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Design thinking is a human-centred approach used in various fields, including the context of education, where it can be a powerful tool for reimagining and improving the learning experience. Educators can use design thinking to understand students' unique learning needs, interests and aspirations and tailor their teaching methods to better engage, support and inspire them. This paper is a reflective exploration of human-centred design in the context of open and distance learning (Open University of Sudan) and is particularly linked to specific curriculum design opportunities. In recent times, design thinking has gained significant importance in Open and Distance Learning. Professionals have embraced this approach to immerse themselves in students' perspectives, to understand how they think and solve problems. By adopting an innovative and creative mindset, educators seek effective solutions that cater to the unique needs of distance learners, enhancing the overall learning experience. This paper aims to delve into the strategies employed in ODL to establish more robust student engagement in the educational process, with a specific emphasis on the utilisation of Information and Communication Technology (ICT) in Open and Distance Learning (ODL). The future of design thinking in education is brimming with immense potential. It offers a transformative force, instilling students with indispensable 21st-century skills such as creativity, innovation, problem-solving, and collaboration. Design thinking can empower students to become active agents of positive change, paving the way for a brighter and more promising tomorrow. It, therefore, becomes a powerful catalyst for shaping a world of endless possibilities.
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We exist in an age of supercomplexity with policy and strategies both impacting and restricting creative curriculum development and participatory classroom practices particularly in Higher Education (HE). As academic developers who have also taught undergraduate programmes we inhabit liminal space - both enacting and subject to policy - both professing and subverting practice. In this paper we outline how we have engaged in human centred curriculum design ourselves. Typically curriculum evaluation and development processes are presented to our staff-as-students as something far removed from design thinking (DT). Curriculum design emphasises thorough thinking, it is slow-paced, and continuously evaluated. DT requires trust and collaboration, open sharing of diverse and often contradicting ideas, rapid prototyping - a non-judgemental space that will help ideas develop and grow, playing with initiatives that might not work. DT encourages experimentation. We used a collaborative Practice-Based Research (PBR) approach to explore our processes to reveal how DT can be a valuable part of a more fast-paced, urgent, creative and human centred curriculum design.
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This paper presents a conceptual model for a design thinking approach to achieving co-spontaneity in higher education contexts, particularly within ‘meetings’, (i.e., lectures, tutorials, and tutor-student feedback sessions). The model re-evaluates these meetings as an essential part of ideation and exploration—rather than as a barrier—in spaces where uncertainty can be embraced. Uncertainty is often seen as a factor to be reduced or avoided, especially in teaching, but is here viewed as essential to bringing about engaging staff-student experiences through strategically designed spontaneity for all participants. In support of this approach, the literature and reflection on practice are presented as challenges to complacency on the part of educators, championing instead the need to embrace uncertainty in design-led classrooms as desirable for both, teaching and teaching planning. The model thus proposes that spontaneity be ‘co-collaborative’ and not simply imposed upon students as yet another activity demanding compliance. Reflections from practice with this model are grouped around three themes: (i) barriers from academic culture, often on the part of staff; (ii) barriers from academic literacy, often on the part of students; and (iii) assumptions, applicable to all. By positioning these reflections alongside contexts drawn from literature around meetings, uncertainty, and risk in higher education, our four-zone model presents a continuum—from absolute control to absolute chaos. The model does not attempt to provide definitive answers to uncertainty, but instead offers a reflective tool to support, and even embrace, the benefits of uncertainty and spontaneity in teaching and planning for staff and students of design.
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This paper is a reflective account that outlines the design of two Continual Professional Development (CPD) workshop sessions based on a blend of theory for design thinking about aspects of curriculum, pedagogy and technology. The theoretical approach blended aspects of design-based research, speculative design, Activity Theory and subtractive change to address issues, barriers and explore opportunities in each workshop example that is presented. The first of these workshops brought university engineering lecturers together to explore the opportunities and barriers for integrating ‘co-creation’ as a pedagogical strategy to subject teaching alongside a new interface into their curriculum. The results show how design thinking exposes limitations and challenges that prevent the realisation of pedagogically rich interventions. The second workshop brought together post-compulsory vocational lecturers to a teacher education workshop and used the same theoretical reference points to inform and antagonise the implications that Large Language Models, such as Chat GPT, present to subject knowledge, curriculum design and modes of assessment. Here these theoretically rich forms are proposed for planning use in learning design and for reshaping curricula, where academics and other professionals supporting teaching and learning may want to introduce new technologies and integrate innovative pedagogical methods or confront new challenges to their work. They may also be used as continual professional development sessions in highly participatory, practical and creative ways that allow for lucid experimentation and to imbue professionals with agency and trust.
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The paper summarizes several years of research on the image of the fair world of the Slavs, which is reflected in a number of written texts of various genres. It deals with the question of traditional human thought, points to its role in the formation of popular Christian thought and the value system of society, and sees itself as a reflection of the development of the Christian tradition of Europe. The symbiosis of Christian and pre-Christian values was applied in man's relationship to the traditional values of family and justice, which are reflected, for example, in Marian veneration. An important source of knowledge about the ideas and thinking of the common man about the organization of the physical world is also the diverse texts of didactic writing, such as lucidaries and collections of texts for entertaining reading, inspired by biblical events, etc.
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Assessment, as an important and sensitive part of the educational process, influences the creation of classroom climate and atmosphere. Consistent knowledge of pupils and sound assessment principles can help teachers and pupils to create such a positive climate.
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This article deals with motivation as a competence of teachers in adult education. The target group of the teachers are migrants. Twelve adult education employees who impart knowledge to refugees in various projects and institutions were interviewed. Guided episodic interviews were conducted. These were transcribed and evaluated using structuring qualitative content analysis. In summary, the analysis found that the biographical proximity to foreign cultures, identification with the refugees based on one's own migration or refugee experience, and the pleasure of having placed migrants in training or work are motivating factors.
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The review analyzes the monograph by K. E. Baldin “Educational space of the Russian province: educational institutions of Ivanovo-Voznesensk (late XIX - early XX century)”. The monograph is devoted to the analysis of the emergence and activities of general education and vocational educational institutions that existed in Ivanovo-Voznesensk in the late 19th and early 20th centuries. The chapters have a general structure of the presentation of the material. On a large factual material, the author examines the process of opening educational institutions - the activities of government bodies, public organizations, entrepreneurs in the construction of educational buildings, financing of educational institutions, organization of educational and educational work. The contingent of students, the composition and features of the recruitment and activities of the teaching staff are analyzed. The monograph contains many interesting, previously little-known facts about the formation and work of educational institutions in Ivanovo-Voznesensk. The book has a pronounced intellectual guideline. It tells about the professional and social activities of a number of entrepreneurs, officials, teachers, whom the author rightly refers to as the intelligentsia of the region. The text of the book is logically supplemented with photographic documents that allow you to visualize the appearance of the old Ivanovo-Voznesensk and its inhabitants, whose activities were associated with the educational institutions of the region. The importance and usefulness of the peer-reviewed monograph is beyond doubt. It can be used as a local history component of Russian history and pedagogy courses. The monograph encourages a thoughtful reader to think about ways to reform the modern education system in our country, draws the readers’ attention to many educational traditions that are important for our days.
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In recent years, Bulgaria has implemented significant changes in the educational system. Тhe volume and complexity of study material have been increased, along with changes related to law on inclusive education. All this has increased the demands on teachers and students, putting a strain on relationships in the classroom. The lack of time and the need to teach all the intended learning material push the importance of interpersonal relationships to the background in the learning process. Communication between teachers and students has become formal and informative, which is a prerequisite for students’ demotivation and withdrawal from the learning process. This article provides theoretical guidance and discusses scientific research from the last six decades, emphasizing the critical role of interpersonal acceptance in educational process in building a positive and productive environment and developing personal potential. The need for research and reformulation of contemporary models of teacher-student relationships is highlighted.
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Exams are a method used to measure a person's knowledge and experience. Examinations, which were a part of the Ottoman education system, became more important especially with the modernization of the military structure. In this study, the reports written about the exams held at the Naval School in 1912 will be analyzed. The reports were prepared after the transition to the British system in Ottoman naval officer training. Therefore, the reports examine the expectations from the new education model and the problems observed in the education system in this regard. Here, on the one hand, the opinions of the educators on the training of naval officers will be discussed from the perspective of the educators, and on the other hand, the expectations of the students in choosing the profession of naval officer will be evaluated from the reports. The main source of the reports is derived from a file in the folder located in the Naval History Archive. In addition, the study, which is enriched with other archival documents, will try to illuminate the invisible aspects of the Ottoman naval officer training based on original sources.
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Настоящата статия има за цел да представи основни факти от биографиите и обществената и медицинската дейност на лекарите от големия възрожденски род на Чалъков(ц)и от Копривщица – възпитаници на султанското Военно-медицинско училище в Цариград. Тъй като признаците на проучването са дескриптивни, е приложен историко-документалният подход.The purpose of this article is to present basic facts from the biographies and the public and medical activities of the doctors from the great Renaissance Chalakov(s) family from Koprivshtitsa - graduates of the Sultan’s Military Medical School in Constantinople. Descriptive and а historical-documentary approach was applied.
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As part of its Foreign Cultural and Educational Policy, the Federal Republic of Germany aims to strengthen its international relations by promoting German language, culture and education abroad. While the Federal Foreign Office is primarily responsible for implementing this policy, various institutions and organizations are involved. The aim of this paper is to analyse how German Foreign Cultural and Educational Policy is reflected in Turkey, specifically in the fields of language and education. After an introduction to the Department of Culture and Society of the Federal Foreign Office, institutions such as the Conference of the Ministry of Culture and the Centre for Education Abroad, as well as organisations such as the Goethe Institute and the German Academic Exchange Service will be examined. Finally, joint activities will be discussed. In this way, this paper will demonstrate the place and importance of Germany’s Foreign Cultural and Educational Policy in Turkey.
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This study is dedicated to a poorly researched issue related to the inclusion of a visual schedule in speech therapy. The content is linked to the achievement of several main goals aimed at a theoretical overview of the problem, a study of the experience in Bulgaria, and a presentation of case studies from the author’s practice. In scientific literature, the technique is mainly presented in the context of structuring everyday life and tasks for children with autism spectrum disorders or for those with intellectual disabilities. As such, the designs and implementation technology considered do not meet the goals of speech therapy. However, based on the interdisciplinary approach, the study presents various models for its adaptation to meet these goals. The results of the study conducted report a low use of the technique studied by Bulgarian speech therapists. There is a tendency to increase its use with the accumulation of practical experience, as well as its prioritized inclusion in private speech therapy work. The main advantages identified by the respondents and confirmed by the presented case studies are related to providing a structure to the process and peace of mind for the child, improving the understanding of speech, and increasing motivation to work and concentration of attention. Several main difficulties are summarized, among which are rigidity, the large amount of time needed for preparation, and the difficulty of shifting to another environment.
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This study focuses on the education and rehabilitation of individuals with disabilities, specifically children with deafness or motor skill abnormalities. The aim is to understand the biological profile of these conditions, to analyze their psychological impact, and to explore potential avenues for recovery and rehabilitation. The paper also emphasizes the importance of providing equal rights and opportunities for individuals with disabilities, ensuring their integration into society, and facilitating their access to education, employment, and social services. Furthermore, the study examines the barriers faced by people with disabilities in the labour market, and proposes strategies for their successful integration. A six-month intervention programme is implemented, the effectiveness of which is evaluated through the measurement of various parameters using psychiatric assessment scales. The research problem consists in determining whether the observed differences in the parameters can be attributed to the intervention or to natural variation in random samples.
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This article is the first of a three-part series on intercultural education in multicultural schools. It explores the theoretical foundations and practical implications of intercultural education, with a focus on the conceptualization of culture and cultural difference. It investigates two opposing theoretical directions: cultural ecumenism and cultural relativism, and their influence on intercultural education. It emphasizes key concepts such as recognizing the Other and transformational pedagogy to empower culturally diverse students in the classroom. The objective of the study is to conduct a comprehensive literature review and to employ a questionnaire in order to propose pedagogical principles for effectively managing cultural diversity in secondary schools.
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This article examines the effectiveness of the coaching approach in the social and pedagogical work with children at risk. Coaching can be an effective means of supporting disadvantaged children by helping them to develop their skills, self-esteem, and motivation. Specific examples of its application are presented, as well as evidence of the successful outcome. The challenges that may arise when applying the coaching approach in working with children at risk are analyzed, and ways to overcome them are proposed.
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The article draws upon the author’s research into the role of translation and interpreting in foreign language pedagogy, offering examples of practical exercises that have proved successful in courses of Czech as a foreign language. The article presents translation and interpreting as effective tools in foreign language pedagogy which develop the students’ communicative and linguistic competence in both the target language and the source language.
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Nikolai Karloviç Medtner (1880-1951) is one of the most important composers who continued the romantic traditions into the twentieth century, and one of the most outstanding pianists of his generation, along with his contemporaries Skriabin and Rachmaninov. From the great Russian tradition, Medtner has had a significant influence on English piano music, both because of his contribution to education and because all gramophone recordings were made in London between 1930 and 1947. His recital and concerto performances received great attention and critical acclaim, and his music left a deep impression on many. Medtner is a composer who has written many works throughout his life, and has brought many works to piano literature. However, his music is rarely found in public concert programs, and his work is overshadowed by other contemporary composers because of his traditionalist worldview and rejection of the musical avant-garde of his time. Nevertheless, Madtner has not been completely forgotten, and even conservative artists and researchers have come to defend Medtner more and more in the last two decades. In this study, the composer’s life, his piano works, his musical language and style will be examined and the question "why is his music not better known?" will be answered. Since his works are not in the conservatory curricula and are not performed, it is thought that this study will contribute to music education in Turkey.
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Regarding the diversified reform of school education, cultivating students’ abilities is the primary task of the teaching trend. To enhance students’ learning effectiveness and have them present self-directed learning and lifelong learning skills, teachers should appropriately apply strategies to guide students’ self-directed learning. In this case, the role of teachers should be changed from major instructors to leaders of students’ self-directed learning. Dance-major college students in China are selected as the research objects. Total 142 valid samples are preceded the 16-week experimental teaching (total 32 sessions) with open teaching model for a term. The research results show that 1.students, through open teaching could achieve diversified effect on learning topics, 2.open teaching also induce dance-major college students’ inquiry skills and interests in thinking in the process with open learning strategies, and 3.teachers using open-ended questions, through problem-posing activities, could more deeply understand the correctness of dance-major college students applying connections to problems in knowledge and reality. According to the results to propose discussions and suggestions, it is expected to understand students’ learning progress, according to the lessons with open teaching model, to have students’ present problem-finding & problem-solving skills and promote students’ learning effectiveness for the reference for promoting open teaching model in the future.
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