Technology-based learning environments
V. Bakhshi khilgavani; K. Aliabadi; M.. R. Nili Ahmadabadi; S. Borzoeian; A. Delavar
Abstract
Background and Objectives: In recent years, the emergence of information and communication technology has affected the world of education. As some experts believe, the previous methods, models and theories of learning and education are not able to explain learning and education in this era. Connectivism ...
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Background and Objectives: In recent years, the emergence of information and communication technology has affected the world of education. As some experts believe, the previous methods, models and theories of learning and education are not able to explain learning and education in this era. Connectivism theory is one of the new theories of the digital age that tries to explain learning from a different perspective. The purpose of this research was to explore the elements of a suitable educational model based on connectivism in teaching and learning.Methods: The research was qualitative in terms of paradigm and among the types of qualitative research, it was qualitative content analysis. The research population included original research articles related to connectivism teaching and learning for the last 10 years (from the beginning of 2013 to the end of 2022) available in 4 databases (1) Eric (2) Emerald Insight (3) Springer (4) Science Direct. There were 592 articles, which were reduced to 194 articles after the initial review of the abstract and full text in two stages and the removal of irrelevant items. After organizing the remaining articles and using targeted sampling, 28 of these articles were analyzed, and due to the repetition of the obtained codes and the achievement of theoretical saturation, the analysis of the remaining articles of the studied population was stopped. Free coding with inductive approach was used to analyze the texts.Findings: From the content of the analyzed works, three layers called "theoretical and technological foundations", "principles and assumptions of connectivism" and "learning networks" were extracted as the main components for a connectivism-oriented learning environment. The first layer included 14 theories, approaches, movements and technological developments as sub-components. Each of these theories, movements and approaches with their principles and assumptions had aa direct and an indirect influence on the next layers. The second layer was related to the general and specific principles, characteristics and assumptions about knowledge, learning and network phenomena, and its sub-components contain facts that strongly affected the executive layer of the connectivism-oriented environment, and the learning environment was designed based on this. It distinguished the theory from other theories. In this layer, four sub-components with the titles (1) connectivism principles of Siemens and others (2) connectivism assumptions about learning (3) connectivism assumptions about knowledge (4) features and principles of the network/learning environment were also identified. In the third layer, there were networks, each network had 9 sub-components :(1) types of tasks, actions and learning activities (in 6 overlapping forms of cooperation, interaction, evaluation, communication, involvement and participation) (2) the role of the teacher (3) the role of the student (4) the place of learning (5) the stages/steps of learning (6) the levels of learning (7) the required skills (8) the materials/resources/appendices/media or nodes learning, and (9) building new networks.Conclusion: The results of the research showed that the connectivism-oriented learning environment is an open, non-targeted, chaotic environment that lacks an organized framework and fixed elements. Two theoretical levels and basic assumptions as layers influence the operational environment of connectivism learning. Theories, as the first layer, are the theoretical and technological foundations of connectivism, which dominate the other two layers like an umbrella and determine the assumptions and activities of this environment. The assumptions and principles of connectivism, which are considered as the second layer of this environment, affect the third layer and determine the framework and types of scientific activities of this environment.
TVET
Z. Montazeri; R. Aghamoosa; A. Naami; A. Fatemi
Abstract
Background and Objectives: The concept of education in recent years has been the concern of all organization's officials. Everyone agrees on the necessity of designing and implementing productive and practical educational strategies. However, what is essential is developing an efficient, coherent ...
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Background and Objectives: The concept of education in recent years has been the concern of all organization's officials. Everyone agrees on the necessity of designing and implementing productive and practical educational strategies. However, what is essential is developing an efficient, coherent and integrated model and identifying the factors that are effective in the education system so that appropriate and adequate educational programs can be designed by using the results obtained. The quality of education will have a positive function only if it is regarded as a single totality whose dimensions are equally taken into consideration. The mobility category in institutes requires a long-term strategic policy to take appropriate actions to improve research, educational, and service activities. On the other hand, such mobility category seems necessary to create a dynamic platform for coordination among different parts of an institute. This study aims to design and validate a quality improvement education and job creation model at Tehran's technical and vocational institutes.Methods: Exploratory sequential mixed method of data collection is used. The statistical population includes managers and professors of technical and vocational institutes who had the required knowledge and experience in the realm of education. The sampling method was purposive design. The data were collected through a semi-structured interview in which the sampling amount was determined based on theoretical sampling and reaching the theoretical saturation. All interviews were recorded and used for coding, correction, and obtaining feedback. A total of 13 people were interviewed. Open, axial, and selective coding were used to analyze the data. First, the categories were coded after the approval of the experts in the model which, on the whole, at this stage, 230 codes were extracted from 13 interviews, reviews of the documents , effective educational experiences, and other resources. By comparison and classification of similar codes, 90 concepts were extracted and finally separated in 33 subcategories by classification of similar concepts which were classified into six general categories of causal conditions, phenomenon-oriented , contextual conditions, intervener conditions, strategies and outcomes.Findings: Based on the results obtained, this model has causal conditions (teachers' abilities, measuring and interpreting brand performance, identifying and codifying values and brand position), contextual conditions (human resources plans, the culture of value creation in the organization, brand trust and hardware and software education equipment), intervener conditions that includes macro-environmental factors (legal obligations of the institute and international validity of technical and professional qualifications), and micro-environmental factors (customers’ level, competitors’ level, and their knowledge), strategies (stable communications and relationship marketing, transformational innovation, educational planning, and functional marketing) and outcomes (value for the society, value for the organization, and value for the customer).Conclusions: This study showed that the phenomenon of design and validation of a quality improvement model of education and job creation is affected by various factors, such as brand personality and identity. To establish a value-creating and effective educational model, first, it has to pay special attention to the sign and its conceptual image and the authenticity and credibility that it creates for the institutes. It has also been crucial to specify, define and clarify the brand's visual identity and its appropriate positioning in the target groups' perception. In addition, creating a framework of community-oriented, entrepreneurial, and ethical values in such a way that can amplify public confidencemeans pursuing the public interest by being responsive and transpareny as well as serving professionally along with competence, efficiency, impartiality, equality, and justice in dealing with customers. Moreover, how the entrepreneurial function in education works is a highly significant topic. Assessment and continuous monitoring of the performance of organizations can be a powerful management tool to help the managers to achieve their general and strategic objectives. The research model was validated, and the experts evaluated the model designed to improve the quality of education and job creation in institutes as desirable. As a result, this model can be used in technical and vocational institutes.
Curriculum Planning
s. Dashtgerd; K. Bazrafkan; H. Jahanbakhsh
Abstract
learning architecture. It seems that the mismatch with the needs and current problems of society, forgetting the values of Iranian culture and the lack of basic and applied research, has led architectural education in Iran to a developing trend towards the West lifestyles, norms and Culture. One of the ...
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learning architecture. It seems that the mismatch with the needs and current problems of society, forgetting the values of Iranian culture and the lack of basic and applied research, has led architectural education in Iran to a developing trend towards the West lifestyles, norms and Culture. One of the main intention to western education model in architecture is that the modern learning and formal education of architecture in Iran born by the importing of French model (Ecole des Beaux-Arts in Paris and French Royal Academy), German model (Poly technical education, engineering learning and training Schools), English model (practical and experimental learning) and American model (combinational learning). Architectural education in Iran starting by applying French model; and after Islamic Republic revolution in 1979, if some schools and agents attempt to defining local model (Iranian and Islamic pattern) in architectural education but their models cannot developed through different architectural schools. In the last decades development of Anglo- American architectural education models impress all parties in it. Even though there are many researches concentrate on architectural education in contemporary Iran, but almost none of them focus on Zeitgeist. Interdisciplinary and its synchronicity with global approaches and the needs of society and social context, to recover and making efficient models are the aim of this study in both, which is suitable for Iran’s situation and Context. This study emphasizes the impact of the architectural education process in relation to the zeitgeist- which is derived from Hegelian literature and philosophy- and explaining its triple components which is dialectic, critical thinking, and updating in education. Finally, the educational programs evaluation has been done by testing these components. Materials and Methods: The present study is a cross-sectional and applied research. The research methodology was based on qualitative method and content analysis. In research process, the contents of the curriculum of the nine top universities -which is selected in valid ranking and geographical and continental distribution- in the world were analyzed by focusing on Zeitgeist’s concept. Statistical descriptive analysis is the approach to findings and its conclusion. Findings: This study showed that Delft University in two fields of history and theory courses with thirty five percent and in the field of technology with approximately thirty two percent, and the Massachusetts University with approximately fifty two percent share in the design department are leading. In interdisciplinary courses, California universities are distinguished from others by about thirty five of the courses. Interestingly, Iran's curriculum has not achieved a significant share in the competition among the world's universities. Conclusion: This research showed that current problems, historical and cultural transcendence is equal to Zeitgeist, which is derived from our society. Although there are a variety of educational models and applied in specific and appropriate educating cases, in all of them some features have a key role to approach the Zeitgeist including changeability, program and design electivity, flexibility in learning curriculum, critical thinking, problem redefining in teaching approaches, and situations simulation.
