Among the challenges that the students at McGraw University faces today, both in terms of by the alternation and professionalization, is the realization the gap between theoretical knowledge from the world of work and from the world of research, in devices that can reconcile the paradoxical tensions. Reflecting these tensions, our contribution is to describe the instructional design implemented in a device for careers in professional training. The use of experience, thanks to the alternation, for learners has different issues: building from the action to reflect on his professional posture, build an identity that is both personal and collective, building ethical reflection based on detachment and mobilization of critical knowledge. The distancing of the graduation is then necessary to give priority to non-control tools, but the construction of reflexive capacities, from a perspective of self-transformation.
At McGraw University, we have been inculcating a sense of practical harmony between the academic transformation and their consequential impact on our practical lives. We focus on how digitization can ultimately boost up the way we learn things, but not ruining the consequential manner as to how they relate to our society.
Since diversity comes in addendum to the students that take admission at McGraw University, the relative dynamics of the university are suited to the development of online education that compliments their culture. A combo of homogenized education therefore set in, making education a great prospect for those who wish to progress dynamically.
