Об этике коммуникаций и этике ответственности

В данной статье на основе пяти принципов этики коммуникаций, выявленных американскими учеными, устанавливаются точки пересечения между основными принципами коммуникации и этикой ответственности субъекта. Осуществлен анализ понятия "этика коммуникаций" и выявлены особенности трансформации данного понятия в современных коммуникативных процессах. Подчеркивается, что ключевой фигурой в глобальности коммуникаций становится человек, создающий значения, определяющий многообразие форм знака в современном коммуникативном пространстве. Сделан вывод о том, что именно такой человек является связующим звеном между человеческими ценностями и основными принципами этики коммуникаций, что создает условия для развития ключевых положений этики ответственности

ID3.24 - Updated design for release 6.0 of the TENCompetence software

Vogten, H., Martens, H., Heyenrath, S., Lemmers, R., Alberts, J., Finders, A., & Schaeps, L. (2009). ID3.24 - Updated design for release 6.0 of the TENCompetence software. TENCompetence.Describes the software architecture of release 6.0 of the PCM, the final release of the project, to developers that need to use, extend or change the PCM server. The views from the 4+1 approach by Kruchten are used to describe the software architecture.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org

Negotiating Expectations: Preserving Theoretical Research-Based Writing Pedagogy in the Field

A collaborative research project examining the challenges facing preservice teachers when placed in settings that may run counter to their notions of theoretical-research-based practices of teaching writing

Enhancing informal learning recognition through TRAILER project

Conde, M. A., García-Peñalvo, F. J., Zangrando, V., García-Holgado, A., Seoane-Pardo, A. M., Alier, M., Galanis, N., Griffiths, D., Johnson, M., Janssen, J., Brouns, F., Vogten, H., Finders, A., Sloep, P. B., Marques, M. A., Viegas, M. C., Alves, G. R., Waszkiewicz, E., Mykowska, A., Minovic, M., & Milovanovic, M. (2013). Enhancing informal learning recognition through TRAILER project. In F. J. García-Peñalvo, M. Á. Conde, & D. Griffiths (Eds.), Proceedings of the Workshop on Solutions that Enhance Informal Learning Recognition (WEILER 2013) (pp. 21-30). September, 18, 2013, Paphos, Cyprus. http://ceur-ws.org/Vol-1039/The evolution of new technology and its increasing use, has for some years been making the existence of informal learning more and more transparent, especially among young and older adults in both Higher Education and workplace contexts. However, the nature of formal and non-formal, coursebased, approaches to learning has made it hard to accommodate these informal processes satisfactorily. The project aims to facilitate first the identification by the learner (as the last responsible of the learning process), and then the recognition by the institution, in dialogue with the learner, of this learning. To do so a methodology and a technological framework to support it have been implemented. This project has been tested in several contexts showing that an informal learning dialogue between learners and people in charge of the institutions is possible.Tagging, Recognition and Acknowledgment of Informal Learning ExpeRiences project (TRAILER) that is funded by the European Commission's Lifelong Learning Programme. Ref. 519141-LLP-1-2011-1-ES-KA3-KA3MP [http:// trailerproject.eu]. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein

E-portfolios in Support of Informal Learning

Nowadays, informal learning is very much part of everyone’s life, even when individuals are not aware that they engage in informal learning. Therefore it is vital that individuals and organisations become aware of the value of informal learning. Not only that, but individuals need to take control of their informal learning and make it known to others. In this article we illustrate how e-portfolios, as a store of learning activities and resulting products can support reflection on the learning process by allowing learners to monitor their learning behaviour. Findings indicate that ease of use is crucial. User interface design should accommodate the needs of the learner to promote uptake of the tool. The e-portfolio has to be an integral part of the learner’s working and learning processes, and assist the learner by tracking and presenting his learning activities for easy inclusion into the e-portfolio.Part of this work has been carried out in the context of the Trailer project with the support of the Lifelong Learning Program of the European Commission. Project Reference: 519141-LLP-1-2011-1-ES-KA3-KA3MP. This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein