Educational Communication

The study aims at identifying the reality of communication practices between school principals and supervisors in basic education in the Sultanate of Oman. It aims also at identifying the reality of communication between the school principal and the supervisor at Basic Education schools in the Sultanate of Oman, and identifying differences according to job position, gender, academic qualifications, years of experience, educational district, the number of schools the educational supervisor supervises, the size of the school, and the number of head teachers in the school. Finally, the study aims at reaching recommended processes to activate the communication between school principals and supervisors in basic education. The most significant findings of the field study are as follows the estimates of the responses of the study sample regarding the four aspects of the activation of communication between school principal and educational supervisor in Basic of Education schools in the Sultanate of Oman, varied between high and low. In the light of the study findings; the researcher has reached a number of proposed procedures to activate the communication between school principals and educational supervisors in the Basic Education schools in the Sultanate of Oman. A number of further research studies have also been proposed.

Resumen. La presente investigación se enmarca en la coyuntura del proceso de paz que tuvo lugar en La Habana (Cuba) entre 2015 y 2016, orientado en la reconciliación de las Fuerzas Armadas Revolucionarias de Colombia (FARC), el Gobierno Nacional y diversos representantes de la ciudadanía. Con antecedentes de más de 60 años de violencia, esta posibilidad de cese al fuego significó la puesta en común de diversas visiones de esperanza, negación y/o incertidumbre. En este sentido, el rol de la población joven de Medellín fue determinante para la constitución de voluntades positivas a partir de la producción audiovisual.  El  trabajo,  que  aborda  las  dinámicas  comunicativas  de  los  colectivos  Morada  y  Mi  Comuna,  se  basa  en  un  análisis de contenido de 30 productos audiovisuales y entrevistas semiestructuradas, a la luz de las categorías del concepto de cultura de paz (Galtung y Jiménez-Bautista). Los hallazgos ubican a la práctica de la comunicación como una estrategia para la construcción de paz a partir de procesos de intervención social.

Abstract. This research is developed in the context of the conjuncture of the Colombian peace process that took place in Havana (Cuba) between 2015 and 2016, focused on the reconciliation of the Revolutionary Armed Forces of Colombia (FARC), the National  Government  and  various  representatives  of  the  citizenship.  With  a  history  of  more  than  60  years  of  violence,  this  possibility of a cease-fire meant the emergence of diverse visions of hope, denial and/or uncertainty from different actors. In this sense, the role of the young population of Medellín was decisive for the creation of positive wills based on audiovisual production.  The  work,  which  addresses  the  communicative  dynamics  of  the  Morada  and  Mi  Comuna  collectives,  is  based  on  an  analysis  of  the  content  of  30  audiovisual  products  and  semi-structured  interviews,  using  the  categories  of  culture  of  peace proposed by Galtung and Jimenez-Bautista. The main finding describes the communication practice as a strategy for the construction of peace based on processes of social intervention.

Positive school climate promotes teachers' professionalism and students' social development and academic achievement. However, positive school climate cannot be taken for granted within a context of rapid change and increased complexity. Educators are often faced with critical situations, which result in many of them questioning their own abilities. The problem set forth in this study is based upon the changes in educational context as caused by current social, financial, and technological factors and their impact on school climate. This paper explores the variables of school climate and communication in order to find the extent to which their relationship can work in favor of an open, safe, and creative educational organization where teachers and students will wish to belong. It also examines the communication skills of school principals. The conceptual framework of the study is based on research related to organizational culture and educational communication. The study is a critical meta-analysis of literature on the statement problem. The results show that school climate is fundamental to achieving school goals. Communication among all participants is a key factor in creating a positive school climate, and the communication skills of the school principal are largely crucial.

This paper presents the results of a research study exploring consumer behaviour and uses of photography among first-year students of the Degrees in Journalism, Audiovisual Communication, and Advertising and Public Relations in four Spanish universities (University of Malaga, University of Santiago de Compostela, University of the Basque Country and Universitat Jaume I in Castellón). As it is well known, the emergence of digital technologies has caused far-reaching transformations in the field of photography. These changes have affected production, distribution and circulation processes. However, digital technology has particularly changed the concept of photography itself as a means of expression and communication, above all among young people. Changes in how photography is perceived nowadays, brought about by the onset of digitalization, in turn raises a series of questions that merit reflection. To
this end, a survey was designed and administered to a total of 467 communication sciences students in Spain. The results of this research reveal, on the one hand, how these communication students relate to the use of photography today; on the other hand, and more importantly, the results throw some light on how to approach the teaching of digital photography in a higher education context.

Se presenta una investigación sobre los hábitos de consumo y usos de la fotografía entre estudiantes de primer curso de las licenciaturas en periodismo, comunicación audiovisual y publicidad y relaciones públicas, en cuatro universidades españolas (Universidad de Málaga, Universidad de Santiago de Compostela, Universidad del País Vasco y Universitat Jaume I de Castellón). Como es sabido, la aparición de las tecnologías digitales en el campo de la fotografía ha provocado profundas transformaciones en el panorama fotográfico. Estos cambios han afectado a los procesos de producción, a los modos de distribución y circulación de las imágenes. Pero, sobre todo, ha tenido notables consecuencias en la forma misma de conceptualizar la fotografía como forma de expresión y comunicación, y en los usos de la fotografía, en especial entre los más jóvenes. La digitalización ha contribuido a transformar, asimismo, la propia percepción del medio fotográfico, que merece una reflexión en estos momentos. A tal fin, se ha diseñado una encuesta que ha sido realizada a un total de 467 estudiantes de ciencias de la comunicación de nuestro país. En definitiva, el análisis de las respuestas que ofrece la presente investigación nos ha permitido, por un lado, tomar conciencia sobre cómo se relacionan estos estudiantes de comunicación con el medio fotográfico en la actualidad. Pero, sobre todo, se trata de una investigación que nos ofrece algunas pistas sobre cómo abordar, en plena era digital, la enseñanza de la fotografía en el contexto educativo universitario.

(Open-access article, feel free to share) The outbreak and spread of COVID-19 have disrupted higher education worldwide. On March 11, 2020, the WHO declared COVID-19 as a global pandemic. In Canada, the declaration expedited the introduction of preventive measures by governments at different levels to curb the spread of the virus, including the closure of universities. Consequently, in-person courses were frantically switched to “emergency remote teaching” (ERT). At the time of writing (January 2021), countries across the northern hemisphere are undergoing the second wave of climbing COVID-19 cases. Accordingly, ERT is expected to continue at many postsecondary institutions over the next few months.

This study investigated the influence of physical and virtual learning spaces on interactive learning in a college and university setting. Qualitative analysis of an undergraduate liberal arts program that employs the use of roundtable classrooms was conducted. Interview and focus group data from students and faculty, along with classroom observations, resulted in the finding that the roundtable classroom encouraged interactive learning, face-to-face accountability, and verbal immediacy, along with a " cohort effect " and " fidget factor. " Virtual learning spaces influenced interactive learning, and their effectiveness was heavily moderated by instructors and by the frequency and use of educational technology. Recommendations and suggestions for future research are provided.

The exponential growth of social media usage and the integration of digital natives in Higher Education Institutions (HEI) have been posing new challenges to both traditional and technology-mediated learning environments. Nowadays social media plays an important, if not central, role in society, for professional and personal purposes. However, it’s important to highlight that in the mind of a digital native, social media is not just a tool, it is a place that is as real and as natural as any real-life world place where formal/informal social interactions happen.
Formal higher education contexts are still mostly imprisoned in safe, controlled platforms, while a new world of social connections grows and develops itself outside schools. Social media has been redefining how we relate to each other as humans and how we as humans relate to the organizations that serve us. It is a two-way dialog that brings people together to discover and share information, share ideas and build communities of people that share the same interests.
In this paper we give a first insight and discuss the concept of Social Student Relationship Management (Social SRM), as a result of an analogy to the marketing concept of Social Customer Relationship Management (Social CRM), applied to an educational context. Social CRM is a philosophy and a business strategy, supported by a technology platform, business rules, workflow, processes and social characteristics, designed to engage the customer in a collaborative conversation in order to provide mutually beneficial value in a trusted and transparent business environment. It is the company's response to the customer's ownership of the conversation.
Social SRM propels HEI to engage in dialogical conversations and collaborative relationships, through the use of social media platforms, allowing to reshape the HEI-student formal relationship, strengthening educational bonds through the development of dialogues that provide mutually beneficial value and that, ultimately, allow for the growth of social and educational communities. It places the HEI, teachers and staff in student’s digital natural environment, engaging them in personalized conversations that reinforce student’s role as empowered participatory individuals in the school strategic development and also in the management of their learning opportunities.
We discuss the double dimension communication concept associated to Social CRM, which encompasses the educational dimension that comprehends the extension of classroom’s teacher-student communication and educational workflows into social media platforms and the HEI´s organizational communication needs, intimately related to its image, reputation and sustainability.
This paper presents a preliminary study, carried out during two semesters, in three different subjects from the first, second and third year from two different higher education courses, during which the educational dimension of the Social SRM concept is put into perspective. We present the extension of the traditional classroom teacher-student formal and informal relationship into social media and discuss its impacts on student accommodation, motivation and academic achievement and added value. We also discuss the teacher’s perspective in terms of relational and educational benefits related to the implementation of a Social SRM based educational strategy and put forward some educational and technological concerns that might present some obstacles/opportunities to a broader adoption of the concept.

Участие архитекторов, в частности, Московского архитектурного института (государственной ака-
демии), в городских образовательных проектах «Университетские субботы» и «Московское долголетие» происхо-
дит в рамках поддержки городских проектов Московского правительства. Для отбора дальнейших направлений и
тем, необходимых для разработки стратегии развития проектов на 2020 и последующие годы автором статьи было
проведено социологические исследование, выявляющее степень знакомства разных социальных групп москвичей с
международными и российскими программами устойчивого развития. А том числе, их готовность принимать уча-
стие в экологических программах и наличие опыта в поддержке экологических инициатив. Содержательно иссле-
дование базировалось на задачах национальной Экологической доктрине РФ и Государственная программа города
Москвы «Градостроительная политика». На основании этих документов была составлена анкета социологическо-
го исследования, с помощью которой были опрошены представители разных социальных групп населения горо-
да. В результате исследовании было выявлено, что данные социальные группы плохо знакомы с экологическими
Проектами и Программами устойчивого развития (энергосбережения, озеленения, раздельного сбора мусора и т.п.).
Но хорошо информированы об основных экологических проблемах города. Респонденты считают, что ответствен-
ность за экологию города и его устойчивое развитие лежит на администрации, и не готовы брать на себя ответ-
ственность. Был определен новый вектора стратегии публичного архитектурного образования – разработка новых
педагогических методов и приемов, повышающих степень социальной активности москвичей разного возраста и
профессиональной принадлежности, увеличивающих их заинтересованность в решении экологических проблем го-
рода.

La variedad de opciones y recursos que la Sociedad de la Información viene ofreciendo obliga al profesional de la enseñanza a estar al tanto de las nuevas técnicas aplicables al sector. En aras de favorecer un proceso que se inicia en los contextos educativos informales, resulta esencial la presencia de las TIC en el aula. No obstante, ¿qué repercusiones traen consigo? Este artículo tiene por objeto analizar los efectos motivacionales de las TIC en el área de Lengua Castellana y Literatura, a partir del estudio desarrollado en el I.E.S. Velázquez.
The variety of options and resources that the Information Society has been offering requires the teaching professional to keep aware of the new technologies applicable to the sector. In order to facilitate a process that begins in the informal educational settings, it is essential the presence of the ITC in the classroom. However, what impact entail? This article aims to examine the motivational effects of the ICT in the area of Spanish Language and Literature, from a study undertaken in I.E.S. Velázquez junior high school.

Abstrak Kualitas hasil pendidikan sangat tergantung dari proses pelaksanaan pembelajaran. Karena itu, komunikasi instruksional sebagai dasar pengetahuan tentang pentingnya komunikasi dalam proses pembelajaran atau pendidikan menjadi sangat penting. Bentuk pelaksanaan komunikasi instruksional ini dimulai dari awal, saat pelaksanaan bahkan pada akhir pembelajaran, yang berupa hasil evaluasi tercapainya tujuan pembelajaran yang disepakati oleh pembelajar dan pengajar. Kata Kunci : pembelajaran, komunikasi instruksional PENDAHULUAN Pendidikan merupakan salah satu cara meningkatkan sumber daya manusia yang merupakan bagian integral dari pembangunan, dimana salah satu tujuannya adalah untuk meningkatkan kesejahteraan masyarakat. Karena pembangunan tidak dapat hanya mengandalkan pada sumber daya alam semata, maka usaha peningkatan kualitas sumber daya manusia mutlak diperlukan. Untuk mencapai tujuan tersebut, salah satu cara yang ditempuh adalah melalui jalur pendidikan (Sutikna dan Istiyanto, 2007). Untuk mendapatkan kualitas pendidikan yang baik diperlukan tidak saja input siswa pembelajar dan pengajar yang baik tetapi juga dibutuhkan sebuah metode pembelajaran yang baik. Metode pembelajaran ini sangat terkait dengan teknik dan strategi pembelajaran, proses pembelajaran yang tepat disertai fasilitas pendidikan yang memadai. Salah satunya adalah penggunaan media pendidikan dengan fokus pada bidang komunikasi instruksional. Media pendidikan merupakan suatu alat atau perantara yang berguna untuk memudahkan proses belajar mengajar, dalam rangka mengefektifkan komunikasi antara pengajar dan pembelajar. Hal ini sangat membantu guru dalam mengajar dan memudahkan murid menerima dan memahami proses pembelajaran. Proses ini membutuhkan pengajar yang profesional dan mampu menyelaraskan antara media pendidikan dan metode pendidikan yang sesuai. Dengan kemajuan teknologi, ilmu pengetahuan serta perubahan sikap masyarakat yang lebih positif diharapkan membawa pengaruh yang besar dalam bidang pendidikan. Hal ini akan mendorong setiap lembaga pendidikan untuk mengembangkan proses pembelajarannya sehingga lebih maju

Responding to the epidemic of the dying art of conversation (Asha, 2014; Barnwell, 2014 April), this activity constructs a space in which students tap into social lubricants as a conversational, artistic tool to increase conversational skills. Inspired by Monahan & Lannutti’s (2000) social lubricant work, this study views social lubricants— any object or action that facilitates social interaction, such as a dog or a compliment— as a vital resource that merits pedagogical attention. After completing a role-play in which students tap into a social lubricant to achieve an assigned goal, students will be able to: (a) define social lubricants; (b) describe the utility of social lubricants in social interaction; and (c) critically appraise ways in which using social lubricants can lessen communication apprehension.