A Full Spectrum Lifelong e-Learning Project for the Army Spinello, Enrico; Torbidone, Gianluca; Marchisio, Marina ...
The International Scientific Conference eLearning and Software for Education,
01/2019, Letnik:
1
Conference Proceeding
Odprti dostop
Nowadays a large organisation requires a solid and efficient system for managing the learning process of internal organisation in a lifelong learning perspective. The Italian Army decided to boost ...the lifelong learning concept for military personnel in a modern and digital way by using the e-learning environment. This decision was based on the long experience of the Education and Training Command and School of Applied Military Studies (COMFOR-SA) Virtual Learning Centre (VLC) and its cooperation with the University of Turin in the field of e-learning. This cooperation allows to adopt innovative teaching and learning methods and enhance the internationalization program of the Bachelor and Master Degree in Strategic Sciences attended by Officers and civilian students. In order to reach the entire potential target audience, composed of all categories, such as Officers, NCOs and Volunteers, and to maximise the use of e-learning for different didactic purposes, a full spectrum lifelong e-learning project was developed. Initially, the focus was based on the development of a special Hub composed of the Portal for Self-Paced Courses in combination with the Portal of Knowledge and the Support Portal. Then, the User's E-portfolio and the Language Portal were added. The Hub expanded its area of competence and additional portals were created. All e-learning resources and activities were properly reorganised and structured in a full spectrum new concept for a more effective e-learning experience for all military education and training purposes. The aim of this paper is to present and discuss the structure of the project in terms of contents, design and solutions adopted.
A discussion of the military educator networks in the Southern United States during the late antebellum period is presented. Green discusses the southern middle class, its use of military education, ...the networks forged between alumni and educators, and the ways these networks created social stability for young southerners. The author examines the formation of a middle class in the South when it did not have the financial growth the North experienced at the same time, and the creation of early 19th century professionalization in the South. Green also locates and investigates the existence of the networks in the Old South that created such "proto-bureaucratic avenues of advancement."
One of the priority tasks in the process of reserve officers' preparation in Russia is the formation of the student individuality and their communication culture. It is determined that the ...prospective officer is a key personality of not only the state military organization, but also society as a whole. The consideration of the pedagogical process of formation communication culture among students attending military training at civil universities, is relevant and due to a number of interrelated factors. Communication culture of students, their moral and ethical sustainability have a direct impact on the education and training of future reserve officers, forms the spiritual atmosphere in classes that can successfully meet the challenges in educational, military service, public and cultural activities.
According to its defenders, the research envisioned under Project Camelot was not greatly different from open research already being done by various social scientists pursuing their own academic ...interests; the Army was just planning to formalize scattered research into a more coherent program, increase its volume, and bring in some more prestigious social scientists to juice it up. If anthropologists match the Pentagon's cultural turn with their own military turn, it is clear from the history of other disciplines in the cold war what we can expect: an infusion of resources at the cost, paradoxically, of a narrowing of research foci and points of view; separate conferences and journals for anthropologists who do security work; curricular changes in anthropology, including the emergence of new masters programs, tailored to the production of defense workers; the discovery by some anthropologists, as their discipline is increasingly perceived as an instrument of U.S. hegemony, that they can no longer do certain kinds of fieldwork; and the progressive marginalization of those formerly at the discipline's center of gravity who refuse to undertake this kind of work.
