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University-organised summer schools as cases of hybrid education

100%
PODERYTĖ A.
Journal of Education Culture and Society
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2020
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vol. 11
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issue 2
211-223
EN
Aim. The aim of is article is to discuss how summer schools can be approached as instances of hybrid education and how this can help to address the complex needs of their participants living in a culturally and technologically intertwined world. Methodology. This paper analyses the theoretical framework of hybrid education, its manifestations in summer schools and since it needs contextualisation, how it works in a specific case of Baltic Summer University organised by Vytautas Magnus University (Kaunas, Lithuania). Research and conclusion. To reach their target audience, summer schools combine academic content, and the elements of business and entertainment. This results in a separate mode of education with new possibilities and scope, however poses a paradox: while the adoption of business and entertainment practices puts summer schools somewhat outside the realm of the traditional university practices, it makes higher education more approachable and able to react to the fast-changing reality. Baltic Summer University fits the pattern established and as such, could benefit from a more active engagement of this theoretical approach and the opportunities it offers.   Originality. While summer schools are not a particularly new phenomenon, recently this field has witnessed a great expansion in both the supply of programmes and interest from students. The nature of these programmes and sudden interest in them remains under the radar of more extensive in-depth studies, which would actually help to harness its full potential.
2

Studenci zagraniczni Katolickiego Uniwersytetu Lubelskiego o jego roli i znaczeniu

88%
Garbowski C.
Roczniki Humanistyczne
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2018
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vol. 66
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issue 2: Historia. Zeszyt specjalny
439-446
PL
Autor przybył na KUL z Kanady w 1983 r. na roczny kurs języka i kultury polskiej, a następnie został, aby ukończyć studia historyczne na tej uczelni. Z pozycji świadka stara się przedstawić znaczenie, jakie uczelnia mogła mieć dla różnych studentów zagranicznych w latach 80. ubiegłego stulecia. Studentów tych można podzielić na dwie zasadnicze grupy: uczestników kursów letnich (organizowanych od 1974 r.) oraz – kursów rocznych języka i kultury polskiej (od 1976/77 r.). Byli także regularni studenci studiów dziennych, których stopień doświadczenia tego miejsca – ze względu na dłuższy okres pobytu – był znacznie głębszy od tych tymczasowych, a także KUL miał dla nich większe znaczenie. Doceniali antykomunistyczne oblicze uczelni, jej związki z Janem Pawłem II oraz fakt, że dyplomy KUL-u uznawano za granicą.
EN
The author came to the Catholic University of Lublin from Canada in 1983 to participate in the year long Polish language and culture program and stayed on to complete his M.A. studies in history. He attempts to present, primarily from the perspective of a witness, what meaning the university had for foreign students in the 1980s. These students can be divided into two main groups: those who came to the summer school (organized since 1974) and those who came for the year long language and culture programs (initiated in 1976). There were also some students participating in the regular course of studies at the university. Because of their lengthier stay they had a greater understanding of the Catholic University of Lublin and it had a deeper meaning for them. These students appreciated the anti-communist nature of the Catholic University of Lublin, its connection with John Paul II, as well as the fact that its degrees were recognized abroad.
3
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The first ICOS “Methods of Onomastics” Summer School in Helsinki (26–30.08.2019)

87%
Janik-Borecka K.
Onomastica
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2020
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vol. 64
273-274
4

ФОРМИ ПЕДАГОГІЧНОЇ ПІДТРИМКИ ОБДАРОВАНОЇ СТУДЕНТСЬКОЇ МОЛОДІ У ВЕЛИКОБРИТАНІЇ

75%
Холод І.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 10(44)
213-220
EN
This article examines forms of gifted students support in Great Britain. The aim of the article is to set definitions of the concept "support" and find out the forms of support and their implementation in the universities of Great Britain. The forms are characterized due to their functional character. Research methods are analysis, synthesis, and comparison. The practical significance of the research results is in the experience of talented youth support in Great Britain. The support of gifted youth is given by different organizations such as the World Council for Gifted and Talented Children, Talented Young People, Mensa, Profoundly and Exceptionally Gifted Youth and others. In the article the author dwells on different form of gifted students’ education – summer school, tutoring, mentoring, e-mentoring. Summer school always took place at one of the universities, but today this form of support for talented young people is considered to be not so successful because young people from far areas do not always take part in summer schools. Mentoring provides a specialized form of educational help for youth whose special educational needs cannot be met at university or college. The role of the mentor is to broaden their charge’s viewpoint, not only in the subject selected, but in aiding their holistic development and to help them think independently and at a higher level. Their aims are to develop interests, originality, initiative and self-direction. Organizing individuals for mentoring calls for care in checking suitability, including responsibility, personality matching, timing, emotional concerns, communication and evaluation. But today the Internet offers educational support for talented youth. Thus, in Great Britain pedagogical support of talented youth is carried out as online mentoring by teachers of universities, enabling the provision of educational support of talented youth from all parts of the country. Innovative forms of support for talented young people through the use of online services in the educational process allows you to create educational and developmental environment in which a wide range of gifted students will have the opportunity to participate in research work on the platforms of leading research centers and universities under the guidance of leading scientists. The further prospects for research is in the Internet mentoring of gifted youth and foreign experience of teaching staff training to work with talented youth.
5
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European Science Diplomacy and its Applications to Global Challenges

75%
Siekiera J.
Polish Political Science Yearbook
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2020
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issue 3 (49)
203-206
EN
Warsaw Science Diplomacy School 2020 was the 1st edition of summer school held together by the European Academy of Diplomacy, based in Poland, and the European Union led programme Inventing a shared Science Diplomacy for Europe (InsSciDE). The week-long venue took place online, due to the coronavirus pandemic, between 22-26 June 2020. Class of 2020 consisted of 28 participants from 6 continents, 10 European Union member states and 27 countries in total, where vast majority possessed different nationality and country of residence. Also, the mentors and instructors of the school came from over 13 institutions gathered in the InsSciDe consortium. Participants were divided into 4 teams where they were discussing study cases of how European science diplomacy applies to global challenges. The chosen challenges were the following: Natural resources as public goods for global health; A Matter of Global Epidemic Diplomacy; Scientists in diplomacy during the Scramble for Africa; and A co-production of science and diplomacy in the Law of the Sea.
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