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Esta obra es del profesor y doctor Felipe Chibás Ortiz, dedicado a su familia, amigos, a Cuba y América; está compuesta por ocho capítulos, recomendaciones, imágenes y anexos distribuidos en 360 páginas. Es un libro ameno e interesante, y su propósito es explicar la nueva etapa de vida poshumana en que está entrando la humanidad, así como las consecuencias sociológicas, filosóficas, éticas y educativas que esto trae para la creatividad y la innovación en la actualidad para personas, equipos, organizaciones y proyectos, en los ámbitos educativo, cultural y organizacional. Además, se abordan conceptos, metodologías e ideas como creatividad, innovación, inteligencia artificial, realidad ampliada, tercera juventud, océano azul, cisne negro, matriz de Napoleón, ética, economía creativa, entre otros. Está destinado especialmente a las nuevas organizaciones y proyectos educativo-culturales que están siendo construidos en todo el mundo, incluyendo escuelas, universidades, institutos de enseñanza de nuevo tipo y organismos internacionales como la UNICEF y la UNESCO. Se muestran recientes investigaciones realizadas por el autor y su equipo, así como por otros autores.
This first book in the new Foundations in Global Studies series offers a fresh, comprehensive, multidisciplinary introduction to South Asia. The variations in social, cultural, economic, and political life in this diverse and complex region are explored within the context of the globalising forces affecting all regions of the world. In a simple strategy that all books in the series employ, the volume begins with foundational material (including chapters on history, language, and, in the case of South Asia, religion), moves to a discussion of globalisation, and then focuses the investigation more specifically through the use of case studies. The cases expose the student to various disciplinary lenses that are important in understanding the region and are meant to bring the region to life through subjects of high interest and significance to today's readers. Resource boxes, an important feature of the book, are included to maintain currency and add utility. They offer links that point readers to a rich archive of additional material, connections to timely data, reports on recent events, official sites, local and country-based media, visual material, and so forth. A website developed by Syracuse University's South Asia Center will feature additional graphic, narrative, and case study material to complement the book.
Drawing from engrossing survivors' accounts, many never before published, The Minsk Ghetto 1941-1943 recounts a heroic yet little-known chapter in Holocaust history. In vivid and moving detail, Barbara Epstein chronicles the history of a Communist-led resistance movement inside the Minsk ghetto, which, through its links to its Belarussian counterpart outside the ghetto and with help from others, enabled thousands of ghetto Jews to flee to the surrounding forests where they joined partisan units fighting the Germans. Telling a story that stands in stark contrast to what transpired across much of Eastern Europe, where Jews found few reliable allies in the face of the Nazi threat, this book captures the texture of life inside and outside the Minsk ghetto, evoking the harsh conditions, the life-threatening situations, and the friendships that helped many escape almost certain death. Epstein also explores how and why this resistance movement, unlike better known movements at places like Warsaw, Vilna, and Kovno, was able to rely on collaboration with those outside ghetto walls. She finds that an internationalist ethos fostered by two decades of Soviet rule, in addition to other factors, made this extraordinary story possible.
Most cultures have myths of origin. The Babylonians were the first to combine blocks of traditions about primeval time into primeval histories where humans had a central role. In the first millennium there were different versions that influenced the concepts of primeval history within Jewish religion, both in the Bible and in the parallel Enochic tradition. Atrahasis and the traditions of primeval dynasties had crucial impact on Genesis; the traditions of the primeval apkallus as cosmic guardians were lying behind the Enochic Watcher Story. The book offers a comprehensive analytic comparison between the images of primeval time in these three traditions. It presents new interpretations of each of these traditions and how they relate to each other.
Self-directed learning seeks to provide students with the greatest possible control over the content of their courses and the methods used to deliver them. This fits with counselling process, where the intention is to increase the client's power and autonomy. This book gives practical examples of ways in which this method has been carried out and considers some of the dilemmas facing both students and trainers. Self-directed Learning in Counsellor Training provides a developmental model of self-directed learning together with exercises and methods of facilitating. It looks at ways of managing entry into this form of learning and demonstrates methods of designing courses which reinforce the principles. There is a discussion of the underlying philosophy, the possible outcomes and examples of ways to self and peer assess.
Based on twenty case studies of universities worldwide, and on a survey administered to leaders in 101 universities, this open access book shows that, amidst the significant challenges caused by the COVID-19 pandemic, universities found ways to engage with schools to support them in sustaining educational opportunity. In doing so, they generated considerable innovation, which reinforced the integration of the research and outreach functions of the university. The evidence suggests that universities are indeed open systems, in interaction with their environment, able to discover changes that can influence them and to change in response to those changes. They are also able, in the success of their efforts to mitigate the educational impact of the pandemic, to create better futures, as the result of the innovations they can generate. This challenges the view of universities as "ivory towers" being isolated from the surrounding environment and detached from local problems. As they reached out to schools, universities not only generated clear and valuable innovations to sustain educational opportunity and to improve it, this process also contributed to transform internal university processes in ways that enhanced their own ability to deliver on the third mission of outreach
Learn what a flipped classroom is and why it works, and get the information you need to flip a classroom. You’ll also learn the flipped mastery model, where students learn at their own pace, furthering opportunities for personalized education. This simple concept is easily replicable in any classroom, doesn’t cost much to implement, and helps foster self-directed learning. Once you flip, you won’t want to go back!
This book documents and disseminates experiences from a wide range of universities, across the five continents, which showcase how the principles of sustainable development may be incorporated as part of university programmes, and present transformatory projects and programmes, showing how sustainability can be implemented across disciplines. Sustainability in a higher education context is a fast growing field. Thousands of universities across the world have signed declarations or have committed themselves to integrate the principles of sustainable development in their activities: teaching, research and extension, and many more will follow.
The book is based on the exchange of professional experiences which featured in an IUCN CEC workshop in August 2002. Practitioners from around the world shared their models of good practice and explored the challenges involved in engaging people in sustainability. The difficulties facing practitioners vary between country and context but some challenges are universal: A lack of clarity in communicating what is meant by sustainable development; An ambition to educate everyone to bring about a global citizenship; Social, organisational or institutional factors constrain change to sustainable development, yet there is an emphasis on formal education, and community educators do not receive the same support; A lack of balance in addressing the integration of environmental, social and economic dimensions leading to an interpretation that ESD is mainly about environment and conservation issues; New learning (rather than teaching) approaches are called for to promote more debate in society. Yet, few are trained or experienced in these new approaches. Practitioners need support to explore new ways of promoting learning. [Foreword, ed].