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The GBU bioepistemological educational model project (BEEMP)®
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Our GBU bioepistemological educational project (BEEMP)

May 09, 2015

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  • 1.The GBU bioepistemological educational model project(BEEMP)

2. 1 Our GBU Bioepistemological Educational Model Project(BEEMP) CONTENT OurtheoreticalstartingpointTheoreticalFoundationofourEducationalModelEducationalFoundationsoftheGiordanoBrunoGlobalShiftUniversity I.TechnopedagogyIOnlinePedagogicalModel II. TheCollaborativeVirtualEducation.WEB2.0 III.ProcessesforimplementingtheGBUPedagogicalModel IV. StepstowardstheTechnopedagogicalDesignofa100%virtual learningenvironment a. ContentDevelopmentb. PeriodicalContentUpdatingc. InstructionalandMultimediaDesignd. TutorialDesigne. PlatformUserSupport V.GiordanoBrunoGlobalShiftUniversityDiagram VI. AbouttheAcademicProfessionals VII.TheModules,TheUnits VIII. Synthesis,asaconclusionaboutthestructureofacourse 3. 2OurtheoreticalstartingpointBehindthefoundationofourhighereducationglobalProjecttheGiordanoBrunoUniversityunderliesamajorrevolutionarybioepistemological,philosophicalandpedagogical model of thought. This model springs from new research andunderstandingofthephenomenalprocessesofthebiologicalacquisitionofhumanknowledge, carried out by the neurosciences1 and confronted with culturalobjectionableoutcomes produced throughout themillenarianconstructionofourhistory.Scholarly based, our project emerges, first, from the evolution of intertwinedphilosophical, cultural andbiologicalcontemporaryresearch concerningthe finalstate of our World. Second, from a very serious critique of the perceptiblepresent cultural models and organizational realities. And third, from ourcommitment to construct a better future based in the foreseeable possibilities ofourcognitive,culturalandbiologicalhumancondition.TheoreticalFoundationofourEducationalModelThe new bioepistemological perspective of our understanding, and the ulteriormodel of administration and distribution of knowledge built through a frame oftimeandspacedefinedascivilization2createdbehindthemanifestationsofourrecorded human history, a silent form of human software, recorded into thearchetypicalspecificsofourneurophysiology.Theabovehashappenedmoreorlessinascientificandidentifiablewayoscillatinginthedifferenterasandplacesofourhistory;either,astheprimitiveholisticandsymbolic appreciation of reality, evident in the mythical, sacred and heroicnarratives (stone, clay or paper) or in more recent times in the scientificachievementofourbioepistemologicaldevelopmentpresentintherationallinearprocesses of a logical construction of knowledge that highlights the lack of aholisticapproach.3In summary, and for the sake of underlining the academic tools of thetechnopedagogybuilttosupportourGBUeducationalProject,weassumethatourpresent symbolic thinking era was created by the holistic capabilities andperceptionofourbraingivingbirthtoacomplexWorld.Inparallel,ourmultipleforms of social and economic organization created our primitive and (still)theocratic civilizations, expressed in their religious, political and economicstructures. This opened the door to a modern scientific and technologicalenvironment, that today, enters schizophrenically in conflict with the ancient1New neuroscientific research transforming neurology, neurosurgery, psychiatry, psychology, education- is openinginexhaustible topics to improve human life not only about health and curing brain diseases alzheimer, parkinson,autism, effects of stress, etc. - but also about the promising possibilities of a different functioning of the brain to findcreative solutions to human problems.2Cfr. Braudel, Fernand (1995), El as, Norberto (1987), Wolf, Eric (2001, 1999, 1982), for a deep understanding of thehistorical development of mankind from a vision of a long scale of time.3Cfr. Gibbons et al. 4. 3structural leftovers of our primal and phenomenally created contents ofconsciousness.Thefamous bicameralmind hypothesis (Julian Janes, 1990:84)versusthe debateaboutleftandrightcerebraldominanceoverlinearabstractandholisticevidentandspatialthinkingofourspecies,inconjunctionwiththelastonehundredyearsofintenseneuroscienceinvestigation,teachesusthatthehumanperceptionoftheWorld has gone through this primitive process from spatial (possibly right braindominance) to logicalmathematical (still hypothetical left brain dominance), fortheconstructionofasubjectivetruth.Neitheroneofthesetheories,hasachievedanepistemologicalgrandsynthesisofthewholeortheparticular.This theoretical and still hypothetical knowledge of our human thinking and theprocesses of acquisition and distribution of knowledge, give us an educated hintabout the brains structure and functioning. In the same way that the bilateralanatomy of our eyes (vision) and ears (dimensional perception) perform thefunction of the respective stereoscopic and stereophonic capabilities to perceivethe World in a multidimensionalreality, ourbrainhasbeen similarlyconfigured.Thisisevidentinitsbilateralhemisphericstructure.Earsandeyesareanatomicallyandapparentlyconstructedtointeractamongthemthroughthe corpus callosum to naturally synthesize the perception of the wholewiththeparticular,theabstractwiththeevident,thelinearwiththespatial,andsoon, creating not a new lateralizedorpartial thinking,buta holisticperceptionofreality which, if not blocked by our cultural linear preconceptions, will naturallyexponentiatethepossibilitiesofourhumanpotentialsandunderstanding.Thecognitivesynthesisinthislineofthinking,willbeourstereocognition(asstereophonicorstereoscopic),thebrainssimultaneousandconsciousperceptionofrealityasatotality.Takingthisintothefieldofeducationanddistributionofthecommodity of knowledge will necessarily change our conventional vision ofclassical pedagogy. One very often based in the hierarchical transmission ofaccumulated, culturally subjective information, structured using a mixture ofsources found in the preeminence of logic and the dogmatic principles of ourmetaphysical tradition (or even worse), grounded in the neural records of ourshorttermhistoricalmemory,productoftheleftorrightdominanceofourbrain.Thisistheanachronisticpedagogywhichactuallyteachesushowtosurviveandbeawareofourimmediateperceptiblereality,andtheonewehavetoovercome.With this set of scientific data and the cultural synthesis of our abstractintrospection,wefirmlybelievethatthetimehascometoreviseourpedagogicaltraditionfromabioepistemologicalperspective,whichwillnecessarilyleadustoproposeanewpostmodernstereocognitiveholisticeducation.This idea implies a revolutionary revision of the theoretical framework of ourclassical methodologies of teaching and learning, as well as, the traditionaladministrativefoundationofhighereducationinstitutions. 5. 4Muchofthis hasto do with the perception andcomprehensionof theinteractionthat occurs between the whole and the particular, in the sense that institutionaleducation has evolved, amongst others, from the culturally biased frame of theparticular (notwithstanding its religious, political or economic roots) to theuniversal,veryoftensystemicandscientificallybasedframe.Inageneralanalysisof our history, this still postulates an incomplete vision of the world andimpoverishesoureducationalandcognitiverealities.Theaboveisevenmorecomplicatedwhenwerealizethatinthefieldofeducation,frommedievaltimestopresent,themainactorshave beenthereligious,politicalor economic power holders, who throughout the centuries have declared theiruniversitiesasopenspacestopromotetheuniversalityofknowledge,thesewerefoundedandareoperatingtoselfpreservetheirmetaeducationalprivileges.The challenge of our age is to overcome this ancient and stubborn instructionalparadigm by going beyond the foundational power of traditional institutions, bydesigningnewformsofeducationwithasuprareligious,supranationalandsupraeconomicscopeandwithanewholisticpedagogicalmethodologythatcouldhelpus to break away from the prisons of our instructional heritage and take a stepforwardintheawakeningofanewevolutionaryconsciousnessforhumanity.With these ideas in mind we postulate a major deconstructive exercise in theontological, epistemological and axiological thinking chapters of our civilization.We propose to essentially change our negative selfconscious human archetypeinspired in our imperfect, still religiousoriented narratives to a new positiveontological selfimage. Our consciousness, in its turn, will impact thedeconstructionoftheepistemologicalandaxiologicalcontentsofcivilization.So we, the contemporary humans,inspiredina new axiologyconsistent withthemost recent insights from neurosciences, could gradually proceed, to theintellectual deconstruction of the selffulfilling prophecy of subordination,unconsciousnessandinsecuritywehaveunconsciouslyselfimposedandmirroredinourdeterministicfateandrepetitivehistoricalhumandevelopment.Educational Foundations of the Giordano Bruno GlobalShiftUniversityOncedeconstructionisacceptedinthenotionoftheWorldofourmaking,andnolonger in the fatal predetermined outcomes of our metaphysical tradition, wecategorically establish the three pedagogical foundations of our educationalproject: nonsubordinative, intercultural and transdisciplinary. The latterfoundations are necessary for the holistic understanding of our World by ourstudents,in consistence with thestereocognitivecapacity tolink thewhole withtheparticularandachieveafullgraspoftheinterculturalandtransdisciplinarianknowledge.From this conception, our challenge was to translate these philosophical andpedagogical principles into a concrete technopedagogy and bioepistemological 6. 5instructional tools that could be, in the pragmatic field of education, transmittedandfactuallyexperiencedbyourmulticulturalstudents.Weenterinabrickbybrickconceptualconstructionofourinstructionaldesign,bystructuringthetoolstofosterstereocognitivethinkingofourstudents,bylinkingin every step of the students compulsory reflective work and the permanentassociation of thewhole with theparticular,speciallyin theconfluentialareasofthe transcultural and transdisciplinary fields of our academic programs andcontentsofstudy.The emergent outcome was a collaborative intercultural and interdisciplinarysystem of virtual interaction among students of all nationalities, creeds andcultural backgrounds in a custom made WholeLife experience" educationaltechnopedagogicalproprietarysystem. 7. " The Giordano Bruno GlobalShift University Bioepistemological educational model project " (BEEMP)"The Giordano Bruno" bioepistemological innovative educational system was structuraly constructedbased in a schoolarly revision and philosophical and pedagogical research, which in one handrevisited the classical ontological, epistemological and axiological tradition of our philosophicaltradition and in the other inserted its revolutionary findings into a techno-pedagogical internet friendlyplatform, to foster in our GBU students the stereo-cognitive, cross-cultural. and crossdiciplinaryemergent abilities, to prepare them in their professional lives to become a conscious, nonsubordinative, wholistic in perspective and global in action individual."Philosophical platformPedagogical Platform * BE Ontology (from the ill conceive human * Stereocognitive (From the unilateral brain, linear essence to the positive evolutionary conscious and logical dominance processes of perception to individual)the wholistic and horizontal reasoning andlearning.) * BE Epistemology (from the magical, mythical and religious based contents of human* Cross-cultural. (From the culture specific learning conciousness to the bioepistemological to the open inter- cultural understanding tolerant cosmo-vision revision of the human nature )individual ) * BE Axiology ( From the unconscious and * Crossdiciplinary. ( From specialization to a broad inherited teocratic cultural code of subordinative inerrelated vision of the all things ) ethics and power oriented jurisprudence to the construction of a new non subordinative universal code of ethics and global in perspective jurisprudence. World 1, World 2, and World 3 "Non subordinated,wholistic in perspectiveglobal individual" 8. 7A WORLD UNIVERSITYTECHNOPEDAGOGY IOnlinePedagogicalModel 9. 8EducationalOnlineModelNotmanyyearsago,traditionalpedagogicalmodelswerecenteredinteachingandmostofthemusedthepresentialmodality.Theypresupposedthattheteacherwasthe exclusive owner of knowledge and students should passively receiveknowledgebymemorizingit.However,twodecadesago,thescientificadvancesonPedagogy,reorientededucationtowardsanewpedagogicalmodel,whichasserts,in order to educate, that teaching processes must be conceived bounded to alearningprocess.Althoughthesearerecentchanges,theresnodoubtthatthemodelisstillchangingwhile finding that students should obtain knowledge to enable specific skills asfuture professionals. Therefore, inthepresentcontextofa societyofinformationand knowledge, learning to build skills comes in strict closeness with the use ofnewtechnologytoboostitsdevelopment.Today, the newinformation and communicationtechnologiesprogressaligned toWEB 2.0, that allows networking in social and virtual environments forlearning.Thissystem enables the creationofcollaborative and flexiblespaces of teachinglearning, that provide students with a bigger autonomy, making teacheraccompaniment possible, as well as the frequent, permanent counseling andcommunicationwithhismates.Promotedbymodernpedagogysincetheeighties,theteacherhasassumedtheroleofalearningfacilitatorwhogivesthestudenttheopportunitytobuildhisownknowledge.The possibility to drive teachinglearning as an interaction between the teacherand the student, evolving in parallel with the boosting of technologicaldevelopment, is an ambitious promise. It offers us the certainty that UNsEducativeMillenniumGoalcanbefulfilledwiththecurrenttechnologicaltools. 10. 9A WORLD UNIVERSITY IIVIRTUALCOLLABORATIVEEDUCATION WEB2.0 11. 10VirtualCollaborativeEducationWEB2.0 Virtual education uses tools from the new communication and informationtechnologiestosupportandmodernizethenewprocessof teachinglearningwithmoreeffectiveness.Itallowsthestudenttowork inanindependent,collaborativeandmulticulturalway,inrhythmwith hiscapabilitiesandpossibilities. Thesystemholdsthenextadvantages: Increases the capacity of critical thinking, selfmanagement andtheabilitiesforsolvinggeneralandspecificpracticalproblems. UsesWEB2.0capacitiestogetherwiththeresourcesofelectroniccommunicationnetworks. Usessynchronousandasynchronouscommunicationtools. Promotes decentralized knowledge: professors and studentslocated in different places with Internet access and informationavailable atthetimeitisrequired,distributedbythethousandsofserversaroundtheworld.Inoursystem,learningcanhappenandbefacilitatedregardlessofplaceandtime. The student can move forward, backward, review or deepen inthe information and learning process according to his rhythmandachievements. There are virtual simulation systems between students andprofessorswhichprovideimportantexperimentallearning. Allaccessibleinformationcanbereviewedandupdatedtofulfillthe needs, creativity and inventiveness of each student, and bereusedandsharedwithalltheeducativecommunity. Motivates long distance communication giving the bases tocreatemulticulturalenvironments. Collaborationbetweenstudentswithdifferentculturescreatesamulticulturallearningenvironment,asstudents,academictutorsandprofessorscoexistwithinacourseenvironmentandbeyond. 12. 11 A WORLD UNIVERSITYIII.ProcessesforimplementingGBUmodel 13. 12ProcessesforimplementingtheGBUModelTheimplementationoftheGBUtechnopedagogicalmodel,inthecontextofVirtualEducation, is one of the capital challengesof oureducational proposal. It aimstoguaranteeexcellenceandgobeyondtheconventionalinternationalstandards.Our technopedagogical model constitutes the main strategy for achieving activestudentparticipationandmeaningfullearning,bytheinteractionoftheeducativecommunityoftheGiordanoBrunoGlobalShiftUniversity.Themodelfocusesonthefollowingpoints: Incorporating the pedagogical, didactic and technological strategies of the WholeLife Platform providing autonomous, cooperative and collaborativeknowledge,and,mostofall,aknowledgeorientedtowards thedevelopmentofcreativity. The teachinglearning process seeks to create personal interaction between tutorstudent, studentstudent, and studenteducative complements. Resources and WEB 2.0 elements are addressed for adequate communication, facilitating synchronous and asynchronous communication. Learning assessments will be based on best practices of conventional evaluationmethods,butwilladdnewassessmentandpeerassessment techniques, which have proved important and effective in learning evaluation. Tutorships will be a complementary space for reflection on the praxis and contents by the educative community, centered in the interaction between the student and professor, students among themselves and othervirtualsocialnetworks. Considering the previous characteristics, we propose a number of processes andtools that compose the GBGU Technopedagogical Model. This will makeaccreditationsupportedby100%virtuallearningenvironmentspossible. 14. 13 A WORLD UNIVERSITYIVSTAGESFORTHETECHNOPEDAGOGICALDESIGN 15. 14StagesfortheTechnopedagogicalDesignof100%VirtualLearningEnvironments.ContentDevelopmentThecontentofGBGUprogramshasbeendevelopedbyspecialistsineachdisciplineto meet higher academic and quality standards. The programmatic part of thecontent,hasbeendesignbyDoctors,allstandingspecialistsintheirdisciplines.Thedevelopmentoftheprogramscomprisedfourphases: a. CurricularDesign b. ContentProduction c. Bibliographyselection d. SelectionofElectronicBibliographicResourcesPeriodicalupdatingofcontentsTokeep the validity of our contents,wewillkeepcurrentthroughaprocessthatincludesspecificandnewneedsforeachcourse.Theacademicofficewilldevelopamasterplanaccordingtotheproperrequisitesofeachspecialty.InstructionalDesignandMultimediaInstructionalDesignThe Instructional Design of the pedagogical process followed by students coversthefollowingstages: 1. Analysisoftheeducationalmaterial 2. AnalysisofUserstypology 16. 153. InstructionalPlan4. EducationalTechniques5. OnlineandeducationalsituationsandactivitiesMultimediaDesignMultimedia Design is about adapting the content and educational activities fortheir delivery in Multimedia resources that appeal to students for its quality,creativityandrichness.TutorialDesignTheGBGUeducational model incorporatesacademic tutorsina strategic placeoftheteachinglearningprocess.Theroleoftutorsistoaccompany,guideandadvisethe student throughout the learning process. A tutor monitors the studentsprocess.Hismainfunctionsare: Supervisethelearningprocess. Keep student motivation, establishing a relation of continuous trust andcommunication, promoting his participation and supervising hisperformanceuntiltheendofthecourse. The tutor is mainly responsible for logistic support and triggering thestudentsperseverancewithintheonlinesystem. Providestudentswithdifferentlearningresourceswithinthetechnologicalmodel,links,documents,networkresources,etc. Encouragestudentstoefficientlyusethesystemsscommunicativetoolsforcollaborativelearningandinteraction(chat,forum,blogs,wikis,etc). Assessindividualhomeworkandchairteamwork. The tutor is not the author of the didactic material, but becomes a consultantprofessorforthethemesdevelopedinacourse.Thisiswhy,thetutorsformationand training is a fundamental element of GBGUs technopedagogical structureaddressed to facilitate the adaptation of professors to a new role as onlineteachers.The training of tutors is essentially practical, and will be delivered through thesamemultimediaresourcesthanstudents.Themajorityonlinetutorshipwillbebasicallydeliveredinwrittenformat,sotheyinvolveworkingtime.Aslongastutorshipsarerecordedastextsinanintelligentknowledgebase,theybecomeinteractivelearningmaterialsforfuturegenerations.Students will receive answers to their questions and arguments in no more than18hoursinlabordaysand36hoursonweekends. 17. 16Weconsiderthatthesuccessofthis100%onlineeducationrestsintwoessentialelements:. Thequalityofthecontents,andthecontinuousupdatingandvalidityintheirmultimediadelivery.. Thestrategicpresenterandmotivatingroleofthetutorintheonlineacademicprocesses.Itisnecessarythen,toestablishtheorder,parametersandspecificrulesthatwillallowtutorsthecorrectattentioninthefollowupofeachofthestudents.Itisalsoimportanttoclearlyoutlinethescopeoftheirfunctions,aswellasgeneratingthefigureoftutorCoordinatorstosuperviseandadvisetutors.GBGUisresponsibleforprovidingperiodicalupdatingrelatedtobesttutorialpractices.Instructional Design will deliver a Training Course for Tutors that considers thefollowingquestions: 1. IntroductiontotheGBGUTechnopedagogicalModel. 2. ActivitiestokeepStudentmotivation. 3. HandbookforTutors. 4. Guideandparametersforcontentengagement. 5. Consultingandorientationonthemultimediaplatformandtools. 6. Effectivelearningactivities. 7. Conventionalandcriticalmonitoring. 8. Assessment. UserplatformsupportIn practice, online systems work efficiently when they rely on a team ofcollaboratorsinchargeofgivingtechnicalsupporttousers.This team is responsible for tracking applications and ranking of the cases thatneedtechnicalsupportandconcreteresolutionsofproblems.It is very important to have an optimum communication cycle between thesupportive technical team and the users, which should be completed in areasonabletimeframe.IfGBUdoesnotcomplywiththis,therewillveryprobablybe a high risk of creating disappointment and frustration in users, increasingdesertionlevel.Our supportive system will follow each of the cases thoroughly throughapplicationscontrolledbysupportticketsandattendedinnomorethan18hoursand36inweekends. 18. 17 A WORLD UNIVERSITY VGIORDANOBRUNOGLOBALSHIFTUNIVERSITYDIAGRAM 19. 18GIORDANOBRUNOGLOBALSHIFTUNIVERSITYDIAGRAMThenextdiagrampresentstheformandfundamentalprinciplesforthedeliveryofour online education model. It anticipates the standard format containing thephilosophyandthecentralpurposeofouruniversity.This purpose is, in essence, to liberate the student from the fears, trends andancestral complexes of the human being arising from the ontological andepistemological perception of ourselves and from the limitations that come fromthe monocultural, disciplinary and unidimensional scope of the traditionaleducationalinstitutions.Thetechnologybyitselfwillnotmotivateormakethedifferenceinthestudentseducational process. The intelligence of the programs, processes and training ofteachersandtutors,togetherwiththeconvictionofspreadingtheenthusiasmandthe humanistic philosophy of our university, will mark, from the beginning, thepurposeofforminganewgenerationofyoungpeoplereadytoreallytransformtheworldwherewelive.The previous statement is strengthened with the idea that a good technique andwelldesignedpedagogyiscriticallyimportant.Oncethestudententerstheplatform,hewillfindthefollowingcomponentsinthecourses:a.Ahandbook(guide)withthestepstofollowineachcourse,and an introductory video to identify each of the stages tocompletethebasicrequirementsofacourse.b. In his virtual classroom, he will find a Syllabus and thesubjectsdividedinmodulestohelphimfollowtheadequatefluxofeachcourse.Subjectswillcontainspecificinformation,generalbibliographyandcomplementarymaterials.c. He will select the module that follows according to hisprogramandfindthemodulesbreakdown.e. Students can access modules in accordance to theirpersonalrhythmofstudying.Here,wepresentabriefexample:Module1) Epistemological history of the human being (bibliography,complementarymaterials,linksandspecificactivities).Module 2) Neurotheology, Neuropolitics and Neuroeconomy (bibliography,complementarymaterials,linksandspecificactivities) 20. 19Module 3) Neurosubordination, civilization and stereocognitive education of thethird millennium (bibliography, complementary materials, links and specificactivities).Module 4) Neurorenaissance (bibliography, complementary material, links andspecificactivities).Coursestructure 21. 20 a. Eachcoursewillconsistof6modulesdeliveredin6sessions(60mins)ofvideolecturestransmittedbytheteacherand7sessions(9 hours) of multimedia activities. So, each module will bedelivered in a total of 14 online sessions, albeit the onlinesessions in which students interact between each other (seeTechnopedagogyChart). b. Thetotalofonlinedirectedactivitiesforeachmoduleis42. 22. 21 a. Eachmodulewillbeassessedwithaquizwhichwhenapprovedopensthenextmoduleofthecourse. d. To finish each module, the student must pass a final autodeliveredmultiplechoicequizpreviouslyelaboratedbytheteacher. e. Thesystemwillrandomlycreatedifferentexamsforeachstudent. f. Whole Life: The process of WholeLife works with two vertebralcolumns,onephilosophicalandanothereducational: I.Inwards(introspective):containsandholdsthebasisofpedagogical, institutional, organic, bioepistemological, traditional perception vs introspectiontowardstheindividualandhisstructures,toenterina constant process of autoevaluation,realevolution and avantgarde growing,boostedbyouronlinesystemofknowledge. II. Outwards (facing the world): supports the formative basis historical, dialectic, identitary and critical present in the design of theprofessionalandpreparatorystudiesofW1,W2andW3.The first approaches issues around the educational process since thetransformation of the traditional vertical relation of authority and subordinationbetween the teacher and the student and institution versus student corps, toinclude,intherenovatededucationalsystem,thehorizontalandmultidisciplinaryrelation of the student with his generation classmates, and inclusive, 23. 22transgenerationalinteractions.Inthissamemanner,wequestionthebioepistemicrelationoftherenownedcerebrallateralizationorlinearlogicalprocessesversusneuronal holistic processes facing the potential capability of spatial andmultidimensionalperceptionofthetraditionallydormantrighthemisphere.The second point, outwards, approaches the alienated relationship of theindividual with the specifically religious, political and economic culturessurroundingtheworld.Here, the historicalphilosophical infrastructure of our educational platformcentersintheoriginofthehumanphenomenaofsubordination,authority,power,affiliation, identity, stratification, discrimination and conflict. The purpose is toconstructaninitialselfknowingperspective,uponwhich,thestudentcandevelopa critical judgment in the process of acquiring knowledge. The latter isimplemented through the technological and original instrumentation of oureducationalsystem,whichiscalledWholeLife.WholeLifewillconstitute,forcertain,thecentralfunctionoftheoperativesystemthatdistinguishesus,becauseitisprecisely,thesystemwhichallowsunificationandsynthesisinonlyoneeducationalbasisconsistingin: a. Generalknowledgeacquisitionb. Formationc. Methodologyd. Professionalizatione. Specialization It also contemplates the aforementioned avantgarde paradigms, parallel to thevertical relation with the teacher and the institution: the horizontal interactionbetween students and their companions, and finally, the promotion ofinterdisciplinarity through the exercise of multidimensional analysis of thesubjectsofstudywithacriticalvisionframeoftotality. 24. 23 Notwithstanding its complexity, WholeLife deploys in only three stages: a. First Stage: The essay presentation page including the basic functionofthestudentspersonaldata(photographandgeneral biographical data), the thesis resuming the essence of the students academic work, a space containing most of the drafts 25. 24 and the final essay, as well as the graphic and audiovisual resources (photographs, diagrams, videos) which allows the exponenttoenrichhispresentation. Assoonasthepresentationisedited,thestudentcansubmititto the transversal scrutiny of his companions, under the option of personalized invitation toaminimum numberoffive students, or the option of opening without limits, that, among other things, will be the basis for the parallel possibility to access a transculturalexperienceofinteruniversitarysocialization. 26. 25 b. Second Stage: Discussion of the students work, from the dialoguecolumnsofargumentationandcounterargumentation, while personally "meeting" the participants in the discussion with the photograph and biographical data, offering the possibilityoftransportingtheGBWLexperiencetoothersocial networks, if students decide to meet outside the closed environmentoftheirspecificscholarenvironment.The system is designed for the student to decide whichpersonal information he makes publicly available. Oneelemental function of this page is the expiration date of thediscussion,restrictedtothreedaysfromthepublishingofhisessay. Once exhausted, the system will automatically closeentries, and proceed with the assessment, the next stage intheprocess. 27. 26 c. Finalstage: evaluationand collective grading of theessay. In this stage participants must deliver assessment on their companions essay in nomore than 24 hours,explaining his gradeinaspecialboxdesignedforthispurpose. The system has the automatic capacity to average the assessmentsofallparticipantsandestimateafinalgrade. Onceobtained,thisresultwillbeaveragedwiththegradeof the multiple choice exam and the partial exams presented aftereachmodule. WholeLifeisdigitallyintegratedbythefollowingcomponents: i. Onepageforessaypublicationwiththefollowingfields: 1. Titleoftheessay 2. Thesis 3. Contentwithaminimumandmaximumofcharacters. 4. Complementarymaterials(Links,files,videos). 5. Essay classification in themes, key words, courses,degrees,etc. 6. Savingessaydraftsforlatersubmission. 7. Publishing. ii. Apageforthestudentsdiscussion. iii. Apagewherestudentscangradeanessay. iv. Aspacewherethestudentwillseetheessaysforgrading (includes boxes to determine the status of the essays alreadygradedandtheessayswaitingtobegraded),and deadlinewarnings.Thesespacesmustaccomplishthefollowingrequirements: a. Essayswillhaveadeadlinefortheironlinepublication. b. Inthediscussionspace,thestudenthasaccesstothephotographofthepersoncommentingonhisessay.Likewise,theonewhocommentscansee the basic data and photograph of the schoolmate that wrote theessay. c. Theessayscanbeseenbyanymemberoftheeducationalcommunityina catalogue of essays with diverse classifications. All the members can 28. 27comment the essays, but students must only grade essays assigned tothem. d. Essayscanonlybegradedbystudentsofadvancedsemesters. e. Eachessaywillbegradedbyfourstudentsrandomly. f. Comments to essays will have a three to five day timeframe to beposted. g. Essays will be saved in the students portfolio, after the process isfinished.Therefore,therearefiveboxesforessaygradingandstatus:1. PUBLICATION2.DISCUSSION3.GRADING4.FILE5. PUBLICCATALOG,wherethestudentfindstheessaysforgradingandtheirstatus. The "cafeteria" is a permanent space for social interaction to exchange ideas,propositionsandimpressions.Itwillbeaspacetocreateinteraction withtutors,teachersandotherGBUmembers. This structure will be standardized for all courses, anticipating that audiovisual material (videos, movies, presentations, conferences, didactic activities) will be provided by the teacher in the page available for this purpose. Finally, we highlight that WholeLife concentrates 90% of our educational approach because it entails the three most important elements of distinction in our vision: multidimensionality, transdisciplinarity and multiculturalapproach. 29. 28 A WORLD UNIVERSITY VIAbouttheAcademicProfessionals 30. 29AbouttheacademicprofessionalsIn GBGU, teachers are responsible for creating the fundamental contents of eachcourse to be delivered by diverse multimedia resources. Therefore, he mustprovide the text, the complementary materials and the links, as well as thecorresponding videos. The professor will be responsible for delivering thevideotapedlecture,andsupplyingthereferencesandorientationalelementstobeadoptedbytutorsforthecorrectaccompanimentofthestudent.Ouronlinecoursesuseprerecordedvideosessions.Theteachersparticipationinfrontofthecamera,aswellasthequalityofthefinaleditionofhisclass,becomethe critical factors of course success. Additionally, chat sessions and emails canreasonablyreplacedeliveryhoursforthelecture.Inthesecases,theabilityoftheprofessor and of the tutors to communicatein awrittenway becomes a cardinalpointfortheirassessment.Following, we present some important points for the hiring and periodicalevaluationoflecturers:a. Image: It is important to consider that grammar and orthography, as well astypography selection and presentation skills will be crucial image indicators forlecturersandtutors.b. Constant Communication: It is important for teachers and tutors to constantlychecktheiremail,tobeabletofollowupandsupportstudentsinatimelymanner.c. Tracking: The teacher must look after the organization for the trackingof hiscourse,avitalcharacteristicintheonlineexperienceofourlecturers.d. Professional design of materials and complementary contents that should bestandardized:Ateamofsupportiveprofessionalswillbeemployedforthedesignand operation of the materials. Wewill supportteachers inthismatterto assuretheyconcentrateinthecreationofqualitycontent.e. Interaction with tutors who should track and solve operative problems andquestions (about deadlines, electronic signature, etc.) considering that teachersmust not spend time that does not add value to the material. There must be atechnicalsupportiveareatosolveconnectionandaccessissues.f. FAQ Frequently Asked Questions: All public communications questions andanswers will be presented in thisdivision inan accumulative formatsincemorethan one student can have the same doubt, creating and intelligent knowledgebase. 31. 30TeachersandtutorsThese are the main guidelines to consider for the hiring of teachers andtutors:a)Professional formation and teachingexperience.We must assurethat teachershave a profound knowledge of their discipline. This task will be fulfilled byreviewingtheteachersacademicexperience,andrequestingatleasttworeferencelettersfromtheirpreviousinstitutions.b)Directandonlinecommunicationcapacity.Wewillmakesurethatteachersareskilledintheuseofmaindigitaltoolsfordirectcommunicationwithhisstudents.Wewilltestteachersinthreedifferentmockuplecturesessions.c)Grammarandorthographyarebasicskillsforthehiringofteachersandtutors.d) Constant communication. As mentioned above, teachers and tutors mustcontinuallychecktheiremailsandforumparticipation.e)Thesystemshouldprovideatooltoscoreteacheractivities.TutorCoordinators:1.Coordinators are preferably PhDs with high proficiency in the disciplinesthey coordinate, and are involved in the subjects main discussions. Theymust prove sufficient experience as tutor coordinators in their previousengagements.2. Coordinatorswillsupervisethetutorswork.3. Eachcoordinatorwillberesponsiblefor15tutorswithintheirdiscipline.4. The coordinator is the link between the teacher, the tutors and the techniciansthatgivetechnicalsupporttotheplatform.5. The coordinators supervise materials prepared by teachers previous to delivery, caring that they fulfill the necessary requirements of quality and institutionalandtechnicalspecifications.6. The coordinators are responsible for the elaboration of the partial module assessmentsofthecoursesandthefinalmultiplechoiceassessment.Tutors:Theyshouldtrackandsolveoperativequestionsandproblems.Digitaldesigners:Theyareresponsibleforthestandardizedprofessionaldesignofthematerialandcomplementarycontents. 32. 31!A WORLD UNIVERSITYVII THE MODULES 33. 32TheModulesThe courses are structured in different modules. Each one of them consists indifferent working materials, activities, support activities, selfassessment, partialandfinalassessments,insuchaway,thateachstudentstudiesathisownrhythm,advised by the tutor, whom can suggest an order and an ideal length for eachprocess.Attheendofthecourse,itwillbeimportanttogatheropinionsaboutthecourseformatanduserexperiencetoentersintoprocessofcontinuousimprovement.Ineachmodule,studentswillaccessthefollowingresources: Basicmaterialforreading,studyandpractice. DiscussionForum FAQ(FrequentlyAskedQuestions) Library Glossary TutorCommunication DiscussionPanel Readingsandcomplementaryactivities Selfassessmentandautodidacticexercises 34. 33!A WORLD UNIVERSITY VIIISYNTHESIS 35. 34Synthesis,asaconclusiononthestructureofthecourseThedesignofeachoneoftheonlinecourseswillrequiretheactiveparticipationofa professional group of technicians to support the instructor in the creation of atechnologicallyviable,visuallyattractiveandpedagogicallycoherentcourse.A 16 week course can include one or more weekly activities from the followingpoolofexamples: . Analysis of a series of readings (text book and supportive materials). Reviewingofpresentations,videosandlinks.. Participationinforum,chats,questionnaires,WholeLife,etc.. Discussion boards for themes and cases that require individualor collective virtual investigation within a restricted length oftime.. Solvingatestforeachmoduleconcerningassignedreadings. 36. 35STUDENTMANUALGIORDANOBRUNOUNIVERSITYPresentationThe present manual is for you, student of the Giordano Bruno University. It is ageneral introduction, in seven points, to your participation in your GBU virtualuniversity.Likewise,itwillhelpyouunderstandthemainideasofourphilosophy,pedagogy, online navigation in your virtual campus, local and internationalacademictutoringandaboveall,youractiveparticipationinoureducationalsocialnetwork: the WholeLife Experience, one of the most innovative and importantcomponentsofyourUniversity.WesummarizethemostrelevantaspectsofyouronlinelifeinGBUinsevenmainchapters:1. Introduction. Synthesis ofthe philosophyandemphasisof oureducational system.2. Our schools, Programs of study, Technopedagogical model and the standardinstructionalstructureofouracademiccontents.3. Our WebSite, Login platform, critical navigation into your online courses, ContactwithTutorsandAcademicadvisors,WholeLifeexperienceandthe 25stepstopursueandapproveaprototipicalGBUcourse.4. YourGenerationandourGlobalEducationalSocialNetwork.5. TheClubofBudapestandtheCAS(CenterforAdvancedStudies)6. LocalandInternationalTutoring.7. TowardstheFuture. Introduction.TheGiordanoBrunoOnlineUniversitywascreatedwiththepurposeofofferingarevolutionaryeducationalmodel,accessibletopracticallyanypersonintheworld,interestedandqualifiedtocompleteadegreeinHigherEducation.Oursisahybrideducationalsystemwithprofoundonlineworkcombinedwiththeassistance of physical high school institutions which will, not only facilitate aphysicalpointofreference,tutorshipandpermanentconsulting,butwillalsograntstudents the possibility of a dual accreditation (national and international) andacquisitionofthebestprofessionalskillsforemployability. 37. 36Our philosophy is based on the cutting edge idea of helping our studentsunderstandtheworldwelivein.Wearecommittedtocreateinthemtheseedofacritical,nonsubordinateandinnovativemindframetoquestioncivilizationinitsstructural organization and its particular process of acquisition of knowledge,regardlessofthestudentsareaofspecialization.ThisiswhyallofourprogramsofstudyrequireaspartoftheGeneralEducationmandatorycourseswithinthefirstthreetrimester,theWorld1,World2&World3courses,whichinessenceteachthestudenttheoriginofourcivilizationpast,the state of our world today present, and the possible outcomes andtransformationalopportunitiesforthefuture.1.PedagogyOurmodeloftransmissionandacquisitionofknowledgeisaresultofaseriousandcurrenteducationaltrendsreview,whichisbuiltoverthreefundamentalpillars:a. Transcultural(crosscultural)education.b. InterdisciplinaryEducationc. HolisticVision(stereocognition).Basically, the firstonepromotesthepluralityand opennessof diverging thought,reflectedintheculturaldifferencesthatexistinourworld.Here, the teaching of openness, tolerance,otherness and the right tobedifferentareessential.Therefore,asastudent,yourfirstexperienceistoformpartofamulticulturalandmultidisciplinary group My Generation that will constitute your generation 21people from all the available regions of the world. This group will interact withyouthroughyourcollege.TheyarealsoyourGraduationGeneration.Theywillbeyour friends and students from other programs, cities and backgrounds you canconsult. You will also meet with your classmates, with whom you will work allalongyourcourses.Eachtimeyouchooseacourse,youwillhavetheopportunitytomeetnewclassmates.GBUprogramswillgiveyoutheexperiencetocreatenewinternationalandinterculturalrelationshipswitheachcourseyoutake.Interdisciplinary education is based on the idea of overstep limitations ofeducationconstrainedtotheframeofdisciplinaryspecialization,andprovideyouwithanamplifiedvisionofrealitythataimstoholisticunderstandingofit,that,bydefinition,isnotisolatedbutformspartofalargersystem.Thegroupwork generated withintheWholeLife Experiencewill allow you, notonly tobring forward and put intopracticeand shareyour personalcriteria andacquiredknowledge,butalsotoparticipateinaseriousdialogueandconstructive 38. 37criticism of our environment and your personal enrichment implicit fromteamworkwhichthispedagogicaltechniqueespeciallyfosters.Stereocognition.As the human being has two eyes to see in stereoscope, two ears to listen instereophony,healsohastwobrainhemispheresthatinteractamongthemthroughthecallousbodytomakepossiblethedifferentbiologicalfunctions,someoflogicalnature linear and other of perception and spatial characteristics, such as thenecessaryimaginationtocreateanideain3Dlikearchitecture,literatureormusic.Oureducationalemphasisisplacedondevelopingthiscapacityinourstudents;toincreasetheirunderstandingnotonlyofthecoursesofstudyintheiruniqueness,butinthecontextofthetotalityofrealityandtherelationshipsbetweenitsparts.So, the understandingof the past,the presentand thefuturepossibilitiesfor ourworldWorld1,World2andWorld3,thenonsubordinationtoanypreconceivedtruth,thecriticalattitudeinfaceoftheacquisitionofknowledge,crossculturality,transdisciplinarity, and stereocognition approaches implicit in our didacticalprocesses are, in sum, the formative guidelines that distinguish the GiordanoBrunoUniversity.2OurSchoolsGiordano Bruno University has twenty nine academic programs (Bachelors,MastersandDoctorate),coursesandcertificatesdeliveredwithinourfiveSchools.You can consult our schools and their constantly growing programs offer inourWebsite:http://www.gbgu.orgBachelors and Masters are organized in General Education courses, Blocks ofmandatorycoursesforthefirst,secondandthirdyearandElectiveCourses.Theyaretaughtbytrimestersinwhichyoucanregisteruptothreeregularcoursesperterm.Our Institute of Continuing Education offers unique courses of different currenttopics,withpotentialcredittowardsouraccrediteddegreesandcertificates.You may choose your preferred programof studyafter posting yourexam inourapplicationmenu,and,asyouenrollasaGBUstudent,youwillhavethepossibilitytochoosefromthemandatoryandelectivecoursesofyourprogram.Our tutors and mentors will optionally help you with a basic vocational examrecognizing your skills and suitable and personal choice of study, as our systemallowsyoutotailoryouracademictrackwithavarietyofminorsandmajors. 39. 383.Ourtechnopedagogicalmodel.Each course of study is structured in six modules, outlined in the syllabus, thatcontainssixvideolectures,itsbibliography,onlinelinks,activities,practicalcases,quizzesandaBankofTopicsforessays.At the completion of the six modules, there will be a Final exam and therequirement to write an essay which encourages your interaction through withyourgeneration.InthespacecalledWholeLife,youwillworktogetherwithyourgenerationandgrade two essays of your classmatesthesystem willrandomlyselectthemforyou,throughastarratingtool.Thesegradeswillbeverifiedbythelocaltutorinyourgeographicalarea.It is important to point out that, even if you could have access to external helpthroughout your academic cycle in essays and examinations, it is highlyrecommended that you rely on your personal effort and pedagogical process totruly acquire scientific knowledge. For graduation and obtaining of theprofessional degree, you must beaware that thefinal examinationis NOT online,butinacontrolledphysicalenvironment.4.OurWebsite,loginplatform&theBasicElementsforNavigation.In the section of our website Prelogin, you will find general information aboutGBU totally open to the public. In a subsection of the prelogin you will find aquestionnaireandanapplicationformforenrollmentwithallthenecessarystepsfor this process. Submit transcripts of your High School records or Universitycredits,ifany.Youwillreceiveanemailanswerofacceptancewithyourpersonalpasswordorrejectioninthenext48hours.Incaseofrejection,anexplanationandinstructionsforasecondapplicationwillbeincluded.Once officially accepted you will have access to the Login section through yourpersonal password. The first element you will see in this section is a WelcomevideofromourChancellor,ProfessorErvinLaszlo.Here you will be able to select your courses and get acquainted with yourgenerations fellow students, which will constitute the basis for your team workandapermanentsourceofconsultation.5.Briefandeasyapplicationforadmission:1.Afteryoupowerupyourcomputer,enterourWebsite:http://www.gbgu.org2. If you havenot read the generalinformationabouttheuniversity, its mission,theprogramsandthecourses,weinviteyoutotakeacloserlook.3.Fillouttheapplicationformandsendittotheuniversity. 40. 394.Submittranscripts:highschoolrecordandcollege/universitycredits.5. 6. Wait for the institutional response and your admission to the university.Uponadmission,youwillbeissuedyourstudentIDandpassword.UPONADMISSION:7. YOU ARE NOW IN THE LOGIN PAGE, ACCESIBLE ONLY TO REGISTEREDSTUDENTS. THIS IS YOUR VIRTUAL CAMPUS. Through YOUR GBU DASHBOARD,ONTHEUPPERPARTOFTHESCREENYOUHAVEASELECTIONOFTABSWHEREYOUWILLFINDEVERYTHINGYOUNEEDTOCOMPLETEYOURACADEMICCYCLE.8.Onceyouareofficiallyadmittedtoyourprogram,youmayregisterfor3coursesPERTERMgoingtoMyStudentPageintheStudentInformationSystem.9.Afterregistration,proceedtothefinancialsectionandpayforyourselectionofcourses. In My Student Page there is a link to My Financial Account.You willhaveclearinstructionsforyourpaymentoptionsinthatlink.10. Check your academic and financial page to verify that all the information isaccurate.(MyStudentPageandMyFinancialAccount).11. Proceed to the virtual campus and greet your cohort in the My Generationtab. This is the group you will be interacting with throughout your selectedcoursesperterm.12. For each course, complete the 6 modules six videolectures, its bibliography,online links, activities, practical cases, quizzes and the writing and editing of anEssay.ThelinkwithinMyCoursessectionontheleftmenuHowtoNavigateisan explanation of how to navigate throughout your course. Also, you will havetutorstoassistyouineverycourse.Theexplanationonhowtocontactthemwillbeexplainedfurtherdowninthismanual.13.Attheendofeachterm,obtainyourfinalgradesandthenproceedtoregisterfor the next term.You may see your grades in each course and have a generaltranscript within the Student Page. To enroll in new courses each time, justrepeattheprocess.6.CourseStructureItisveryimportanttoknowthateachmoduleisgenerallystructuredinthesameformat, to allow a congruent flow of yourwork throughout your academic cycle.Theseareitsparts: 1. Videolecture 2. ReadingMaterialandbibliography 3. OnlineActivitiesandLinks 4. PartialQuiz(multipleoption,fulfilltheparagraph,etc.) 5. PracticalandupdatedCases. 41. 40 6. FinalQuiz 7. Essayandgradingprocess.TheWholeLifeexperience.7.GeneralRecommendations.Thevideolectureisanintroductiongivenbytheprofessortothetopicofstudy..Werecommendyoutopayspecialattentiontotheprofessorandremindyouthatyoucanseethisvideoasmanytimesasnecessarytogaindeeperunderstanding.We also recommend you to write personal notes while going through yourbibliographyandreadingmaterials,notonlytryingtosummarizethekeyideasofthetexts,butalsoandespeciallyyourpertinentcommentaries,reflections,ideas,refutations and debatable issues written in the text, that will later on help youconstructthethesisandargumentationofyouressay.Inthischapter,particularlyrecommended,istotryoutacomparativeanalysisandwithyourownexperienceandknowledgetoformapersonalandcriticalopiniontowards the relevant subjects ofthe courseat hand. We highlyencourage you toindulgeyourpersonalresearchconcerns.TheOnline Activitiesand Linksmust also bestudied taking notes ofthe relevantthemes,aswellasyourcriticalreactiontothem,inordertocontinueenrichingtheformationofcriteriainconjunctionwiththecomparativeanalysisofthedifferentmaterials.Theexaminationmultipleoptions,matchingofcolumns,fillthemissingwords,etcshould be covered in due form and time in the corresponding section. Werecommend you take this examination when you feel selfconfident with yourcapacitytomasterthestudymaterialwithinyourcourse.Onceyouhavecompletedthesixmodules,ineachofitsparts,youmayproceedtointeract with your classmates (21 generational members) and construct a finalessay to be developed in a dialoguefostering mode within the Agora spacedesignedforthisspecificfunction.The Course Head, besides specifying the specific subjects for the essay and thethesistoproveordisapprove,willalsospecifythediversecomponentsofthelatterthat in consensus, and in agreement with theinterests ofthe group,the studentsmustdevelop.Peerreviewwillbeconfirmedormodifiedbythelocaltutor(withintheAssociateLicensee)ofourinstitution.It is important to note that the essay must contain and reflect four fundamentalvirtuesofthestudentsknowledgeaboutthesubject: a. Masteryoftheacademiccontentofthecourse b. Criticalandcomparativeanalysiscapacity 42. 41 c. Opennesstocrossculturalinteraction d. InterdisciplinarycontributiontothesubjectindevelopmentOnce the essay is completed by the group, there will be a collective grading toaverage this grade with your other grades within the modules. This will provideyouthefinalgradetothecourse.8.YourGenerationYour generation constitutes your group of teammates of different nationalitiesanddisciplines.Theywillaccompanyyouthroughoutyouracademicthreemonthcycleintheonlineactivitiesblogs,chats,etc.anddiscussionsandwritingoftheessays. You will have the opportunity to meet many new classmates and GBUstudentsasyougoforwardtoyourcourses.Thisgroupdynamicsintendstocreatelonglastinginternational,interculturalandtransdisciplinary bonds, which enrich the process of knowledge acquisition andfortify the exercise of teamwork, dialogue, deliberation and academic debateconvergingthedifferentperspectivesofthegroupmembers.We recommend you to establish contact with your classmates as soon as youenroll, so that your relationshipswill helpyoucreate mutual support,aconstantconsultingblog,friendshipsandteamwork.The system is designed to establish contact within the GBU environment orthrough diverse social networking tools such as Facebook, Twitter, MSNMessenger,MySpace,etc.Onceayear,GBUwillorganizeeventstofosterphysicalencounterswhereyoucanmeet your fellow classmates and establish conversation about special GBGUprojectsforextracreditstowardsyourprograms.9.TheClubofBudapestThe new pedagogy that inspired the creation of Giordano Bruno GlobalShiftUniversityfoundinTheClubofBudapest,itssuitableacademicandphilosophicalassociate,fortheirsharedacademic,pedagogicalandphilosophicalprinciplesandgoals. As a result, they submitted as their joint purpose to provide the students ahumanistic, universal and holistic vision, as the foundational basis of a newconsciousnesstocreateacriticalmindframethatwilldistinguishthem.Toachievethis, The Club of Budapest fully participates in the development and counseling ofourGBUacademicprogramsandiscommittedtoitsfutureteaching.The Club of Budapest is an informal international association dedicated todeveloping a new way of thinking and ethics that will help resolve the social,political, economic, and ecological challenges of the 21st century. With its list ofinternationallyrenownedmembers,theClubinitiatesadialoguebetweendifferent 43. 42belief systems and world views in order to cocreate and develop effectivestrategiesforresponsibleandsustainableactionwithaglobalfocus.TheideaoftheClubofBudapestwasdevelopedin1978inadiscussionbetweenAurelioPeccei,founderandfirstpresidentoftheClubofRome,andErvinLaszlo,systemsphilosopherandalsomemberoftheClubofRomeatthattime.Theywereconvinced that the enormous challenges to humanity can only be dealt withthroughthedevelopmentofaculturalandcosmopolitanconsciousness.Basedontheseideas,theClubofBudapestwasfoundedbyDr.Laszloin1993.Thefoundingcity and namesake of the Club lies at theheart of Europe and is spread out overbothbanksoftheDanubeRiver.ThesuccessfulmergingofthetwocitiesBudaandPest is achieved and symbolized by the famous Chain Bridge, which,metaphorically represents our ambition to build bridges between generations,disciplines and cultures. Therefore, it was selected as the logo and signet of theClub. The main essence of the global efforts lies in the initiation of thismulticulturalandtransgenerationaldialogue.TheMissionoftheClubofBudapestistobeacatalystforthetransformationtoasustainableworldthrough: Promotingtheemergenceofplanetaryconsciousness Interconnectinggenerationsandcultures Integratingspirituality,science,andarts FosteringlearningcommunitiesworldwideThe philosophy of the Club of Budapest is based on the conviction that theenormous challenges that humanity is currently facing can only be overcomethroughthedevelopmentofaglobalculturalconsciousness.TheviewoftheClubofBudapestisfocusedonaculturalconsciousnesswithaglobalperspective.LikeGreenpeace fights for ecological issues, UNICEF for children, and AmnestyInternational for human rights, the Club of Budapest stands for globalconsciousness. The Club perceives itself as a builder of bridges between scienceand art, ethics and economy, between cognition and action, between old andyoung,aswellasbetweenthedifferentculturesoftheworld.10.TUTORINGStudenttutoringwillbedeliveredintwoformats:Local tutorship provided by the closest Associate Licensee. The contactinformationyouwillfinditinthegeneralinformationtabforeachcourse.Any query related to the general subjects of the course, such as methodology,instructionsandnavigationalprocesseswillbesolvedbythislocaltutoringoption.MorespecializedqueriesinacademicoradministrativematterswillbedirectedtotheMasterTutors,specializedsubjectexpertsforeachschool,whowillbebasedinWashington. 44. 43YouwillalsofindthisinformationintheGeneralInformationpageofyourcourseathand.11.TOWARDSTHEFUTUREItisnoteworthytosaythattheflowoftheprocessherepresentedstepbystep,constitutes,inaway,acertainguidelineforeachofyourcourses.BygoingthroughacourseyouwillbefamiliarwithGBUnavigationprocessandabletoconcentrateonachievingtheacquisitionofknowledgeandtheprofessionalskillsnecessaryforyourprofessionalactivity.We invite you tostartyou educational adventure inyourfutureAlmaMater, TheGiordanoBrunoUniversity.Finallyweproceedtocreatetheprototypecourseofstudy(WorldI)tobetestedbywhatwecalledourGBGUfirstgeneration.http://www.gbgu.org/world/worldI/Conclusion:Thetwoandahalfyearsofdevelopmentofourbioepistemologicalresearchanddeconstructivistacquisitionoftheontological,epistemologicalandaxiologicalknowledgeofourcivilizationandtheinstructionaldesignofourpedagogicalmodelofnonsubordinative,interculturalcultural,interdisciplinaryandsterecognitiveofourGBGUtechnopedagogyplatform,built,initsholisticintegration,anewandpeculiarteachingandlearningvirtualandglobalorientedenvironment,that,foritsoriginality,canbeconsideredanintellectualpropertyofourGiordanoBrunoGlobalShiftInstitution.BibliographyBraudel,Fernand,1995,Ahistoryofcivilizations.NY:PenguinBooks,pp.600.Elas,Norbert,1987,Elprocesodelacivilizacin:investigacionessociogenticasypsicogenticas.Madrid:FCE,pp.581.Gibbons,Michael,Limoges,Camilla,Nowotny,Helga,Schwartzaman,Simon,Scott,PeteruTrow,Martin(1997).LanuevaproduccindelConocimiento.Ladinmicadelacienciaylainvestigacinenlassociedadescontemporneas.Barcelona:PomaresCorredor.Janes,Julian,1990(1976),TheoriginofConsciousnessinthebreakdownofthebicameralmind.USA:MarinerBooks,pp.475. 45. 44WolfEricR.,2001,Pathwaysofpower:buildingananthropologyofthemodernworld.Berkeley:UniversityofCaliforniaPress,pp.463..1999,Envisioningpower:ideologiesofdominanceandcrisis.Berkeley:UniversityofCaliforniaPress,pp.339.,1982.Europeandthepeoplewithouthistory.Berkeley:UniversityofCaliforniaPress,pp.503.