محمدرضا سرمدی

Purpose: Media literacy plays an important role in teaching and learning curriculum. Therefore, the purpose of the present research was to design and validate the media literacy education model in secondary school. Methodology: This was an applied study in terms of purpose and qualitative in terms of implementation method. The study population for designing the media literacy education model was the specialized council of the thinking and media literacy book department of the country (n=18 people) who were selected by census sampling method. Also, the study population for the validation of the media literacy education model was professors and researchers in the field of communication, Education Department experts and experienced teachers in the field of media literacy, 20 of whom were selected as a sample using the purposeful sampling method. The data collection tool was in-depth interviews in the model design section and calculation the agreement rate in the model validation section. Data analysis was carried out by coding method in MAXQDA ver.10. Findings: The results showed that the model of media literacy education in secondary school consisted of 40 components in 7 categories of media message creation techniques, media unknowns, audience studies, media and lifestyle, media consumption regime, harm of media literacy education and opportunity of media literacy. Also, the model of media literacy education in secondary school had an acceptable validity after calculating content validity ratio (CVR) (0.88) and content validity index (CVI) (0.91) based on the opinion of professors and researchers in the field of communication, Education Department experts and experienced teachers in the field of media literacy. Conclusion: Based on the results of the current research, it seems necessary to plan for the inclusion of media literacy education in secondary school curriculum through the identified components and categories.

Introduction: The purpose of this study is to identify MOOC ethical features of Courses & Online MOOC courses in higher education. Methods: This study was designed as embedded mixed model research to provide a better understanding of the research problem. Throughout this research, both the heuristic inquiry method and the questionnaire method were applied to obtain and analyze the data. At the primary stage, ethical features of Courses & Online MOOC courses were identified. The content analysis method was used for qualitative data, and for quantitative data, both weighted mean and Friedman test were used. The statistical population in the qualitative section of the study includes the electronic resources related to the research subject and, in the quantitative section, 60 distance education experts in the field of planning in virtual learning environments and virtual universities so that 36 of these experts were voluntarily selected as the study sample. Results: Content analysis results showed 4 dimensions and 16 criteria. The evaluation results of the experts also showed that interacting with the global network, the ease of online interactions with learners and other organizations, and the possibility of receiving electronic assignments or workbooks during the course, are regarded as the most important ethical characteristics of Courses online MOOC courses; security and privacy of individuals ought to be considered in their interactions, observance of the principles related to confidentiality with regards to the files or marks, with other participants through emails, chats, forums, etc.Conclusions: In these courses, the features of online courses and openness for enrollment are emphasized and predominant. Therefore, there is no need to get involved in new ethical features. Since the maximum current size of online classes is 60 students, various factors of these indicators such as learner agents, instructive organization, content, and teaching and learning environment ought to be accurately studied. Given that the capacity of learners may reach the limit of hundreds and thousands, the kind of considered ethics should be beyond the procedure implemented for online classes.

To empower the farmer villagers, execution of training programs including semi-presence training, open training and virtual training is essential. The main purpose of the present research is to determine the factors affecting the enabler trainings to farmer villagers with an emphasis on the component of culture and education technology using the interpretative structural modeling together with structural equation modeling. The combined method has been used as the research method. At the first stage, the main indices were extracted by data collection via Delphi method from the knowledge transfer and management and their validity were determined, and at the qualitative stage the questionnaire was given to the participants after determining the reliability. The statistical population consists of 1930 individuals including faculty members, promoters, educational instructors and those employed in agriculture research centers and institutes. With regard to Morgan table, the sample size has been estimated to 641 individuals by separation of groups per their population and the samples have been selected using the stratified random sampling method. The research question was examined and standardized using factor analysis and Cronbach's alpha. Research findings elaborate the component of remote education technology and organizational culture as the dimensions of management and electronic knowledge transfer. It is suggested to the managers at agriculture information and knowledge system to take action to expand the agriculture service centers and equip them with information and communication technology facilities for fast transfer of research findings to farmers and culturalization in sharing the research findings.

In regards to the need to use technology in the domain of learning and the important role of principals of educational organizations in implementing the blended learning, this research was carried out with the aim of identifying the parameters of psychological and center skills of principals in implementing the blended learning from quantum paradigm perspectives. The research method was qualitative and of meta-synthesis. Data collection was carried out through reviewing scientific documents and resources relevant to the subject of research in recent 31 years (1990-2021). Therefore; the related key words were searched in the reliable internal and foreign websites and finally, 42 resources were selected for final review. The review was done through studying the resources of the principals’ psychological skills in three dimensions and eleven parameters and center skill in one dimension and three parameters. The results obtained from this research showed that with regards to the identified dimensions and parameters, principals can play roles in implementing the blended learning in educational organizations, from the psychological skills, in quantum seeing dimension, by planning informed and effective leadership and confronting challenges and eliminating obstacles, in quantum thinking dimension via creative thinking, change and comprehensive thinking, in quantum feeling via accountability, supporting individuals’ rights and security, respecting values , caring about needs and talents and utilizing the process of information and from center skills perspectives and quantum being dimension, via establishing an appropriate learning atmosphere, establishing effective communication and creating a resilient and network-centric structure.