Basic aspects of teaching and learning in a cross-culture environment
It’s common knowledge that today’s education is becoming more open and easily accessible; consequently, it is not limited by the boundaries of countries and regions. Moreover, online communication allows the educational processes to transpire irrespective of the territorial boundaries: not only the number of students is growing, but also their cultural identities are becoming more diverse. Nowadays are facing new problems caused by different world views, specific types of educational discourse, various information processing strategies etc. This book describes the prerequisites for development in the area of crosscultural didactics. This approach is based on research studies of differences between mentalities, ways of working with educational information, culturally-specific teaching methods and teaching techniques that determine differentiated approaches to the choice of multimedia technologies in education system. Cross-cultural multimedia didactics may be viewed as a combination of cultural, psychological and pedagogical aspects, of culture specific pedagogical discourse, unique features of ergonomic design of educational resources, cognitive and pragmatic features and specific methods and forms of teaching and, therefore, is set to become one of the most important trends in contemporary education system.
This book will be of interest not only to professional, who work in modern cross-cultural education environment, but also to a wide range of readers interested in cross-cultural communication.
Today, engineering students are required to be independent users of at least one foreign language, preference reasonably given to English. A modern ESP course is expected to meet the needs of smart education, which implies that students, being mentally prepared for life-long learning, are able to handle resources in English to see their ESP competence to advantage. Such a course can be successfully taught via the blended learning rotation model, the smart coursebook being its integral component. The Edmodo service is considered an effective platform to incorporate the smart coursebook into the ESP course. Edmodo tools allow regular-basis monitoring through express practice and peer assessment methods. Special attention is drawn to blank unit, a module to be filled by students with the personally relevant ESP content. The experimental teaching confirms that the use of the smart coursebook within the ESP blended learning course enhances the quality of the learning outcomes.
This book dwells on the studies carried out to delve into the specifics of educational communication in a multicultural environment. Nowadays educators are facing new problems caused by different world views, specific types of educational discourse, various information processing strategies etc. This book describes an attempt to study explain systematicallya number of facts and processes, which are planned to lay basis for cross-cultural didactics
Seit 2010 entwickelt sich an der Staatlichen Universität Hochschule für Wirtschaft in Nischnij Nowgorod ein Sprachkurs für Studenten aus Österreich, der nicht nur Kenntnisse über russische Kultur und Geschichte bereichert, sondern auch neue Freunde finden hilft. Der Kurs besteht aus zwei Teilen und die Struktur lässt ihn auch in andere Sprachen und Kulturen integrieren. Ersten Teil bilden gemeinsame Diskussionen, die zweisprachig durchgeführt werden (russische Studenten sprechen Deutsch, österreichische Russisch): es werden besprochen solche Themen wie kulturelle Stereotype und Vorurteile, Nationalhymne, Neujahrsansprachen der Präsidenten, Schulsystem, Sprache, Namen in der Stadt. Der zweite Teil lockt in die Hochschule alle ausländischen Studenten zur Besprechung der Ereignisse neuester Geschichte Russlands, die in der Fernsehsendung „Namedni” gezeigt werden.
Die Methodik der bilateralen Diskussionen und die Kontrolle mit Hilfe des LMS-Systems können erfolgreich auch in anderen Sprachkursen verwendet werden
Work examines the relationship structure of intelligence in different cultures, ways of working with information and decision making. On this basis, describes the key educational frames in different cultures, which in turn will determine the choice o f effective teaching methods and teaching techniques. Particular attention is given to the consideration of these aspects in the field of cross-cultural multimedia-didactics.
The new educational technologies lead the higher education and professional retraining process to the more advanced level, integrating new knowledge generation and education in the high-technology innovation environment which involves research, knowledge-intensive production and education. This process is encouraged by a wide spread of open educational and E-Learning resources, which makes higher education more available and provides conditions for academic mobility development. All these factors contribute to building up open and flexible systems of staffing high-technology industries able to respond quickly and efficiently to requirements of labour market and new technologies, make university graduates more competitive both domestically and internationally.
Nowadays, a new educational paradigm is being created. It encompasses features of multiculturalism and multifunctionality, where project work complements scientific research. Educational processes tend to incorporate online learning methods. Multicultural education ‘space’, however, reveals issues like cognitive-pragmatic differences between representatives of various cultures, incompetency of tutors alongside with inefficiency of unified teaching methods. From this perspective, cross-cultural multimedia didactics requires further research with a focus on differences between cultural mentalities, presentation of educational material, culturally-specific teaching methods and teaching techniques that determine differentiated approaches to the choice of multimedia technologies in education system. Meanwhile, the problem in differences between cultures and people’s mentality is becoming more and more real. Trying to eliminate this gap, some developed countries improve cross-cultural communication skills with the help of social networks and special e-learning environments, which actually makes the process of adaptation in another culture easier
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.