The college has three faculties: the Faculty of Exact Sciences, the Faculty of Humanities and the Faculty of Social Sciences. In addition, the college operates the external studies unit, which includes all studies that do not lead to a degree and a teaching certificate. As part of the foreign studies unit, there are professional development studies for teachers, certificate studies in a variety of fields, a program for training school administrators on behalf of “Evni Rasha”, a program for girls from France “Edid Hamada”, a Jewish seminary “Midresht Mbarashit”, and more.
A few years ago, Hamad Academic defined its vision as follows: Hamad Academic aims to continue to develop the Negev through the training of leadership and educational leaders who are excellent personally, professionally and academically, leaders who have an innovative and diverse vision, who work within the community and for advancement and cultivation, based on the values of Judaism and from Personal and social commitment. The college has adopted a unique pedagogy, called “resilience pedagogy” – the belief that part of the role of an educator is to increase the resilience of his students. Beyond imparting knowledge and disciplinary skills, and beyond shaping a value identity, teachers are supposed to develop among their students the ability to successfully deal with the wide spectrum of challenges that life throws at each and every one of us.
From the point of view of resilience pedagogy, a teacher should strengthen the resilience of his students mainly while teaching and learning. This is not an additional role imposed on the teacher, beyond the work of teaching, but a unique way of teaching, which, along with imparting knowledge and skills, also contributes to the resilience of the students. More information on the subject can be found here.
In our view, the learner’s ability to take responsibility for the learning process and know how to deal with independent learning is an important component of his resilience. This is why we chose to focus on strengthening these skills in a variety of ways, one of which is the use of digital, among other things, the development of MOOC courses and their integration into the curriculum.
The use of digital in the teaching-learning-assessment processes in the training of educators creates many opportunities for strengthening the independent learner who takes responsibility for his learning process. In order to maximize the opportunities to strengthen these skills and to model teaching – learning in a variety of ways, the studies combine distance learning (synchronous and asynchronous) and physical meetings at the college. Also, the academic staff develops unique models for integrated digital teaching that focuses on strengthening the skills of the independent learner. You can see examples from the field in the digital brochure at this link
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דניאל ניקריטין הוא בעל תואר ראשון בפסיכולוגיה, תואר שני בייעוץ חינוכי ותואר שלישי בספרות (אונ’ בר אילן). לצד עבודתו האקדמית, עסק דניאל משך שנים רבות בהוראה וחינוך בפועל, ובהמשך בליווי והובלה של מיזמים הכרוכים בלמידה חדשנית ופדגוגיה עדכנית.
עולמות תוכן נוספים שמביא דניאל אל הקורס, הם עולמות התוכן היהודיים, וכן את ידיעותיו וניסיונו בתחום הטיפול הזוגי והמשפחתי.
