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Knowledge Society: Education - Coggle Diagram

- - - - The components of these systems generally include templates for content creation, forums, chat, quizzes, and multiple-choice, true/false, and one-word exercises.
        Teachers complete these templates and then publish them for use by students.
        New features in these systems include blogs and RSS. The services provided generally include access control, educational content development, communication tools, and student group management.
        
        Organization that supports and enables digital learning on a broader scale. In fact a somewhat pedantic reading of the term AEV (VLE in English) could be extended to encompass the physical environment in which learning occurs (ie a school).
        In English, the acronym VLE is used to avoid the confusion of using LMS (Learning Management System), from the English Learning Management System, with the other definition of LMS (Library Management System), from the English Library Management System; which is more commonly referred to as the integrated library system, or ILS, in the United States.
        
        Globalization has been favored and is accompanied by a broad and vigorous technological development, especially linked to the so-called "new information technologies" and the Internet, but it is not the technology itself. Which, unfortunately, is very often confused.
- - - - Without delving into these perspectives, in this article, we are going to focus more on the issues of training cultural managers and professionals at their different levels and profiles.
        As we said in the introduction, the training of cultural managers and professionals is also at the same crossroads:
        
        How to respond to these new scenarios from the training of cultural managers?
        
        What are the capacities and skills of cultural managers in the face of changes in our societies?
        
        How can the challenges of globalization and the increased international perspective be addressed in the management of cultural projects?
        
        Cultural organizations in the face of international cultural cooperation
        Cultural organizations, in the same way as other structures, have to adapt to an increasingly global environment in the so-called information society and globalization processes, reclaiming, as Castells says, the dimension of "network company" that has to provoke profound changes in their structures, basically in the dimension of their external projection and their presence on the international scene.
        This variation calls for a new "mentality" and a new intellectual method in decision-making processes that will develop from precision in its goals and mission to a conception of its human resources as the fundamental capital of the new organizations.
        
        General skills and competencies of cultural managers
        Within the different capacities that can be incorporated into a training curriculum for cultural managers, we consider it essential to deepen the following perspectives that are part of the objective of this article.
        The cultural manager requires a level of understanding of the cultural processes and trends that are developing in the world of culture and art and the new approaches of cultural studies in the international arena. The effects of globalization and urban concentrations, migrations cause a division of our societies that has repercussions in the world of culture.
        
        Fundamental competencies for cooperation and internationalization of cultural management projects
        The training of cultural managers, given the perspective of its international dimension, has to incorporate new content to adapt to the needs that we have previously expressed.
        In the first place, we cannot forget the ability to comprehend and express linguistics at different levels according to the geopolitical regions of reference.
- - - - THE DIFFERENT THEORIES AND HOW THEY ARE RELATED TO EACH OTHER
        In recent decades, all kinds of theories and models have been developed to explain differences in the way of learning. But, of all those theories and models, which one is the good one?
        The answer is that all and none. The word "learning" is a very broad term that covers different phases of the same and complex process. Each of the existing models and theories approaches learning from a different angle. When the entire learning process is contemplated, it is perceived that these apparently contradictory theories and models are not so contradictory and even complement each other.
        
        As teachers and depending on which part of the learning process we focus our attention, sometimes we will be interested in using one model and other times another.
        A possible way to understand the different theories is the following three-step model:
        
        Learning always starts from the reception of some type of information. Of all the information we receive we select a part. When we analyze how we select information we can distinguish between visual, auditory and kinesthetic learners.
        
        The information we select must be organized and related. The model of the cerebral hemispheres gives us information about the different ways we have of organizing the information we receive.
        
        Once that information is organized, we use it in one way or another. Kolb's learning wheel distinguishes between active, theoretical, reflective, and pragmatic learners.
        
        LEARNING STYLES AND STRATEGIES
        Our learning style is directly related to the strategies we use to learn something. One way to understand it would be to think of our learning style as the statistical mean of all the different strategies we use. Our learning style therefore corresponds to the big trends, with our most used strategies.
        But naturally, the existence of a statistical average does not prevent deviations, or in other words, the fact that someone can be in general very visual, holistic and reflective does not prevent, however, the fact that they can use auditory strategies in many cases and to concrete tasks.
        
        LEARNING STYLES AND THE THEORY OF MULTIPLE INTELLIGENCES
        One of the most exciting and well-founded theories to appear in recent years is Howard Gardner's theory of multiple intelligences. Gardner defines intelligence as the set of capabilities that enables us to solve problems or make valuable products in our culture.
        Gardner defines 8 large types of abilities or intelligences, depending on the production context (linguistic intelligence, logical-mathematical intelligence, kinesthetic bodily intelligence, musical intelligence, spatial intelligence, naturalistic intelligence, interpersonal intelligence, and intrapersonal intelligence).
        
        EMOTIONAL INTELLIGENCE
        Of the eight types of intelligence Howard Gardner talks about, two refer to our ability to understand human emotions. Interpersonal intelligence is related to our ability to understand others.
        Intrapersonal intelligence is determined by our ability to understand ourselves.
        
        Daniel Goleman groups both types of intelligence under the name of emotional intelligence. Emotional intelligence is our ability to understand our emotions and those of others.
- - - - The World Bank establishes in particular in one of its documents that education is essential to achieve sustained economic development and the consequent reduction of poverty. Investing in education then implied investing in human capital, but in an efficient manner, which would make possible the formation of a new subject, adaptable to the new realities in which they have to work, and capable of diligently mastering the codes of modernity.
        In this way, specific problems that affected the system such as repetition, desertion, obsolescence of content, articulation, lack of professionalization of teachers, etc. would be reduced.
        
        The education system
        Concept of system: The term system derives from the Greek, "System" which means set and can be conceptualized: as:
        
        Organized set of differentiated elements whose
        
        interrelation and interaction supposes a global function.
        
        Defining the educational system, we could say that it condenses the way in which a country plans and develops the education of its inhabitants.
        It is the synthesis of the legal and pedagogical conceptions of those who govern a state, at a certain moment in history.
        It is conditioned, in this way, by the social structure, political ideology, religion, culture, science and the arts, and also by pedagogical theories, which respond to said ideology.