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Conclusions The result of the series of East-West cooperative projects so far has been a continuous reflection on the nature of learning
and a revitalization of the ancient question, how schooling efforts can help restructure society in general and an economic
system in particular. The concise review of ongoing Tempus and Copernicus projects shows that the major appreciation of ICT
is in its flexibility, its just-in-time nature, and its orientation toward students as customers. These opportunities and
the articulations of unorthodox schooling paradigms make it quite complex for traditional institutes to integrate the benefits
of ICT-supported learning into practice. Adjacent ongoing Tempus projects show that traditional state-driven universities
need to be structured as entrepreneurial rather than academic organizations. At the same time there is general lack of commitment
by the highly versatile commercial training enterprises. a third alternative is the so-called “learning communities” that
attempt to establish mutual learning as an ongoing process, without any institutional basis. It is unclear at this moment
how the balance between the three will gradually evolve in Eastern European countries in the coming years. Having particutated
in ongoing Tempus and copernicus projects and at the same time having seen the synamics of new, yoing, up-and-coming entrepreneurs
that play a role in the free market, it is my expectation that they finally will become dominant on the propagation and dissemination
of expertise. Looking from the aspect of societal reform, however, it is my estimation that further investments in EU projects
should continue in the direction of traditional state schooling institutes as they are able to maintain the momentum of evolution
of a learning culture in the long run. 相似文献
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