Results for 'Margus Pedaste'

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  1.  99
    Definitions and Conceptual Dimensions of Responsible Research and Innovation: A Literature Review.Mirjam Burget, Emanuele Bardone & Margus Pedaste - 2017 - Science and Engineering Ethics 23 (1):1-19.
    The aim of this study is to provide a discussion on the definitions and conceptual dimensions of Responsible Research and Innovation based on findings from the literature. In the study, the outcomes of a literature review of 235 RRI-related articles were presented. The articles were selected from the EBSCO and Google Scholar databases regarding the definitions and dimensions of RRI. The results of the study indicated that while administrative definitions were widely quoted in the reviewed literature, they were not substantially (...)
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  2.  30
    Teacher Agency Following the Ecological Model: How It is Achieved and How It Could Be Strengthened by Different Types of Reflection.Äli Leijen, Margus Pedaste & Liina Lepp - 2020 - British Journal of Educational Studies 68 (3):295-310.
  3.  8
    Supporting Self-Regulated Learning in Distance Learning Contexts at Higher Education Level: Systematic Literature Review.Natalia Edisherashvili, Katrin Saks, Margus Pedaste & Äli Leijen - 2022 - Frontiers in Psychology 12.
    Shifting learning to distant formats especially at the higher education level has been unprecedented during the past decade. Diverse digital learning media have been emerging which allow learner autonomy, and at the same time, require the ability of efficient regulation of various aspects of the learning process for sustainable academic progress. In this context, supporting students in self-regulated learning in an optimal way becomes an important factor for their academic success. The present study attempts through a systematic review of 38 (...)
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  4. Bridging the Pedagogical Gap Between Operational and Contextual Affordances with Social Media.Wilson Otchie, Emanuele Bardone & Margus Pedaste - 2022 - ENCYCLOPAIDEIA 26 (62):57-80.
    The usage of social media in education is increasing as a result of perceived pedagogical benefits. The literature emphasizes the importance of teachers continuing to build their social media capabilities, experiences, and values. Critical thinking, problem-solving, and the ability to contextualize social media require intellectual, social, and ethical talents regardless of operational proficiency. We performed a semi-structured interview with 13 high school teachers who expressed their thoughts and experiences using social media in the classroom. The interviews’ recorded videos were transcribed (...)
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  5.  17
    What Are the Implications of the 21 St Century's Global Economic Downturn for the European Union? The Case Study of the Role of European Financial Institutions in Managing the Economic Downturn: Is There a Need for New Institutions?Margus Mith - 2010 - Polis (Misc) 4:1.
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  6.  42
    What is ‘the Subject’ the Name For? The Conceptual Structure of Alain Badiou’s Theory of the Subject.Margus Vihalem - 2011 - Sign Systems Studies 39 (1):60-79.
    The present paper outlines some basic concepts of Alain Badiou’s philosophy of the subject, tracking down its inherent and complex philosophical implications. These implications are made explicit in the criticism directed against the philosophical sophistry which denies the pertinence of the concept of truth. Badiou’s philosophical innovation is based on three nodal concepts, namely truth, event and subject, and it must be revealed how the afore-mentioned concepts areorganized and interrelated, eventually leading to reformulating the concept of the subject. In its (...)
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  7. One or Many Philosophies?Margus Ott - 2018 - Proceedings of the XXIII World Congress of Philosophy 8:159-163.
    In my paper I tackle the question of whether the term “philosophy” should be restricted to a specific tradition or whether it could be used also for other traditions. I argue in favor of the latter solution from extrinsic and intrinsic viewpoints. From extrinsic viewpoint, more liberal use of the term could facilitate exchanges between scholars of different traditions of thought. From intrinsic viewpoint, I propose an understanding of philosophy as creation of concepts and concepts as contractions and embodiment of (...)
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  8.  18
    Mida tähistab 'subjekt'? Filosoofilis-semiootiline sissevaade Alain Badiou' sündmuseteooria tähendusse. Kokkuvõte.Margus Vihalem - 2011 - Sign Systems Studies 39 (1):80-80.
    The present paper outlines some basic concepts of Alain Badiou’s philosophy of the subject, tracking down its inherent and complex philosophical implications. These implications are made explicit in the criticism directed against the philosophical sophistry which denies the pertinence of the concept of truth. Badiou’s philosophical innovation is based on three nodal concepts, namely truth, event and subject, and it must be revealed how the afore-mentioned concepts are organized and interrelated, eventually leading to reformulating the concept of the subject. In (...)
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  9.  11
    Что означет 'субъект'? Концептульная структура теории субъекта алена бадью. Резюме.Margus Vihalem - 2011 - Sign Systems Studies 39 (1):79-79.
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  10.  10
    Olenditeooria.Margus Ott - 2011 - Studia Philosophica Estonica 4 (1):1-19.
    Käesoleva artikli eesmärgiks on välja töötada olenditeooria mõningad põhimõisted. Olendit määratletakse teatavate eristumisprotsesside lõimimisena ehk "läbivaatusena". Nendel protsessidel on kaks külge, "esi-" ja "isekülg". Esikülg on kõrvutuvuslik, st. paljusus, mille elemendid on üksteise kõrval; isekülg on läbistuvuslik, st. paljusus, mille elemendid läbistavad üksteist. Need kaks külge ei sarnane teineteisega ja nende vahel liikumine kätkeb taandamatut ajalisust, ontogeneesi. Artiklis laiendatakse olendi mõistet "vertikaalis" erinevatele keerukustasanditele (eluline, molekuliline, atomaarne jt) ja "horisontaalis" erinevatele individualiseeritusastmetele. Isekülge käsitletakse liigendatuna piki afekteerimis- ja afekteeritavusviise, mis tähistavad (...)
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