Evaluation on ICT education contents linkages in general and tertiary education of Mongolia

This paper presents needs, main goals and importance of compulsory Information and Communication Technology (ICT) training in tertiary education, Educational Contents of Compulsory ICT Training in Tertiary Education of Mongolia and Evaluation ON ICT education contents

Neoproterozoic to Early Paleozoic Tectonic Evolution of the Zavkhan Terrane of Mongolia: Implications for Continental Growth in the Central Asian Orogenic Belt

The Zavkhan terrane is a Proterozoic cratonic fragment in southwestern Mongolia that forms the core of the Central Asian orogenic belt. We provide new geologic and U-Pb zircon geochronologic constraints on the Neoproterozoic and early Paleozoic tectonic evolution of the terrane. Orthogneisses dated as ca. 1967 and ca. 839 Ma form the basement and are intruded and overlain by ca. 811–787 Ma arc-volcanic and volcaniclastic rocks that lack a gneissic fabric, suggestive of a mid-Neoproterozoic metamorphic event. Rifting and formation of the Zavkhan ribbon continent occurred from ca. 770–717 Ma and was followed by passive margin sedimentation between 717 and 580 Ma. During the latest Ediacaran to Cambrian, the southern margin of the Zavkhan terrane was reactivated with the obduction of the Lake terrane, slab break-off and reversal, and ca. 509–507 Ma magmatism. Metamorphosed Proterozoic and Cambrian units are cut by undeformed ca. 496 Ma gabbro, providing a tight constraint on the age of Cambrian metamorphism. Late Ordovician to Silurian rifting is marked by bimodal magmatism and deposition in narrow fault-bound basins. Our data indicate that the Zavkhan terrane traveled alone in the Neoproterozoic, collided with the Lake terrane in the late Ediacaran to Cambrian, accreted an unknown crustal block during Cambrian Epoch 2–Epoch 3, and then rifted away in the Ordovician. We suggest the majority of continental growth in Mongolia occurred through the trapping and oroclinal bending of ribbon continents rather than long-lived accretion on the margin of a major craton

Academic Domains as Political Battlegrounds: A Global Enquiry by 99 Academics in the Fields of Education and Technology

This article theorizes the functional relationship between the human components (i.e., scholars) and nonhuman components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human constituents of an academic realm, with the two shaping one another. One implication of this proposition is that these non-human elements exist as political ‘actors’, just like their human counterparts, having ‘agency’ – which they exercise over humans. This turns academic domains into political (functional or dysfunctional) ‘battlefields’ wherein both humans and non-humans engage in political activities and actions that form the identity of the academic domain

Academic domains as political battlegrounds : A global enquiry by 99 academics in the fields of education and technology

Academic cognition and intelligence are ‘socially distributed’; instead of dwelling inside the single mind of an individual academic or a few academics, they are spread throughout the different minds of all academics. In this article, some mechanisms have been developed that systematically bring together these fragmented pieces of cognition and intelligence. These mechanisms jointly form a new authoring method called ‘crowd-authoring’, enabling an international crowd of academics to co-author a manuscript in an organized way. The article discusses this method, addressing the following question: What are the main mechanisms needed for a large collection of academics to collaborate on the authorship of an article? This question is addressed through a developmental endeavour wherein 101 academics of educational technology from around the world worked together in three rounds by email to compose a short article. Based on this endeavour, four mechanisms have been developed: a) a mechanism for finding a crowd of scholars; b) a mechanism for managing this crowd; c) a mechanism for analyzing the input of this crowd; and d) a scenario for software that helps automate the process of crowd-authoring. The recommendation is that crowd-authoring ought to win the attention of academic communities and funding agencies, because, given the well-connected nature of the contemporary age, the widely and commonly distributed status of academic intelligence and the increasing value of collective and democratic participation, large-scale multi-authored publications are the way forward for academic fields and wider academia in the 21st century.peerReviewe

Academic domains as political battlegrounds:A global enquiry by 99 academics in the fields of education and technology

This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human constituents of an academic realm, with the two shaping one another. One implication of this proposition is that these non-human elements exist as political ‘actors’, just like their human counterparts, having ‘agency’ – which they exercise over humans. This turns academic domains into political (functional or dysfunctional) ‘battlefields’ wherein both humans and non-humans engage in political activities and actions that form the identity of the academic domain. For more information about the authorship approach, please see Al Lily AEA (2015) A crowd-authoring project on the scholarship of educational technology. Information Development. doi: 10.1177/0266666915622044.</p

Academic Domains As Political Battlegrounds: A Global Enquiry By 99 Academics in The Fields of Education and Technology

This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars' reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human constituents of an academic realm, with the two shaping one another. One implication of this proposition is that these non-human elements exist as political actors', just like their human counterparts, having agency' - which they exercise over humans. This turns academic domains into political (functional or dysfunctional) battlefields' wherein both humans and non-humans engage in political activities and actions that form the identity of the academic domain. For more information about the authorship approach, please see Al Lily AEA (2015) A crowd-authoring project on the scholarship of educational technology. Information Development. doi: 10.1177/0266666915622044.Wo