal media. A variety of electronic delivery systems are being used and are usually coordinated by centralized governmental agencies. There are no patterns of use since the problems vary and the medium used is responsive to the problem. Computers are used most frequently and satellite telecommunication networks follow. The effective use of these and other technologies requires a long-term commitment to financial support and training of personnel. The extension model of face-to-face contact still prevails in developing nations whether in agriculture, education or rural development. Low-cost technologies are being used in local projects while major regional and national companies use radio, film and related video technologies. The use of all available and cost-effective media and technologies make possible appropriate communications for specific goals with specific audiences. There appears to be no conflict among proponents of various media formats. Development in education and other sectors has much to gain from old and new communication technologies and has hardly been tapped. Several new educational technology developments are discussed as potential contributors to formal and nonformal education.     

Code of practice for the pastoral care of international students: making a globalising industry in New Zealand

Export education in New Zealand has grown rapidly since 1990, earning significant foreign exchange and underwriting the finance of domestic education. As principal owner of education institutions, the national state is the primary investor. Previous governments treated the ‘industry’ as both windfall and cash‐cow as they advanced the neo‐liberal project of disentangling state from economy and making education providers self‐regulating. The current ‘Third Way’ inspired government has adopted a more prominent management interest in the making of this globalising industry. A new Code of Practice enacts multiple technologies of control from quality control to standard setting, benchmarking, certification and audit. Legitimated by a discourse of concern for the pastoral care of school‐aged students, it requires institutions to provide detailed information. The Code makes ‘the industry’ visible, makes a market, controls brand NZ education, regulates through consumer assurance, and imposes direct disciplinary controls on institutions. The Code of Practice makes apparent the ambitions and governmental technologies of the ‘augmented’ neo‐liberal state, and is a pivotal structure in the constitution of the industry and of the globalising processes that define it. The paper uses governmentality analysis to uncover these technologies of control and to consider their part in the constitution of both industry and globalisation.     

One year of anatomy teaching and learning in the outbreak: Has the Covid-19 pandemic marked the end of a century-old practice? A systematic review

At the end of 2019, the Covid-19 pandemic spread caused restrictions in business and social spheres. Higher education was also severely affected: universities and medical schools moved online to distance learning and laboratory facilities closed. Questions arise about the long-term effects of this pandemic on anatomical education. In this systematic review, the authors investigated whether or not anatomical educators were able to deliver anatomical knowledge during this pandemic. They also discuss the challenges that anatomical education has faced over the last year. The search strategy was conducted between July 2020 and July 2021. Two hundred and one records were identified, and a total of 79 studies were finally included. How best to deliver anatomy to students remains a moot point. In the last years, the advent of new technologies has raised the question of the possible overcoming of dissection as the main instrument in anatomical education. The Covid-19 pandemic further sharpened the debate. Remote learning enhanced the use of technologies other than cadaveric dissection to teach anatomy. Moreover, from the analyzed records it appears that both from students' perspective as well as teachers' there is a clear tear between those who endorse dissection and those who believe it could be easily overcome or at least integrated by virtual reality and online learning. The authors strongly believe that the best anatomy teaching practice requires the careful adaptation of resources and methods. Nevertheless, they support cadaveric dissection and hope that it will not be replaced entirely as a result of this pandemic.     

Cloud Pedagogy: Utilizing Web-Based Technologies for the Promotion of Social Constructivist Learning in Science Teacher Preparation Courses

The new guidelines for science education emphasize the need to introduce computers and digital technologies as a means of enabling visualization and data collection and analysis. This requires science teachers to bring advanced technologies into the classroom and use them wisely. Hence, the goal of this study was twofold: to examine the application of web-based technologies in science teacher preparation courses and to examine pre-service teachers’ perceptions of “cloud pedagogy”—an instructional framework that applies technologies for the promotion of social constructivist learning. The study included university teachers (N = 48) and pre-service science teachers (N = 73). Data were collected from an online survey, written reflections, and interviews. The findings indicated that university teachers use technologies mainly for information management and the distribution of learning materials and less for applying social constructivist pedagogy. University teachers expect their students (i.e., pre-service science teachers) to use digital tools in their future classroom to a greater extent than they themselves do. The findings also indicated that the “cloud pedagogy” was perceived as an appropriate instructional framework for contemporary science education. The application of the cloud pedagogy fosters four attributes: the ability to adapt to frequent changes and uncertain situations, the ability to collaborate and communicate in decentralized environments, the ability to generate data and manage it, and the ability to explore new venous.     

Understanding of Genetic Information in Higher Secondary Students in Northeast India and the Implications for Genetics Education

Since the work of Watson and Crick in the mid-1950s, the science of genetics has become increasingly molecular. The development of recombinant DNA technologies by the agricultural and pharmaceutical industries led to the introduction of genetically modified organisms (GMOs). By the end of the twentieth century, reports of animal cloning and recent completion of the Human Genome Project (HGP), as well techniques developed for DNA fingerprinting, gene therapy and others, raised important ethical and social issues about the applications of such technologies. For citizens to understand these issues, appropriate genetics education is needed in schools. A good foundation in genetics also requires knowledge and understanding of topics such as structure and function of cells, cell division, and reproduction. Studies at the international level report poor understanding by students of genetics and genetic technologies, with widespread misconceptions at various levels. Similar studies were nearly absent in India. In this study, I examine Indian higher secondary students' understanding of genetic information related to cells and transmission of genetic information during reproduction. Although preliminary in nature, the results provide cause for concern over the status of genetics education in India. The nature of students' conceptual understandings and possible reasons for the observed lack of understanding are discussed.     

Online communication and interaction in distance higher education: A framework study of good practice

Distance education requires an instructional design approach that can lead to educational transformation. This is characterised by advanced flexibility, learner autonomy and extensive use of digital technologies to enhance learning outcomes. The main feature of such methodology is the physical distance between teaching staff, peers and educational institutions. Various technological tools are used to bridge this distance and improve communication and interaction. This article attempts to review the literature in the field, with the aim of highlighting strategies for enhancing communication and interaction in online learning environments. After discussing the theoretical framework for online communication and interaction, the authors outline the factors involved in creating well-structured, interactive and dynamic online courses and programmes for higher education students. The article explores the multi-dimensional aspects of communication in online learning environments and the differing forms of interaction involved. Using qualitative methods, the authors’ aim is to produce a framework to help tutors and instructional designers develop more effective online courses in higher education. In addition, this article may be of value to researchers and scholar-practitioners interested in communication issues, to online learning designers, and to institutional managers recruiting teaching staff for online educational courses.

     

Reforms to higher education assessment reporting: opportunities and challenges

This article responds to recent UK proposals on measuring and recording student achievement (Universities UK 2007) to highlight issues that are relevant across different higher education contexts, which are increasingly intertwined through the expansion of the Bologna process. Drawing from wide-ranging literature on assessment and sociology, this paper argues that the introduction of new assessment technologies cannot be seen from a purely technical perspective but instead requires a deeper appreciation of assessment as a social practice, which contributes powerfully to the construction of learner subjectivities in ways that are not necessarily benign. Although not suggesting this leads to any easy solutions, the concept of ‘meta-social’ awareness may be useful in better supporting a diverse student body in confronting the complexities of the twenty-first century.     

Home and away: the use of institutional and non-institutional technologies to support learning and teaching

This paper examines the usage of institutional and non-institutional technologies to support learning and teaching in UK higher education. Previous work on disruptive technology and disruptive innovation has argued that users prefer simple and convenient technologies, and often repurpose technologies from designers' intentions; this paper evaluates its data in relation to this argument. The paper uses a structured observation as its research instrument; seven participants (three lecturers and four students) were given one of two tasks. Results showed the participants using a narrow range of technologies, and showed a preference for non-institutional over institutional technologies. The paper argues that there is a misalignment between the technologies provided by higher education institutions (HEIs) and the technologies used in practice by students and lecturers, and further argues that disruptive technology and disruptive innovation comprise a useful means of assessing the likely success, in terms of usage, of a technology.     

“线上直播+党员教育培训”模式实践与思考——以杭州市直机关为例

“互联网+”技术的快速发展和广泛应用,要求党员教育培训模式实现迭代升级、与时俱进,这既是巨大的挑战又孕育着难得的创新党员教育培训模式的机遇。受新冠肺炎疫情影响,杭州市直机关党员教育培训工作乘势转变理念、手段和方式,在改进传统的线下集中教育培训模式的同时,引入在线直播技术,实现了机关党员教育培训线下集中教育培训模式与“线上直播+党员教育培训”模式的有机衔接、优势互补、立体推进,有效地提高了机关党员教育培训效率与效果。打造以“互联网+”为内涵的“线上直播+党员教育培训”模式金名牌,需要以5G通信、云计算、大数据技术为支撑,不断开拓线上直播教学新形态,精准配套采取对策举措。     

从大众高等教育到普及高等教育

新信息技术的发展要求对普及高等教育的本质进行反思 ,并对其所需条件的认识进行更新 ,这涉及到高等教育制度结构和对待高等教育态度的深刻变革。精英形式的高等教育需进行重新定位。本文在比较的背景下主要分析了美国及欧洲社会的高等教育在走向普及形式的过程中面临危机的原因 ,认为美国特有的结构特征和文化特征赋予了其独特优势。而技术发展的不确定性及各国经济、社会结构的差异性决定了通过新技术扩大入学机会将采取不断实验的方式进行     

民族院校推广现代教育技术存在的问题及对策

当代信息技术的发展和在教育领域里的应用，电化教育必然向现代教育技术过渡，本文指出了现代教育技术的涵义及其对教育教学的影响，提出了民族院校推广应用现代教育技术存在的问题和解决问题的对策。     

Intelligent classrooms and smart software: Teaching and learning in today’s university

The use of information and communication technologies in higher education is surrounded by contradictory, yet interrelated themes, that suggest that education is either experiencing a revolution or approaching its own demise. Undoubtedly, technologies are becoming embedded in academic life but patterns of adoption are more complex and nuanced than polarized themes suggest. The extreme polarity of a ‘promises and fears’ spectrum is unable to fully account for why this is the case; neither can it be explained by economics, demographics, or the technology. This article argues that one of the most significant variables in the deployment of and adaptation to information technologies in the university is academic culture. In other words, unless we consider academic culture we cannot fully capture the relationship of technologies to education.     

关于我国信息技术教育的再认识

信息教育是时代所需，信息素养是社会发展对人才的要求。信息技术是信息教育的技术支持，但不是信息教育的全部。根据我国国情和教育对象的特点，应侧重于加强中小学学生的信息科学教育和信息意识的培养。信息技术教育应该是全面的技术教育，既要包括传统信息技术和现代信息技术，又要包括外显技术以及内隐技术。     

Rethinking Affirmative Action: Redefining Compelling State Interest and Merit in Admission

The disruptive technologies of the Internet and computers are changing our world in myriad ways. These technologies are also increasingly being employed in higher education but to what effect? Are the effects on higher education quality measurable, and if so, what is the effect on the traditional gap between high-income and low- to middle-income nations on this score? This theme is pursued in this article, which uses a variety of methods to probe the question. Because great controversy attends the notion of institutional quality, measures differ, and the effect of these technologies on that quality depends to a great extent on the definition being used. Low- to middle-income countries' usage of the Internet and computer technologies lags behind that of high-income countries, but projections indicate they are catching up.     

Preservice teacher education

Conclusion Responsible educators find the need for continual renewal. The rapid advance of technology requires teachers learn new strategies and techniques for the productive use of these tools. The projects described above provided preservice faculty, students, and inservice educators with opportunities to learn about new technologies and to explore innovative uses of the technology. Opportunities to utilize distance education systems, such as the Iowa Communications Network, are numerous throughout the entire teacher preparation process. Iowa teacher educators have the opportunity to prepare their students to be capable classroom teachers who have the knowledge and skills to facilitate learning in an array of educational environments.     

SAVANT: How to Help Engineers to Learn New Concepts

The increasing demand for engineers in fast-changing specialities requires new ways of teaching technical subjects in higher engineering education; but introducing computers as ordinarly learning tools is far from being simple. For the past 10 years, we have been exploring original ways of using new technologies to help students learn new concepts. The solutions which were experimented with in Telecom Paris by engineering students include an hypertext encyclopaedia, a multimedia network system and an intelligent tutoring system which tries to sustain ‘natural’ conversations with students. All these systems were designed for the same specific purpose: to help the students learn new technical concepts by themselves.     

Biopolitics and the ‘subject’ of labor in science education

Viewing science education as a site of biopolitical engagement—intervention into forces that seek to define, control, and exploit life (biopower)—requires that science educators ask after how individuals and populations are governed by technologies of power. In this paper, I argue that microanalyses, the analysis of everyday practices and discourses, are integral to biopolitical engagement, are needed to examine practices that constitute subjectivities and maintain oppressive social conditions. As an example of a microanalysis I will discuss how repetitive close-ended lab/assessment tasks, as well as discourses surrounding careers in science, can work to constitute students as depoliticized, self-investing subjects of human capital. I also explore the relationship between science education, (bio)labor and its relation to biopolitics, which remains an underdeveloped area of science education. This paper, part of my doctoral work, began to take shape in 2011, shortly after the 2008 economic crisis achieved a tiny breached in the thick neoliberal stupor of everyday (educational) life.     

Datafication,testing events and the outside of thought

Education is undergoing various transformations due to new data-driven educational technologies and the management of educational data through data infrastructures. These technologies are frequently promoted to parents and the profession as being ‘revolutionary’ because they represent a new generation of learning. While computer adaptive tests may arguably improve various efficiencies, the argument that they will revolutionise education requires evaluation. In this paper we draw on the philosophy of Gilles Deleuze and Felix Guattari to theorise (a) the desire for data amongst policymakers and (b) the effects of data infrastructures as systems that coordinate educational thought. We argue that, rather than revolutionising learning as promised, datafication in computer-based modes merely offers more intense expressions of longstanding possibilities for learning. We describe three types of events—breaks, cracks and ruptures—and argue that data-events translate cracks (imperceptible changes that constitute learning) into breaks (information), but either cannot generate rupture (difference) or represent rupture as error. However, the intensification of learning through datafication may, we suggest, rupture educational thought more broadly.