Fpelearning System For Education

FPeLearning System for Education Systematic Research on Creative Technology

2015-01-01

The FPeLearning System for Education is a student-based creative technology-enhanced educational strategy that addresses all the aforementioned requisites and also encourages forums for critique, aids in the creation of potential digital ...

Author: Dale Herold Eberwein

Publisher:

ISBN: 1634829794

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Page: 360

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Modern pedagogy has relegated educational technology to a position of supply and demand in that overhead projection of curriculum in classrooms or methods to link students with curriculum virtually is the mainstay to addressing federal mandates on using technology in conjunction with academic practices. Only levels one and two (Personal Technology and Organizational Technology) are common practice in education today. The missing component to educational technology's value (Student-Based Creative Technology-Enhanced pedagogy) remains lacking to all but the most artistic educators. Using learning management systems (LMS), presenting visually appealing multimedia lessons, and tasking students with mundane access requirements to core curricular content via the Internet, is common practice. Educational technology continues to languish due to education's inability to provide student-based strategies that encourage and nurture a technological component to align the creative nature of our students with educational technology practices. Level three creative technology, tasks students to adopt ethical research practices, develop viable papers on relevant topics for discussion, aids in designing presentations that include an audio component, and finalizes presentations with a web-accessible architecture considered to be click-and-play. The FPeLearning(tm) System for Education is a student-based creative technology-enhanced educational strategy that addresses all the aforementioned requisites and also encourages forums for critique, aids in the creation of potential digital repositories of knowledge, and may inspire portfolios of presentations designed by the students themselves. The FPeLearning(tm) System for Education: Systematic Research on Creative Technology Integration into Classroom Practice provides a conceptual overview and developmental "how-to" architecture on this dynamic approach to integrating educational technology into classroom practices. By harnessing the creativity of students, the FPeLearning(tm) Systems' design makes use of student-based practices considered beneficial to performance outcomes while promoting skill-sets deemed necessary to potential careers and continuing education. Empowering students with his or her own learning as well as developing necessary skill-sets technologically may represent the paradigm shift that education seeks to fully integrate technology at a student-centric level. The FPeLearning(tm) System for education binds education to a "Technological Constructivist" (making mean from technology) method that may provide the proverbial missing link for education when technology is the lens for development.

Advocacy for Change in Educational Culture

2016-01-01

Advocacy for Change in Educational Culture intends to provide a compilation of conceptual frameworks, research in the field of educational technologies, available educational technologies, implications for career and leadership, and ...

Author: Dale H. Eberwein

Publisher:

ISBN: 1634842065

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Page: 84

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Educational culture continues to languish due to edifications inability to provide student-based technology-enhanced strategies that encourage and nurture students while embracing a student-centric approach to learning. Providing student-based technology-enhanced educational stratagems shows promise as a means to shift educational practices and augment student performance outcomes. Advocacy for Change in Educational Culture intends to provide a compilation of conceptual frameworks, research in the field of educational technologies, available educational technologies, implications for career and leadership, and developmental architectures for pedagogical practices, whether face-to-face, hybrid, or virtual that is evolving educational culture. Combining technology and the creativity of students, providing remote access, and designing curricular presentations that make use of student-centric architectures, may promote enhanced performance outcomes academically as the student enjoys non-stereotypical educational culture. Offering virtual and technology-enhanced educational culture many times tasks students with their own edifying progress. This shift in responsibility nurtures critical thinking and seems to develop intellectual maturity as the student navigates curriculum via technology-enhanced means. Advocacy for Change in Educational Culture reports and proposes alternatives to traditional educational practices, offering stakeholders options for an educational culture not widely present in modern education. By exploring educational technologies and focusing on what works in disseminating curriculum, Advocacy for Change in Educational Culture introduces educators to skill-set opportunities that evolve current educational culture.

Free Progress Education

2017-08-25

While analysing the detrimental effects that a managerial and industrial mentality has had on the education and intellectual growth of several generations, we will take as an example the deficiencies of the so-called big science, i.e. of ...

Author: Marco Masi

Publisher: Createspace Independent Publishing Platform

ISBN: 1539673081

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Page: 184

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Schools, colleges, and universities are homogenizing systems that are almost exclusively focused on imposing a pre-ordered curricula through exams and grades or tight research lines. In the process, they are killing passion, creativity, and individuals' potential and skills. Ultimately, schools and academia make up a system of oppression that serves a collective machinery but suffocates individual growth. In contrast, a free-progress-education (FPE) paradigm asserts that the best way of learning, acquiring knowledge, and doing research comes through a process of free self-directed learning, and a progress of self-unfoldment and self-discovery, that must be guided from within. In schools, colleges, universities and beyond. A FPE learning centre would be expected to foster curiosity, intuition, self-directed-education in diversity, and, especially, wholesome respect for the practice of complete and responsible freedom of individual expression. FPE goes beyond the standard paradigm of unschooling or the pedagogical approach of democratic schools since it includes self-directed-education that can also work in high schools, colleges, universities, and research centres. It is a blueprint that envisages the liberation-not only of children in schools, but also of students in high schools and universities-as a release of academic research from the bonds of inflexible institutions and limiting hierarchies. After a brief introductory presentation, a personal preamble of the author describes his experiences with institutionalized learning from childhood to the doctoral dissertation and in a high school as a teacher. Then, the roots of the stagnant state of education will be investigated which is still based on an industrial and mechanistic mindset, and is perceived with increasing dissatisfaction. While analysing the detrimental effects that a managerial and industrial mentality has had on the education and intellectual growth of several generations, we will take as an example the deficiencies of the so-called big science, i.e. of the modern, large-scale scientific initiatives. Surveying past and present learning approaches such as the interesting renaissance of homeschooling and welcoming new trends such as unschooling or democratic education, the second part of this book looks beyond these paradigms searching for a wider spirit of education. It is emphasized that no reform is possible inside the current school and university paradigm, because it is in its essence an authoritarian system that won't allow itself to be dismantled from within. The last part of this book focuses upon a brief set of alternative proposals, which aim at overcoming the centuries-old shortcomings of the present educational system, by favouring intrinsic over extrinsic motivation. Preliminary practical ideas are put forward on what a free-progress learning community might look like, and what the first steps for its realization might be. It is explained there why it is only through a change from the ground up that the certificate-oriented educational system can transform itself into a project-oriented, self-organized, competence-portfolio based one, with no exams, grades, degrees, or other administrative trammels. At the same time, it must be made clear that the ultimate aim of doing away with the present system of assessment criteria would be to install a much deeper and articulated paradigm shift than some superficial reform and even beyond the actually undeveloped democratic education concept which still falls short beyond high-school level. What is visualized is an evolutionary pedagogical perspective, compared to the conventional one, and presented as the necessary condition for a 'Copernican approach' to education, and as a possible solution to the present state of affairs. Only after that perspective has been realized can new competences, curiosity, intuition, and real forms of creative learning return to flourish in schools and academia.

A Complete Dictionary of the English Language both with regard to sound and meaning To which is prefixed a prosodial grammar The second edition enlarged

1797

A small tion ; a system of doctrine as deliscroll ; a little inventory . vered by particular teachers . ... any art or fpeLearning , literature , knowledge ; cies of knowledge . literary education ; exhibition or SCIENTIAL , sì - en ...

Author: Thomas SHERIDAN (M.A., Teacher of Elocution.)

Publisher:

ISBN: BL:A0023671063

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