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Page 1: Our GBU bioepistemological educational project (BEEMP)

The GBU bioepistemological educational model project

(BEEMP)®

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Our GBU Bioepistemological Educational Model Project

(BEEMP) ®

CONTENT

•Ourtheoreticalstartingpoint•TheoreticalFoundationofourEducationalModel•EducationalFoundationsoftheGiordanoBrunoGlobalShiftUniversity

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

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OurtheoreticalstartingpointBehindthefoundationofourhighereducationglobalProject‐theGiordanoBrunoUniversity‐underliesamajorrevolutionarybio‐epistemological,philosophicalandpedagogical model of thought. This model springs from new research andunderstandingofthephenomenalprocessesofthebiologicalacquisitionofhumanknowledge, carried out by the neurosciences1 and confronted with culturalobjectionableoutcomesproducedthroughoutthemillenarianconstructionofourhistory.Scholarly based, our project emerges, first, from the evolution of intertwinedphilosophical,culturalandbiologicalcontemporaryresearchconcerningthe final“state of our World”. Second, from a very serious critique of the perceptiblepresent cultural models and organizational realities. And third, from ourcommitment to construct abetter futurebased in the foreseeablepossibilitiesofourcognitive,culturalandbiologicalhumancondition.TheoreticalFoundationofourEducationalModelThe newbio‐epistemological perspective of ourunderstanding, and the ulteriormodel of administration and distribution of knowledge built through a frame oftimeandspace‐definedascivilization2‐createdbehindthemanifestationsofourrecorded human history, a silent form of human software, recorded into thearchetypicalspecificsofourneuro‐physiology.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,weassumethatour“present 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 ancient

1 New neuroscientific research ‒ transforming neurology, neurosurgery, psychiatry, psychology, education- is opening inexhaustible 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 find creative solutions to human problems. 2 Cfr. Braudel, Fernand (1995), Elías, Norberto (1987), Wolf, Eric (2001, 1999, 1982), for a deep understanding of the historical development of mankind from a vision of a long scale of time. 3 Cfr. Gibbons et al.

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structural leftovers of our primal and phenomenally created contents ofconsciousness.The famousbicameralmindhypothesis(Julian Janes,1990:84)versusthedebateaboutleftandrightcerebraldominanceoverlinear–abstract‐andholistic‐evidentandspatial‐thinkingofourspecies,inconjunctionwiththelastonehundredyearsofintenseneuroscienceinvestigation,teachesusthatthehumanperceptionoftheWorldhasgone through thisprimitiveprocess fromspatial (possibly rightbraindominance) to logical‐mathematical (still hypothetical left brain dominance), fortheconstructionofasubjectivetruth.Neitheroneofthesetheories,hasachievedanepistemologicalgrandsynthesisofthewholeortheparticular.This theoretical and stillhypotheticalknowledgeofourhuman thinkingand theprocessesof acquisitionanddistributionofknowledge, giveusaneducatedhintabout the brain’s structure and functioning. In the same way that the bilateralanatomy of our eyes (vision) and ears (dimensional perception) perform thefunctionof the respective stereoscopic and stereophonic capabilities to perceivetheWorld inamultidimensionalreality,ourbrainhasbeen similarlyconfigured.Thisisevidentinitsbilateralhemisphericstructure.Earsandeyesareanatomicallyandapparentlyconstructedtointeractamongthemthroughthe corpus callosum tonaturally synthesize theperceptionof thewholewiththeparticular,theabstractwiththeevident,thelinearwiththespatial,andsoon,creatingnotanewlateralizedorpartial thinking,butaholisticperceptionofrealitywhich, ifnotblockedbyour cultural linearpreconceptions,willnaturallyexponentiatethepossibilitiesofourhumanpotentialsandunderstanding.Thecognitivesynthesisinthislineofthinking,willbeour“stereocognition”(asstereophonicorstereoscopic),thebrain’ssimultaneousandconsciousperceptionofrealityasatotality.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,wefirmlybelievethatthetimehascometoreviseourpedagogicaltraditionfromabio‐epistemologicalperspective,whichwillnecessarilyleadustoproposeanewpost‐modern“stereocognitive”holisticeducation.This idea implies a revolutionary revision of the theoretical framework of ourclassical methodologies of teaching and learning, as well as, the traditionaladministrativefoundationofhighereducationinstitutions.

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Muchof thishastodowiththeperceptionandcomprehensionof the interactionthat occurs between thewhole 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,themainactorshavebeenthereligious,politicalor economic power holders, who throughout the centuries have declared theiruniversitiesasopenspacestopromotethe“universalityofknowledge”,thesewerefoundedandareoperatingtoself‐preservetheirmeta‐educationalprivileges.The challenge of our age is to overcome this ancient and stubborn instructionalparadigmby going beyond the foundationalpower of traditional institutions, bydesigningnewformsofeducationwithasupra‐religious,supranationalandsupra‐economicscopeandwithanewholisticpedagogicalmethodologythatcouldhelpus to break away from the prisons of our instructionalheritage 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 self‐conscious human archetypeinspired in our imperfect, still religious‐oriented narratives to a new positiveontological self‐image. Our consciousness, in its turn, will impact thedeconstructionoftheepistemologicalandaxiologicalcontentsofcivilization.Sowe, thecontemporaryhumans, inspired inanewaxiologyconsistentwiththemost recent insights from neurosciences, could gradually proceed, to theintellectual deconstruction of the self‐fulfilling prophecy of subordination,unconsciousnessandinsecuritywehaveunconsciouslyselfimposedandmirroredinourdeterministicfateandrepetitivehistoricalhumandevelopment.Educational Foundations of the Giordano Bruno GlobalShiftUniversityOncedeconstructionisacceptedinthenotionof“theWorldofourmaking”,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, inconsistencewiththestereo‐cognitivecapacity to linkthewholewiththeparticularandachieveafullgraspoftheinterculturalandtrans‐disciplinarianknowledge.From this conception, our challenge was to translate these philosophical andpedagogical principles into a concrete techno‐pedagogy and bio‐epistemological

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instructional tools that couldbe, in thepragmatic fieldof education, transmittedandfactuallyexperiencedbyourmulticulturalstudents.Weenterinabrickbybrickconceptualconstructionofourinstructionaldesign,bystructuringthetoolstofosterstereo‐cognitivethinkingofourstudents,bylinkingin every step of the student’s compulsory reflective work and the permanentassociationof thewholewiththeparticular,specially in theconfluentialareasofthe transcultural and trans‐disciplinary 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" educationaltechno‐pedagogicalproprietarysystem.

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" The Giordano Bruno GlobalShift University Bioepistemological educational model project "

(BEEMP)

"The Giordano Bruno" bioepistemological innovative educational system was structuraly constructed

based in a schoolarly revision and philosophical and pedagogical research, which in one hand

revisited the classical ontological, epistemological and axiological tradition of our philosophical

tradition and in the other inserted its revolutionary findings into a techno-pedagogical internet friendly

platform, to foster in our GBU students the stereo-cognitive, cross-cultural. and crossdiciplinary

emergent abilities, to prepare them in their professional lives to become a conscious, non

subordinative, wholistic in perspective and global in action individual."

Philosophical platform Pedagogical Platform

* BE Ontology (from the ill conceive human essence to the positive evolutionary conscious individual)

* BE Epistemology (from the magical, mythical and religious based contents of human conciousness to the bioepistemological cosmo-vision revision of the human nature ) * BE Axiology ( From the unconscious and inherited teocratic cultural code of subordinative ethics and power oriented jurisprudence to the construction of a new non subordinative universal code of ethics and global in perspective jurisprudence.

* Stereocognitive (From the unilateral brain, linear and logical dominance processes of perception to the wholistic and horizontal reasoning and learning.)

* Cross-cultural. (From the culture specific learning to the open inter- cultural understanding tolerant individual )

* Crossdiciplinary. ( From specialization to a broad inerrelated vision of the all things )

"Non subordinated, wholistic in perspective

global individual"

World 1, World 2, and World 3

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A WORLD UNIVERSITY

IOnlinePedagogicalModel

TECHNOPEDAGOGY

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EducationalOnlineModel

Notmanyyearsago,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,there’snodoubtthatthemodelisstillchangingwhile finding that students shouldobtain knowledge to enable specific skills asfutureprofessionals.Therefore, in thepresentcontextofasocietyof informationand knowledge, learning to build skills comes in strict closenesswith the use ofnewtechnologytoboostitsdevelopment.Today, thenewinformationandcommunicationtechnologiesprogressalignedtoWEB2.0, that allowsnetworking in social andvirtual environments for learning.Thissystemenables thecreationofcollaborativeandflexiblespacesof teaching‐learning, that provide students with a bigger autonomy, making teacheraccompaniment possible, as well as the frequent, permanent counseling andcommunicationwithhismates.Promotedbymodernpedagogysincetheeighties,theteacherhasassumedtheroleofalearningfacilitatorwhogivesthestudenttheopportunitytobuildhisownknowledge.The possibility to drive teaching‐learning 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 UN'sEducativeMillenniumGoalcanbefulfilledwiththecurrenttechnologicaltools.

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A WORLD UNIVERSITY

IIVIRTUALCOLLABORATIVEEDUCATION­

WEB2.0

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VirtualCollaborativeEducation–WEB2.0

Virtual education uses tools from the new communication andinformationtechnologiestosupportandmodernizethenewprocessofteaching‐learningwithmoreeffectiveness.Itallowsthestudenttoworkinanindependent,collaborativeandmulticulturalway,inrhythmwithhiscapabilitiesandpossibilities.Thesystemholdsthenextadvantages:

• Increases the capacityof critical thinking, self‐managementandtheabilitiesforsolvinggeneralandspecificpracticalproblems.

• UsesWEB2.0capacitiestogetherwiththeresourcesofelectroniccommunicationnetworks.

• Usessynchronousandasynchronouscommunicationtools.• Promotes de‐centralized knowledge: professors and students

located indifferentplaceswith Internetaccessand informationavailableatthetimeitisrequired,distributedbythethousandsofserversaroundtheworld.Inoursystem,learningcanhappenandbefacilitatedregardlessofplaceandtime.

• The student canmove forward, backward, reviewordeepen 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.

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A WORLD UNIVERSITY

III.ProcessesforimplementingGBUmodel

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ProcessesforimplementingtheGBUModelTheimplementationoftheGBUtechno‐pedagogicalmodel,inthecontextofVirtualEducation, isoneof thecapitalchallengesofoureducationalproposal. Itaimstoguaranteeexcellenceandgobeyondtheconventionalinternationalstandards.Our techno‐pedagogicalmodel constitutes themain strategy for achieving activestudentparticipationandmeaningfullearning,bytheinteractionoftheeducativecommunityoftheGiordanoBrunoGlobalShiftUniversity.Themodelfocusesonthefollowingpoints:

• Incorporating the pedagogical, didactic and technological strategies ofthe WholeLife Platform providing autonomous, cooperative andcollaborativeknowledge,and,mostofall,aknowledgeorientedtowardsthedevelopmentofcreativity.

• The teaching‐learning process seeks to create personal interactionbetween tutor‐student, student‐student, and student‐educativecomplements.

• Resources and WEB 2.0 elements are addressed for adequatecommunication, facilitating synchronous and asynchronouscommunication.

• Learning assessmentswill be based on best practices of conventionalevaluationmethods,butwilladdnewassessmentandpeer‐assessmenttechniques, which have proved important and effective in learningevaluation.

• Tutorshipswill be a complementary space for reflection on the praxisand contents by the educative community, centered in the interactionbetween the student and professor, students among themselves andothervirtualsocialnetworks.

Considering theprevious characteristics,weproposeanumberofprocessesandtools that compose the GBGU Techno‐pedagogical Model. This will makeaccreditationsupportedby100%virtuallearningenvironmentspossible.

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IVSTAGESFORTHETECHNOPEDAGOGICAL

DESIGN

A WORLD UNIVERSITY

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StagesfortheTechnopedagogicalDesignof100%VirtualLearningEnvironments.

ContentDevelopmentThecontentofGBGUprogramshasbeendevelopedbyspecialistsineachdisciplineto meet higher academic and quality standards. The programmatic part of thecontent,hasbeendesignbyDoctors,allstandingspecialistsintheirdisciplines.Thedevelopmentoftheprogramscomprisedfourphases:

a. CurricularDesign

b. ContentProduction

c. Bibliographyselection

d. SelectionofElectronicBibliographicResources

PeriodicalupdatingofcontentsTokeepthevalidityofourcontents,wewillkeepcurrent throughaprocessthatincludesspecificandnewneedsforeachcourse.Theacademicofficewilldevelopamasterplanaccordingtotheproperrequisitesofeachspecialty.InstructionalDesignandMultimediaInstructionalDesignThe InstructionalDesignof thepedagogicalprocess followedby students coversthefollowingstages:

1. Analysisoftheeducationalmaterial

2. AnalysisofUser’stypology

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3. InstructionalPlan

4. EducationalTechniques

5. On‐lineandeducationalsituationsandactivities

MultimediaDesignMultimedia Design is about adapting the content and educational activities fortheir delivery in Multimedia resources that appeal to students for its quality,creativityandrichness.TutorialDesignTheGBGUeducationalmodel incorporatesacademictutors inastrategicplaceoftheteaching‐learningprocess.Theroleoftutorsistoaccompany,guideandadvisethe student throughout the learning process. A tutor monitors the student'sprocess.Hismainfunctionsare:

• Supervisethelearningprocess.• Keep student motivation, establishing a relation of continuous trust and

communication, promoting his participation and supervising hisperformanceuntiltheendofthecourse.

• The tutor is mainly responsible for logistic support and triggering thestudents’perseverancewithintheonlinesystem.

• Providestudentswithdifferentlearningresourceswithinthetechnologicalmodel,links,documents,networkresources,etc.

• Encouragestudentstoefficientlyusethesystems'scommunicativetoolsforcollaborativelearningandinteraction(chat,forum,blogs,wikis,etc).

• Assessindividualhomeworkandchairteamwork.

The tutor is not the author of the didactic material, but becomes a consultant‐professorforthethemesdevelopedinacourse.Thisiswhy,thetutor’sformationand training is a fundamental element of GBGU's techno‐pedagogical structureaddressed to facilitate the adaptation of professors to a new role as onlineteachers.The training of tutors is essentially practical, andwill be delivered through thesamemultimediaresourcesthanstudents.Themajorityonlinetutorshipwillbebasicallydeliveredinwrittenformat,sotheyinvolveworkingtime.Aslongastutorshipsarerecordedastextsinanintelligentknowledgebase,theybecomeinteractivelearningmaterialsforfuturegenerations.Studentswillreceiveanswers to theirquestionsandarguments innomore than18hoursinlabordaysand36hoursonweekends.

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Weconsiderthatthesuccessofthis100%onlineeducationrestsintwoessentialelements:

. Thequalityofthecontents,andthecontinuousupdatingandvalidityintheirmultimediadelivery.

. Thestrategicpresenterandmotivatingroleofthetutorintheonlineacademicprocesses.

Itisnecessarythen,toestablishtheorder,parametersandspecificrulesthatwillallowtutorsthecorrectattentioninthefollowupofeachofthestudents.Itisalsoimportanttoclearlyoutlinethescopeoftheirfunctions,aswellasgeneratingthefigureoftutorCoordinatorstosuperviseandadvisetutors.GBGUisresponsibleforprovidingperiodicalupdatingrelatedtobesttutorialpractices.InstructionalDesignwill deliver a Training Course for Tutors that considers thefollowingquestions:

1. IntroductiontotheGBGUTechno‐pedagogicalModel.

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 throughapplicationscontrolledbysupport‐ticketsandattendedinnomorethan18hoursand36inweekends.

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A WORLD UNIVERSITY

VGIORDANOBRUNOGLOBALSHIFTUNIVERSITY

DIAGRAM

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GIORDANOBRUNOGLOBALSHIFTUNIVERSITYDIAGRAMThenextdiagrampresentstheformandfundamentalprinciplesforthedeliveryofour 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 andepistemologicalperceptionofourselvesand from the limitations that come fromthe monocultural, disciplinary and unidimensional scope of the traditionaleducationalinstitutions.Thetechnologybyitselfwillnotmotivateormakethedifferenceinthestudent’seducational process. The intelligence of the programs, processes and training ofteachersandtutors,togetherwiththeconvictionofspreadingtheenthusiasmandthe humanistic philosophy of our university, will mark, from the beginning, thepurposeofforminganewgenerationofyoungpeoplereadytoreallytransformtheworldwherewelive.Theprevious statement is strengthenedwith the idea that agood techniqueandwelldesignedpedagogyiscriticallyimportant.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 thesubjects‐dividedinmodules‐tohelphimfollowtheadequatefluxofeachcourse.Subjectswillcontainspecificinformation,generalbibliographyandcomplementarymaterials.c. He will select the module that follows according to hisprogramandfindthemodule’sbreakdown.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)

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Module3)Neurosubordination, civilizationandstereo‐cognitiveeducationof thethird millennium (bibliography, complementary materials, links and specificactivities).Module 4) Neurorenaissance (bibliography, complementary material, links andspecificactivities).Coursestructure

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a. Eachcoursewillconsistof6modulesdeliveredin6sessions(60mins)ofvideo‐lecturestransmittedbytheteacherand7sessions(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.

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a. Eachmodulewillbeassessedwithaquizwhichwhenapprovedopensthenextmoduleofthecourse.

d. To finish each module, the student must pass a final auto‐deliveredmultiplechoicequizpreviouslyelaboratedbytheteacher.

e. Thesystemwillrandomlycreatedifferentexamsforeachstudent.

f. Whole Life: The process of WholeLife works with two vertebralcolumns,onephilosophicalandanothereducational:

I. Inwards(introspective):containsandholdsthebasisofpedagogical,

institutional, organic, bioepistemological, traditional perception vsintrospectiontowardstheindividualandhisstructures,toenterinaconstantprocessofautoevaluation,realevolutionand avant‐gardegrowing,boostedbyouronlinesystemofknowledge.

II. Outwards (facing the world): supports the formative basis ‐historical, dialectic, identitary and critical‐ present in the designoftheprofessionalandpreparatorystudiesofW1,W2andW3.

The first approaches issues around the educational process since thetransformationof the traditionalvertical relationof authorityand subordinationbetween the teacher and the student and institution versus student corps, toinclude,intherenovatededucationalsystem,thehorizontalandmultidisciplinaryrelation of the student with his generation classmates, and inclusive,

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transgenerationalinteractions.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 historical‐philosophical infrastructure of our educational platformcentersintheoriginofthehumanphenomenaofsubordination,authority,power,affiliation, identity, stratification, discrimination and conflict. The purpose is toconstructaninitialself‐knowingperspective,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. Generalknowledgeacquisition

b. Formation

c. Methodology

d. Professionalization

e. Specialization

It also contemplates the aforementioned avant‐garde paradigms, parallel to thevertical relationwith 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.

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Notwithstanding its complexity, WholeLife deploys in only threestages:a. First Stage: The essay presentation page including the basic

functionofthestudent´spersonaldata(photographandgeneralbiographical data), the thesis resuming the essence of thestudent's academicwork, a space containingmost of the drafts

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and the final essay, as well as the graphic and audiovisualresources (photographs, diagrams, videos) which allows theexponenttoenrichhispresentation.

Assoonasthepresentationisedited,thestudentcansubmitittothe transversal scrutinyofhis companions,under theoptionofpersonalized invitationtoaminimumnumberof fivestudents,orthe option of opening without limits, that, among other things,will be the basis for the parallel possibility to access atransculturalexperienceofinter‐universitarysocialization.

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b. Second Stage: Discussion of the student’s work, from thedialoguecolumnsofargumentationandcounterargumentation,while personally "meeting" the participants in the discussionwith the photograph and biographical data, offering thepossibilityoftransportingtheGBWLexperiencetoothersocialnetworks, if students decide to meet outside the closedenvironmentoftheirspecificscholarenvironment.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 proceedwith the assessment, the next stage intheprocess.

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c.Finalstage:evaluationandcollectivegradingof theessay.In this stage participants must deliver assessment on theircompanion's essay innomore than24hours,explaininghisgradeinaspecialboxdesignedforthispurpose.The system has the automatic capacity to average theassessmentsofallparticipantsandestimateafinalgrade.Onceobtained,thisresultwillbeaveragedwiththegradeofthe multiple choice exam and the partial exams presentedaftereachmodule.

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. Apageforthestudent’sdiscussion.

iii. Apagewherestudentscangradeanessay.

iv. Aspacewherethestudentwillseetheessaysforgrading(includes boxes to determine the status of the essaysalreadygradedandtheessayswaitingtobegraded),anddeadlinewarnings.

Thesespacesmustaccomplishthefollowingrequirements:

a. Essayswillhaveadeadlinefortheironlinepublication.

b. Inthediscussionspace,thestudenthasaccesstothephotographofthepersoncommentingonhisessay.Likewise,theonewhocommentscansee the basic data and photograph of the schoolmate that wrote theessay.

c. Theessayscanbeseenbyanymemberoftheeducationalcommunityina catalogueof essayswithdiverse classifications.All themembers can

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comment the essays, but studentsmust onlygrade 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 student’s portfolio, after the process isfinished.

Therefore,therearefiveboxesforessaygradingandstatus:

1. PUBLICATION

2. DISCUSSION

3. GRADING

4. FILE

5. PUBLICCATALOG,wherethestudentfindstheessaysforgradingandtheirstatus.

The "cafeteria" is a permanent space for social interaction to exchangeideas,propositionsandimpressions.Itwillbeaspacetocreateinteractionwithtutors,teachersandotherGBUmembers.This structure will be standardized for all courses, anticipating thataudiovisual material (videos, movies, presentations, conferences, didacticactivities) will be provided by the teacher in the page available for thispurpose.Finally,we highlight thatWholeLife concentrates 90%of our educationalapproach because it entails the three most important elements ofdistinction in our vision: multidimensionality, trans‐disciplinarity andmulticulturalapproach.

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A WORLD UNIVERSITY

VIAbouttheAcademicProfessionals

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AbouttheacademicprofessionalsInGBGU, teachersare responsible for creating the fundamental contentsof 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.Theteacher'sparticipationinfrontofthecamera,aswellasthequalityofthefinaleditionofhisclass,becomethe critical factors of course success. Additionally, chat sessions and emails canreasonablyreplacedeliveryhoursforthelecture.Inthesecases,theabilityoftheprofessorandof thetutors tocommunicate inawrittenwaybecomesacardinalpointfortheirassessment.Following, we present some important points for the hiring and periodicalevaluationoflecturers:a. Image: It is important to consider that grammar and orthography, aswell astypography selection and presentation skillswill be crucial image indicators forlecturersandtutors.b.ConstantCommunication: It is important for teachersand tutors to constantlychecktheiremail,tobeabletofollowupandsupportstudentsinatimelymanner.c.Tracking: The teachermust lookafter theorganization for the trackingofhiscourse,avitalcharacteristicintheonlineexperienceofourlecturers.d. Professional design of materials and complementary contents that should bestandardized:Ateamofsupportiveprofessionalswillbeemployedforthedesignandoperationof thematerials.Wewillsupport teachers in thismatter toassuretheyconcentrateinthecreationofqualitycontent.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 – FrequentlyAskedQuestions: All public communications –questions andanswers‐willbepresented inthisdivision inanaccumulative formatsincemorethan one student can have the same doubt, creating and intelligent knowledgebase.

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TeachersandtutorsThese are the main guidelines to consider for the hiring of teachers andtutors:a)Professional formationandteachingexperience.Wemustassurethat teachershave a profound knowledge of their discipline. This task will be fulfilled byreviewingtheteacher'sacademicexperience,andrequestingatleasttworeferencelettersfromtheirpreviousinstitutions.b)Directandonlinecommunicationcapacity.Wewillmakesurethatteachersareskilledintheuseofmaindigitaltoolsfordirectcommunicationwithhisstudents.Wewilltestteachersinthreedifferentmock‐uplecturesessions.c)Grammarandorthographyarebasicskillsforthehiringofteachersandtutors.d) Constant communication. As mentioned above, teachers and tutors mustcontinuallychecktheiremailsandforumparticipation.e)Thesystemshouldprovideatooltoscoreteacheractivities.TutorCoordinators:1. Coordinators are preferably PhD's with high proficiency in the disciplines

they coordinate, and are involved in the subject's main discussions. Theymust prove sufficient experience as tutor coordinators in their previousengagements.

2. Coordinatorswillsupervisethetutors’work.

3. Eachcoordinatorwillberesponsiblefor15tutorswithintheirdiscipline.

4. The coordinator is the link between the teacher, the tutors and thetechniciansthatgivetechnicalsupporttotheplatform.

5. The coordinators supervise materials prepared by teachers previous todelivery, caring that they fulfill the necessary requirements of quality andinstitutionalandtechnicalspecifications.

6. The coordinators are responsible for the elaboration of the partialmoduleassessmentsofthecoursesandthefinalmultiplechoiceassessment.

Tutors:Theyshouldtrackandsolveoperativequestionsandproblems.Digitaldesigners:Theyareresponsibleforthestandardizedprofessionaldesignofthematerialandcomplementarycontents.

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A WORLD UNIVERSITY

VIITHE MODULES

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TheModulesThe courses are structured in different modules. Each one of them consists indifferentworkingmaterials, activities, support activities, self‐assessment, 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

• Self‐assessmentandautodidacticexercises

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A WORLD UNIVERSITY

VIIISYNTHESIS

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Synthesis,asaconclusiononthestructureofthecourseThedesignofeachoneoftheonlinecourseswillrequiretheactiveparticipationofaprofessional groupof technicians to support the instructor in the creationof atechnologicallyviable,visuallyattractiveandpedagogicallycoherentcourse.A 16week course can include one ormoreweekly activities from the followingpoolofexamples:

. Analysis of a series of readings (text book and supportivematerials)

. Reviewingofpresentations,videosandlinks.

. Participationinforum,chats,questionnaires,WholeLife,etc.

. Discussionboards for themesandcases that require individualor collective virtual investigation within a restricted length oftime.

. Solvingatestforeachmoduleconcerningassignedreadings.

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STUDENTMANUALGIORDANOBRUNOUNIVERSITYPresentationThe presentmanual is for you, studentof theGiordanoBrunoUniversity. 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.Synthesisof thephilosophyandemphasisofoureducationalsystem.

2. Our schools, Programs of study, Techno‐pedagogical model and the

standardinstructionalstructureofouracademiccontents.

3. OurWeb‐Site,Loginplatform, criticalnavigation intoyouronline courses,ContactwithTutorsandAcademicadvisors,WholeLifeexperienceandthe25stepstopursueandapproveaprototipicalGBUcourse.

4. Your“Generation”andourGlobalEducationalSocialNetwork.

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.

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Our philosophy is based on the cutting edge idea of helping our studentsunderstandtheworldwelivein.Wearecommittedtocreateinthemtheseedofacritical,non‐subordinateandinnovativemind‐frametoquestioncivilizationinitsstructural organization and its particular process of acquisition of knowledge,regardlessofthestudent’sareaofspecialization.ThisiswhyallofourprogramsofstudyrequireaspartoftheGeneralEducationmandatorycourseswithinthefirstthreetrimester,theWorld1,World2&World3courses,which‐inessence‐teachthestudenttheoriginofourcivilization–past‐,the state of our world today –present‐, and the possible outcomes andtransformationalopportunitiesforthefuture.1.PedagogyOurmodeloftransmissionandacquisitionofknowledgeisaresultofaseriousandcurrenteducationaltrendsreview,whichisbuiltoverthreefundamentalpillars:

a. Transcultural(cross‐cultural)education.b. InterdisciplinaryEducationc. HolisticVision(stereo‐cognition).

Basically, the firstonepromotesthepluralityandopennessofdivergingthought,reflectedintheculturaldifferencesthatexistinourworld.Here, theteachingofopenness, tolerance,othernessandtheright tobedifferentareessential.Therefore,asastudent,yourfirstexperienceistoformpartofamulticulturalandmultidisciplinarygroup ‐MyGeneration‐ thatwill constituteyourgeneration ‐21people‐ fromall theavailable regionsof theworld.Thisgroupwill interactwithyouthroughyourcollege.TheyarealsoyourGraduationGeneration.Theywillbeyour friends and students fromother programs, cities and backgrounds you canconsult. You will also meet with your classmates, with whom youwill work allalongyourcourses.Eachtimeyouchooseacourse,youwillhavetheopportunitytomeetnewclassmates.GBUprogramswillgiveyoutheexperiencetocreatenewinternationalandinterculturalrelationshipswitheachcourseyoutake.Interdisciplinary education is based on the idea of overstep limitations ofeducationconstrainedtotheframeofdisciplinaryspecialization,andprovideyouwithanamplifiedvisionofrealitythataimstoholisticunderstandingofit,that,bydefinition,isnotisolatedbutformspartofalargersystem.Thegroupworkgeneratedwithin“theWholeLifeExperience”willallowyou,notonlytobring forwardandput intopracticeandshareyourpersonalcriteriaandacquiredknowledge,butalsotoparticipateinaseriousdialogueandconstructive

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criticism 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, theunderstandingof thepast, thepresentandthe futurepossibilities forourworld‐World1,World2andWorld3‐,thenon‐subordinationtoanypreconceivedtruth,thecriticalattitudeinfaceoftheacquisitionofknowledge,crossculturality,transdisciplinarity, and stereo‐cognition approaches implicit in our didacticalprocesses are, in sum, the formative guidelines that distinguish the GiordanoBrunoUniversity.2­OurSchoolsGiordano Bruno University has twenty nine academic programs (Bachelor’s,Master’sandDoctorate),coursesandcertificatesdeliveredwithinourfiveSchools.Youcanconsultour schoolsand their constantlygrowingprograms’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.Youmaychooseyourpreferredprogramofstudyafterpostingyourexaminourapplicationmenu,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.

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3.Ourtechno­pedagogicalmodel.Each course of study is structured in sixmodules, 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 towrite an essaywhich encourages your interaction throughwithyourgeneration.Inthespacecalled“WholeLife”,youwillworktogetherwithyourgenerationand“grade” twoessaysof yourclassmates ‐thesystemwillrandomlyselect themforyou‐,througha“starrating”tool.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 theprofessionaldegree,youmustbeawarethat the finalexaminationisNOTonline,butinacontrolledphysicalenvironment.4.OurWeb­site,loginplatform&theBasicElementsforNavigation.In the section of ourwebsite Pre‐login, youwill find general information aboutGBU totally open to the public. In a subsection of the pre‐login 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 youwill see in this section is aWelcomevideofromourChancellor,ProfessorErvinLaszlo.Here you will be able to select your courses and get acquainted with yourgeneration’s fellow students,whichwill constitute the basis for your teamworkandapermanentsourceofconsultation.5.Briefandeasyapplicationforadmission:1.‐Afteryoupowerupyourcomputer,enterourWebsite:http://www.gbgu.org2. Ifyouhavenotreadthegeneral informationabout theuniversity, itsmission,theprogramsandthecourses,weinviteyoutotakeacloserlook.3.Fillouttheapplicationformandsendittotheuniversity.

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4.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 YOURVIRTUALCAMPUS. ThroughYOURGBUDASHBOARD,ONTHEUPPERPARTOFTHESCREENYOUHAVEASELECTIONOFTABSWHEREYOUWILLFINDEVERYTHINGYOUNEEDTOCOMPLETEYOURACADEMICCYCLE.8.Onceyouareofficiallyadmittedtoyourprogram,youmayregisterfor3coursesPERTERMgoingto“MyStudentPage”intheStudentInformationSystem.9.Afterregistration,proceedtothefinancialsectionandpayforyourselectionofcourses. In “MyStudentPage” there is a link to “MyFinancialAccount”.Youwillhaveclearinstructionsforyourpaymentoptionsinthatlink.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 “MyGeneration”tab. This is the group you will be interacting with throughout your selectedcoursesperterm.12.Foreachcourse, complete the6modules ‐sixvideolectures, itsbibliography,online links, activities, practical cases, quizzes and thewriting and editing of anEssay.Thelinkwithin“MyCourses”sectionontheleftmenu“HowtoNavigate”isan explanation of how to navigate throughout your course. Also, you will havetutorstoassistyouineverycourse.Theexplanationonhowtocontactthemwillbeexplainedfurtherdowninthismanual.13.Attheendofeachterm,obtainyourfinalgradesandthenproceedtoregisterfor the next term.Youmay see your grades in each course and have a generaltranscript within the “Student Page”. To enroll in new courses each time, justrepeattheprocess.6.CourseStructureItisveryimportanttoknowthateachmoduleisgenerallystructuredinthesameformat, toallowa congruent flowofyourwork throughoutyouracademic cycle.Theseareitsparts:

1. Videolecture2. ReadingMaterialandbibliography3. OnlineActivitiesandLinks4. PartialQuiz(multipleoption,fulfilltheparagraph,etc.)5. PracticalandupdatedCases.

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6. FinalQuiz7. Essayandgradingprocess.The“WholeLife”experience.

7.GeneralRecommendations.Thevideolectureisanintroductiongivenbytheprofessortothetopicofstudy. .Werecommendyoutopayspecialattentiontotheprofessorandremindyouthatyoucanseethisvideoasmanytimesasnecessarytogaindeeperunderstanding.We also recommend you to write personal notes while going through yourbibliographyandreadingmaterials,notonlytryingtosummarizethekeyideasofthetexts,butalso‐andespecially‐yourpertinentcommentaries,reflections,ideas,refutations and debatable issues written in the text, that will later on help youconstructthethesisandargumentationofyouressay.Inthischapter,particularlyrecommended,istotryoutacomparativeanalysisandwithyourownexperienceandknowledgetoformapersonalandcriticalopiniontowardstherelevantsubjectsof thecourseathand.Wehighlyencourageyoutoindulgeyourpersonalresearchconcerns.TheOnlineActivitiesandLinksmustalsobestudiedtakingnotesof therelevantthemes,aswellasyourcriticalreactiontothem,inordertocontinueenrichingtheformationofcriteriainconjunctionwiththecomparativeanalysisofthedifferentmaterials.Theexamination‐multipleoptions,matchingofcolumns,fillthemissingwords,etcshould be covered in due form and time in the corresponding section. Werecommend you take this examination when you feel self‐confident with yourcapacitytomasterthestudymaterialwithinyourcourse.Onceyouhavecompletedthesixmodules,ineachofitsparts,youmayproceedtointeract with your classmates (21 generational members) and construct a finalessay to be developed in a dialogue‐fostering mode within the “Agora” spacedesignedforthisspecificfunction.The Course Head, besides specifying the specific subjects for the essay and thethesistoproveordisapprove,willalsospecifythediversecomponentsofthelatterthat inconsensus,and inagreementwiththe interestsof thegroup, thestudentsmustdevelop.Peerreviewwillbeconfirmedormodifiedbythelocaltutor(withintheAssociateLicensee)ofourinstitution.It is important to note that the essaymust contain and reflect four fundamentalvirtuesofthestudent’sknowledgeaboutthesubject:

a. Masteryoftheacademiccontentofthecourseb. Criticalandcomparativeanalysiscapacity

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c. Opennesstocross‐culturalinteractiond. Interdisciplinarycontributiontothesubjectindevelopment

Once the essay is completed by the group, there will be a collective grading toaverage thisgradewithyourothergradeswithin themodules.Thiswillprovideyouthefinalgradetothecourse.8.YourGenerationYour generation constitutes your group of team‐mates of different nationalitiesanddisciplines.Theywillaccompanyyouthroughoutyouracademicthreemonthcycleintheonlineactivities–blogs,chats,etc.‐anddiscussionsandwritingoftheessays. You will have the opportunity to meet many new classmates and GBUstudentsasyougoforwardtoyourcourses.Thisgroupdynamicsintendstocreatelonglastinginternational,inter‐culturalandtrans‐disciplinarybonds,whichenrich theprocessofknowledgeacquisitionandfortify the exercise of teamwork, dialogue, deliberation and academic debateconvergingthedifferentperspectivesofthegroupmembers.We recommend you to establish contact with your classmates as soon as youenroll,so thatyourrelationshipswillhelpyoucreatemutualsupport,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,TheClubofBudapest fullyparticipates in thedevelopmentand counselingofourGBUacademicprogramsandiscommittedtoitsfutureteaching.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 challengesof the 21st century.With its list ofinternationallyrenownedmembers,theClubinitiatesadialoguebetweendifferent

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belief systems and world views in order to co‐create and develop effectivestrategiesforresponsibleandsustainableactionwithaglobalfocus.TheideaoftheClubofBudapestwasdevelopedin1978inadiscussionbetweenAurelioPeccei,founderandfirstpresidentoftheClubofRome,andErvinLaszlo,systemsphilosopherandalsomemberoftheClubofRomeatthattime.Theywereconvinced that the enormous challenges to humanity can only be dealt withthroughthedevelopmentofaculturalandcosmopolitanconsciousness.Basedontheseideas,theClubofBudapestwasfoundedbyDr.Laszloin1993.Thefoundingcityandnamesakeof theClub liesat theheartofEuropeand is spreadoutoverbothbanksoftheDanubeRiver.ThesuccessfulmergingofthetwocitiesBudaandPest is achieved and symbolized by the famous Chain Bridge, which,metaphorically represents our ambition to build bridges between generations,disciplines and cultures. Therefore, itwas 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• Fosteringlearningcommunitiesworldwide

The 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.Morespecializedqueriesinacademicoradministrativematterswillbedirectedtothe“MasterTutors”,specializedsubjectexpertsforeachschool,whowillbebasedinWashington.

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YouwillalsofindthisinformationintheGeneralInformationpageofyourcourseathand.11.TOWARDSTHEFUTUREItisnoteworthytosaythattheflowoftheprocessherepresented‐stepbystep‐,constitutes,inaway,acertainguidelineforeachofyourcourses.BygoingthroughacourseyouwillbefamiliarwithGBUnavigationprocessandabletoconcentrateonachievingtheacquisitionofknowledgeandtheprofessionalskillsnecessaryforyourprofessionalactivity.We inviteyoutostartyoueducationaladventure inyour futureAlmaMater,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.Elías,Norbert,1987,Elprocesodelacivilización:investigacionessociogenéticasypsicogenéticas.Madrid:FCE,pp.581.Gibbons,Michael,Limoges,Camilla,Nowotny,Helga,Schwartzaman,Simon,Scott,PeteruTrow,Martin(1997).LanuevaproduccióndelConocimiento.Ladinámicadelacienciaylainvestigaciónenlassociedadescontemporáneas.Barcelona:Pomares‐Corredor.Janes,Julian,1990(1976),TheoriginofConsciousnessinthebreak­downofthebicameralmind.USA:MarinerBooks,pp.475.

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WolfEricR.,2001,Pathwaysofpower:buildingananthropologyofthemodernworld.Berkeley:UniversityofCaliforniaPress,pp.463.‐‐‐‐‐‐‐‐‐.1999,Envisioningpower:ideologiesofdominanceandcrisis.Berkeley:UniversityofCaliforniaPress,pp.339.‐‐‐‐‐‐‐‐‐,1982.Europeandthepeoplewithouthistory.Berkeley:UniversityofCaliforniaPress,pp.503.


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