•  112
    Educational Technology: From Educational Anarchism to Educational Totalitarianism
    In Igor Cvejić, Predrag Krstić, Nataša Lacković & Olga Nikolić (eds.), Liberating Education: What From, What For?, Institute For Philosophy and Social Theory, University of Belgrade. pp. 185-204. 2021.
    In the paper, the authors explore the relations between educational technology and educational ideology through the lens of philosophical inquiry. The optics of critical analysis is applied to review the instructional tools, services and systems which compose the complex picture of contemporary educational technology. The authors claim that even when initially established in the ideological domain of educational anarchism most educational technologies when being applied systemically can end up o…Read more
  •  10
    This study focuses on the interdisciplinary issue of language corpora mining for the purpose of cultural analytics. The authors utilize the comparative cross -cultural approach to highlight the dynamics of “revolution” concept throughout two and a half centuries. They study concept application through the word occurrence in five languages by the means of Google Books Ngram Viewer and trace the waves of concept “popularity”. Most of the word application peaks can be corresponded to the political …Read more
  •  4
    Soft Power of Massive Open Online Courses: New Age of Digital Diplomacy
    Journal of Siberian Federal University 7 (Humanities & Social Sciences): 1631-1636. 2016.
    The article addresses the issue of massive open online courses (MOOCs) which are based on the topics of humanities, social sciences and liberal arts. MOOCs developers promote them as the means of open and accessible education. Such courses target at the global audience and they can be efficient in dissemination of knowledge worldwide. Such courses have the capability of becoming a powerful tool for the emerging digital diplomacy. MOOCs can significantly increase the soft power of a political act…Read more
  •  3
    The challenge of updating the existing curriculum to meet the requirements of blended, interactive and gamified approaches is complex. This article presents the design and results of the application of a gamified activity that was used to enrich a blended Philosophy course taught for two years and taken by more than 450 sophomore students in a large public university in Russia. The combination of social search with multilingual communication became an important educational experience for the par…Read more