Electronic Social Networks as Supporting Means of Educational Process in Higher Education Institutions

Given research describes experience of electronic social networks use in educational practices. It was determined that electronic social networks can be a powerful tool for support of educational process in higher education institutions, namely to support study of different disciplines. There are main advantages of electronic social networks use for education: universal accessibility and free of charge; possibility of instant messaging and multimedia data; user-friendly intuitive interface; ability to search data and information; availability of event scheduling, invitations, reminder settings; support for synchronous and asynchronous communication between network members; access from different devices. It is emphasized that one of the main advantages of electronic social networks is receipt of quick feedback and convenience of their tools and services. Nowadays, it is important to include network educational interaction in existing models of study organization. It is advisable to use electronic social networks to manage educational process in higher education institution. Efficiency of electronic social networks use depends on intensity and need for their use in educational system management for implementation of organizational, educational, psychological and pedagogical functions and ensuring universal communication with subjects of educational process. Expediency of electronic social networks use to carry out research work at university is described. Electronic social networks are convenient tool to conduct surveys and questionnaires, to create thematic groups for specific issue discussion. Also it is possible to interact with researchers from different countries, share experiences and disseminate research findings, invite those who wish to participate in various scientific activities using these networks

Организация студенческой совместной деятельности с помощью популярных сетевых сервисов

The article presents the results of particularly popular network services, introduction VKontakte and GoogleDocs, in the educational process and the organization of students’ joint activity. This integration of the network services with the learning technologies changes the forms of educational activity organization, which should be focused on the modern skills formation, the skills of the XXI century. The paper presents the results of the survey, of "Primary education" specialty students, in the use of networks services in learning activities and daily life; analyses the experience of networks services application in educational process in University. The results of statistical analysis of the pedagogical experiment on implementation of social network VKontakte and web-servise GoogleDocs in the educational process are conductsУ статті представлені результати особливо популярних мережевих послуг, введення вконтакте і GoogleDocs, в навчальному процесі та організація спільної діяльності студентів. Така інтеграція мережевих послуг з вивченням технологій зміни форми освітньої організації діяльності, які повинні бути спрямовані на формування сучасних навичок, навичок в XXI столітті. У статті представлені результати дослідження, з «Початкової освіти» студентів спеціальності, в використанні мережевих сервісів в навчальній діяльності та повсякденному житті; аналізує досвід застосування мережевих сервісів в навчальному процесі в університеті. Результати статистичного аналізу педагогічного експерименту щодо впровадження соціальної мережі вконтакте і веб-Servise GoogleDocs в навчальному процесі диригуєВ статье представлены результаты особенно популярных сетевых услуг, Введение VKontakte и GoogleDocs в учебный процесс и организацию совместной деятельности студентов. Такая интеграция сетевых сервисов С технологиями обучения меняются формы организации образовательной деятельности, которые должны быть ориентированы на формирование современных навыков, навыки XXI века. В статье представлены результаты опроса, специальности «Начальное образование», использование сетевых услуг в учебной деятельности и повседневной жизни; Анализирует опыт применения сетевых услуг в учебном процессе в университете. Представлены результаты статистического анализа педагогического эксперимента по внедрению социальной сети ВКонтакте и веб-сервисов GoogleDocs в учебном процесс

Offshore education : offshore education in the wider context of internationalisation and ICT: experiences and examples from Dutch higher education

This report presents a study on offshore education conducted by a consortium of Dutch higher education researchers and commissioned by the Digital University (DU). The study explored the extent to which Dutch higher education institutions are involved in offering their educational services abroad (offshore education). After thoroughly embedding offshore education in the wider contexts of internationalisation and ICT policies, the study particularly explores the practical experiences with a number of real-life offshore activities of Dutch higher education. As a warm-up to this report, a few interesting cases are briefly touched upon below

How to design for persistence and retention in MOOCs?

Design of educational interventions is typically carried out following a design cycle involving phases of investigation, conceptualization, prototyping, implementation, execution and evaluation. This cycle can be applied at different levels of granularity e.g. learning activity, module, course or programme. In this paper we consider an aspect of learner behavior that can be critical to the success of many MOOCs i.e. their persistence to study, and the related theme of learner retention. We reflect on the impact that consideration of these can have on design decisions at different stages in the design cycle with the aim of en-hancing MOOC design in relation to learner persistence and retention, with particular attention to the European context

Opportunity-Rich Schools and Sustainable Communities: Seven Steps to Align High-Quality Education With Innovations in City and Metropolitan Planning and Development

Details challenges and steps for linking quality education and community and economic vitality, including establishing a shared vision and metrics, aligning investments for prosperity, and expanding access via transportation. Lists promising practices

Special Libraries, September 1973

Volume 64, Issue 9https://scholarworks.sjsu.edu/sla_sl_1973/1006/thumbnail.jp

Special Libraries, September 1976

Volume 67, Issue 9https://scholarworks.sjsu.edu/sla_sl_1976/1007/thumbnail.jp

Learning from the World: Good Practices in Navigating Cultural Diversity. Bertelsmann Stiftung Study 2018

The Reinhard Mohn Prize 2018 “Living Diversity – Shaping Society” focuses on diversity in German society, that is the plurality of cultural, religious and linguistic identities found among the people who live in the country. With this focus, the RMP 2018 highlights a variety of successful strategies for living peacefully in diversity. In historical terms, cultural diversity is nothing new or unique for Germany. In fact, though we are often unaware of it, cultural diversity has been a feature of our daily life for a long time. Indeed, religious differences have shaped German society since the Reformation. And Judaism has always been present in the area we now call Germany

The NCAA and the IRS: Life at the Intersection of College Sports and the Federal Income Tax

Few organizational acronyms are more familiar to Americans than those of the National Collegiate Athletic Association (NCAA) and the Internal Revenue Service (IRS). Although neither organization is particularly popular, both loom large in American life and popular culture. Because there is a tax aspect to just about everything, it should come as no surprise that the domains of the NCAA and the IRS overlap in a number of ways. For many decades, the strong tendency in those areas has been for college athletics to enjoy unreasonably generous tax treatment-sometimes because of the failure of the IRS to enforce the tax laws enacted by Congress, sometimes because Congress itself has conferred dubious tax benefits on college sports. In just the past year, however, there have been signs of what may be a major attitudinal shift on the part of Congress-although so far there have been no signs of a corresponding change at the IRS. This article offers an in-depth look at the history and current status of four areas of intersection between the federal tax laws and college sports. Part I considers the possible application of the tax on unrelated business income (UBI) to big-time college sports. It concludes that, even in the absence of any change in the statute, there is a strong argument that revenues from the televising of college sports should be subject to the UBI tax. Part II examines the tax status of athletic scholarships. It explains that athletic scholarships as currently structured are taxable under the terms of the Internal Revenue Code, and that the IRS seems to have made a conscious decision not to enforce the law. While the first two parts of the article address areas where the traditional sweetheart arrangement between the IRS and the NCAA remains in effect, the final two parts of the article consider areas where Congress has very recently intervened to increase the tax burden on college athletics. Part III describes how Congress, three decades ago, explicitly permitted taxpayers to claim charitable deductions for most of the cost of season tickets to college football and basketball games, and how Congress in 2017 to the surprise of many observers, including the authors of this article-repealed that special tax benefit. Finally, Part IV addresses issues of both statutory interpretation and policy raised by Congress\u27s creation, in 2017, of a 21 percent excise tax on at least some universities paying seven-figure salaries to their football and basketball coaches. The article\u27s conclusion suggests the IRS should follow the lead of Congress, and reconsider the administrative favoritism toward college sports described in Parts I and II