Development and pilot testing of an observational tool to assess interprofessional education in virtual communities of practice (VCoP)

Masroori, Zahra; Coelho, Carly F.; Zhao, Jane; Vyravanathan, Sobiga; Du, Angela Y.; Carlin, Leslie; Taenzer, Paul; Flannery, John; Furlan, Andrea D.

doi:10.1016/j.xjep.2022.100539

Cited by 1 publication

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“…Моделі будь-якого типу створюються для вирішення конкретних задач (навчальних, пізнавальних, пошукових тощо), при цьому модель будь-якого об'єкту майже завжди є певним спрощенням цього об'єкту. В інших випадках мова йшла б або про копію, або про невиправдане переускладнення, що протирічить правилу Оккама (Ball, 1990(Ball, , 2019Ditiuk et al, 2017) учнів Smulson et al, 2020;Masroori et al, 2022;Wei et al, 2018;Suler, 2008;Huarng et al, 2023) (Nazar, 2022;Korobanova, 2019;Dörnyei & Murphey, 2003;Shaw et al, 1981;Tuckman & Jensen, 1977).…”

Section: результати дослідженняunclassified

Concept of Designing a Virtual Educational Space With the Potential for the Adult`s Subjectness Development

Smulson,

Meshcheriakov,

Nazar

et al. 2023

TECHNOLOGIES OF INTELLECT DEVELOPMENT

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The purpose of the article is to present the psychological concept of designing virtual educational spaces developed in the Laboratory of Modern Information Technologies of Education of G.S. Kostiuk Institute of Psychology of NAES of Ukraine, which provide the necessary psychological and pedagogical resources for the development of adults’ subjectivity. Research methods. Theoretical and methodological analysis of the problem. Results. The main theoretical and methodological provisions of the concept are defined, among which are the concept of virtual educational space, as well as the concept of subject, subjectness and field of subjectness in the context of virtual space, issues of systemic organization of activity of all subjects of the educational process. The concept of designing and its interpretation in the aspect of design of virtual educational space is introduced. As a leading psychological aspect of designing student activity, designing a learning community is considered. Specific digital technologies for designing a virtual educational space as an integral digital metatechnology are defined. Conclusions. The article shows that virtual educational space should be interpreted as an integral psychological and pedagogical metatechnology that systemically organizes the activity of all subjects of the educational process. It is found out that the theoretical and methodological foundations of designing a virtual educational space for the adults` subjectness development are design-technological paradigm and concept of hierarchical designing. It is proved that when organizing group work of adults in designed virtual educational spaces it is advisable to take into account the peculiarities of group dynamics that takes place in such a space. Integral use of specific digital technologies in designing a virtual educational space should conceptually correspond to the designed system of relevant psychological and pedagogical technologies.

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