Item Type | Journal Article |
---|---|
Author | Ulrike Unterthurner |
Author | Johanna Baumgartner |
URL | https://www.degruyter.com/document/doi/10.1515/abitech-2022-0004/html |
Volume | 42 |
Issue | 1 |
Pages | 30-42 |
Publication | ABI Technik |
ISSN | 2191-4664 |
Date | 2022-02-01 |
Extra | Publisher: De Gruyter |
DOI | 10.1515/abitech-2022-0004 |
Accessed | 2022-03-02 23:54:00 |
Library Catalog | www.degruyter.com |
Language | en |
Abstract | Zusammenfassung Die neue Stadtbibliothek Dornbirn wurde im Januar 2020 eröffnet. Sie wurde als offenes Wohnzimmer für alle Generationen konzipiert. Ihre besondere Form entstand aus vier frei verbundenen Parabeln und hat eine hohe symbolische Bedeutung, die auf die Ringparabel von Gotthold Ephraim Lessing anspielt. In seiner architektonischen Form repräsentiert das Gebäude die Grundwerte der Bibliothek: Toleranz, Offenheit und Kommunikation auf Augenhöhe. Auf insgesamt 1 170 m 2 , die sich über drei barrierefrei zugängliche Ebenen verteilen, bietet die Bibliothek Platz für Medien, Lounge-ähnliche Bereiche, ruhige Lernplätze und Räume für Workshops und Diskussionen. Die gesamte Bibliothek ist in ihrer Nutzung höchst flexibel. Alle Bibliotheksbereiche können so ausgestattet werden, dass sie unterschiedliche Lern- und Veranstaltungssettings ermöglichen. Design und Inneneinrichtung unterstreichen den wohnlichen Charakter der Bibliothek, die sich zum umgebenden Park öffnet. Sie bietet Veranstaltungen an, Raum für Erholung und zum Spielen. |
Item Type | Book |
---|---|
Author | A. Becker |
Author | R. Stang |
URL | https://books.google.de/books?id=0WXUvwEACAAJ |
Publisher | Walter de Gruyter GmbH |
ISBN | 978-3-11-064946-8 |
Date | 2020 |
Item Type | Journal Article |
---|---|
Author | Mario Hütte |
Author | Susanne Kundmüller-Bianchini |
Author | Annette Kustos |
Author | Annemarie Nilges |
Author | Anja Platz-Schliebs |
URL | https://www.degruyter.com/view/j/bfup.2009.33.issue-2/bfup.2009.016/bfup.2009.016.xml |
Volume | 33 |
Issue | 2 |
Publication | BIBLIOTHEK Forschung und Praxis |
ISSN | 0341-4183, 1865-7648 |
Date | 01/2009 |
DOI | 10.1515/bfup.2009.016 |
Accessed | 2020-02-24 11:27:51 |
Library Catalog | DOI.org (Crossref) |
Language | de |
Item Type | Book |
---|---|
Author | A. Becker |
URL | https://books.google.de/books?id=ScGnwgEACAAJ |
Publisher | Hochschule der Medien |
Date | 2017 |
Item Type | Web Page |
---|---|
URL | https://www.hermanmiller.com/en_gb/research/categories/white-papers/rethinking-the-classroom/ |
Accessed | 2020-02-23 20:35:52 |
Website Type | Website einer Möbelmarke |
Language | en-GB |
Abstract | How the design and furnishing of learning spaces can increase levels of engagement and foster active learning and teaching. |
Website Title | Herman Miller |
Item Type | Book |
---|---|
Author | V. Heinzel |
Author | T. Seidl |
Author | R. Stang |
URL | https://books.google.de/books?id=R5luzQEACAAJ |
Series | Lernwelten Series |
Place | Berlin |
Publisher | Walter de Gruyter GmbH |
ISBN | 978-3-11-066228-3 |
Date | 2020 |
Language | deutsch |
Abstract | In Hochschulen, Bibliotheken, Erwachsenenbildungseinrichtungen, Bildungs- und Kulturzentren sowie kulturellen Einrichtungen wie Museen werden neue Lernumgebungen sowohl für den physischen als auch den digitalen Raum konzipiert. In dieser Reihe werden nicht nur didaktisch-methodische Settings vorgestellt, sondern auch die organisatorische, bauliche und digitale Gestaltung von Lernräumen. Unter den Perspektiven Lernen, Lehren und Wissensgenerierung entsteht so ein ganzheitliches Verständnis von Lernwelten. |
Short Title | Lernwelt Makerspace: Perspektiven im öffentlichen und wissenschaftlichen Kontext |
# of Pages | 225 |
Item Type | Book |
---|---|
Author | Richard Stang |
URL | https://www.degruyter.com/view/title/523480 |
Series | Lernwelten |
Edition | 1 |
Place | Berlin, Boston |
Publisher | De Gruyter Saur |
ISBN | 978-3-11-050111-7 |
Date | 2021 |
Language | deutsch |
Abstract | Eine intensivere Zusammenarbeit von Bibliotheken und Bildungseinrichtungen fördert eine bildungsorientierte Stadtentwicklung. Die räumliche und teilweise auch organisatorische Zusammenführung von Bibliotheken, Volkshochschulen und andere Institutionen ist wissenschaftliche noch nicht aufbereitet. Anhand von 10-15 Beispielen werden Entwicklung und Angebot, organisatorische und räumliche Strukturen sowie Konzepte der Zusammenarbeit vorgestellt. |
Short Title | Bildungs- und Kulturzentren als kommunale Lernwelten |
# of Pages | 220 |
Item Type | Attachment |
---|---|
URL | https://www.hermanmiller.com/content/dam/hermanmiller/documents/solution_essays/se_Rethinking_the_Classroom.pdf |
Accessed | 2020-07-14 21:32:33 |
Link Mode | 1 |
MIME Type | application/pdf |
Item Type | Presentation |
---|---|
Presenter | Sylvia Beiser |
URL | https://www.bibliotheksverband.de/fileadmin/user_upload/Landesverbaende/Hessen/Bibliothekstage/Bibliothekstag2009_Vortrag_Beiser.pdf |
Place | Wetzlar |
Date | 11.05.2009 |
Accessed | 2020-02-24 |
Type | Vortrag |
Meeting Name | Hessischer Bibliothekstag |
Language | de |
Abstract | - Der Begriff „Lernort Bibliothek“ - Räumliche Anforderungen an die Bibliothek als Lernort - Lernbedürfnisse verschiedener Benutzergruppen - Ausblick |
Item Type | Journal Article |
---|---|
Author | Lucila Carvalho |
Author | Pippa Yeoman |
URL | https://onlinelibrary.wiley.com/doi/abs/10.1002/berj.3483 |
Rights | © 2018 British Educational Research Association |
Volume | 44 |
Issue | 6 |
Pages | 1120-1137 |
Publication | British Educational Research Journal |
ISSN | 1469-3518 |
Date | 2018 |
DOI | 10.1002/berj.3483 |
Accessed | 2019-06-16 17:09:57 |
Library Catalog | Wiley Online Library |
Language | en |
Abstract | Innovative learning spaces have emerged in response to the influx of educational technologies and new social practices associated with twenty-first-century learning. Whilst dominant narratives of change often suggest that alterations in the designed environment for learning will result in changed practice, on the ground educators are struggling to align their pedagogical models with new spaces for learning, direct instruction is still common, and technologically deterministic narratives mask a failure to engage with the materiality of learning. This article argues for a non-deterministic theory of things in educational research and calls for a deeper understanding of the flows of matter, information and human–thing dependence, which will render visible the heterogeneous entanglements characteristic of innovative spaces for learning. It highlights that educational designers (e.g. teachers, space planners, architects, instructional designers) are in pressing need of analytical tools capable of supporting their work in ways that promote correspondence between (a) pedagogy, place and people and (b) theory, design and practice. In response, we introduce an analytical approach to framing learning entanglement that accounts for the artefacts, resources and tools available to learners; the choice of tasks and pedagogical models and the social roles and divisions of labour governing any given learning situation. Finally, we practically demonstrate how this approach aids in identifying correspondence or dissonance across dimensions of design and scale levels, in both the analysis and design of complex environments for learning. |
Short Title | Framing learning entanglement in innovative learning spaces |
Item Type | Journal Article |
---|---|
Author | Melinda Mathe |
URL | https://gupea.ub.gu.se/handle/2077/57812 |
Date | 2018-09-27 |
Journal Abbr | Practices and Challenges of Science Teachers in International Baccalaureate Diploma Programs |
Accessed | 2019-06-16 16:57:59 |
Library Catalog | gupea.ub.gu.se |
Language | eng |
Abstract | Purpose: The aim of this study was to explore the practices and challenges of teachers using interactive and multimedia-based Digital Textbooks (DT) in International Baccalaureate Science Diploma Programs (IBDP) and investigate whether they could support student-centered learning methods such as Flipped Learning (FL). Theory: The study employed Activity Theory to investigate activities of teachers in their school environments. Method: Perspectives, practices and challenges of seven teachers were captured through semi-structured interviews and non-participatory observations of classroom teaching activities over a period of 4 weeks. Results: The study found that the DTs supported teaching activities for Flipped Learning, helped teachers to create solutions for diverse ability classrooms and aided selfdirected learning of students. When integrated into teaching, DTs served as an additional interaction channel between teachers and their students. However, the level of integration among teachers was uneven due to significant differences in perceived benefits. Further, the findings showed that the availability of the DTs to students did not automatically translate into motivation of use and engagement. Thus, it is recommended that teachers identify and employ strategies and share their experiences to facilitate learning with the DTs. The current and future anticipated needs of teachers identified in this study should be also considered by the developers. Further, the study proposes the investigation of student motivation and engagement with DTs with a focus on learner needs in higher and standard level study tracks. |
Item Type | Book |
---|---|
Author | Edith Hammer |
Publisher | Springer-Verlag |
ISBN | 978-3-658-23367-9 |
Date | 2018-08-21 |
Extra | Google-Books-ID: FHhqDwAAQBAJ |
Library Catalog | Google Books |
Language | de |
Abstract | Edith Hammer analysiert aus wissenssoziologischer Perspektive die Verbreitung des lebenslangen Lernens als bildungspolitisches Leitprinzip. Ausgehend von der Annahme, dass in einer mediatisierten Welt, nur mehr diejenigen das soziale Geschehen verstehen können, die auch die Medien verstehen, konzentriert sich die Studie auf eine Analyse von Medieninhalten. Basierend auf der Rekonstruktion thematischer Diskursstränge beschreibt die Autorin Medienframes, innerhalb derer sich die mediale Bedeutungskonstruktion vollzieht. Ergänzend dazu werden Steuerungsmechanismen rekonstruiert, die als Technologien zur Verbreitung des lebenslangen Lernens beitragen. Die abschließende Untersuchung zeigt, dass sich lebenslanges Lernen wesentlich entlang eines Kompensations- und Wettbewerbsprinzips diskursiv formiert. |
Short Title | Lebenslanges Lernen in der Mediengesellschaft |
# of Pages | 254 |
Item Type | Web Page |
---|---|
URL | https://thinkspace.csu.edu.au/gblcompendium/part-1-motivation/lunchtime-gaming-in-the-school-library/ |
Accessed | 2019-06-16 16:37:46 |
Item Type | Book Section |
---|---|
Author | Brandy Yee |
Author | Anne Sliwka |
Author | Matti Rautiainen |
Editor | Brandy Yee |
Editor | Anne Sliwka |
Editor | Matti Rautiainen |
URL | https://doi.org/10.1007/978-3-319-52602-7_3 |
Place | Cham |
Publisher | Springer International Publishing |
Pages | 71-113 |
ISBN | 978-3-319-52602-7 |
Date | 2018 |
Extra | DOI: 10.1007/978-3-319-52602-7_3 |
Accessed | 2019-06-16 16:35:06 |
Library Catalog | Springer Link |
Language | en |
Abstract | Describing the system of education in Canada is akin to trying to describe the nation itself—complex. It is perhaps difficult to pinpoint defining features, the country being viewed by many on the world stage as strong and stable; yet on home soil, many Canadians struggle to articulate where the essence of their country lies. [I am one of those Canadians. That being said, I feel very fortunate to live, work and raise my children in Canada. I look out my window and see the Rocky Mountains; I breathe clean air and have clean water to drink any time I turn my faucets on; my children walk to school in what I feel is as safe a neighbourhood as you will find in a large Canadian city; and, I am fortunate to have a good paying job doing something I love that also provides for my family.] But—and perhaps the one “thing” many Canadians struggle with most is that when questioned they would be hard pressed to explain what “the Canadian experience” is. In large part this is due to the fact that being Canadian is far from a singular experience shared by all. Canada is such a diverse country, welcoming with opens arms people from all nations as though they were our own. Canadians come in all shapes and sizes, colours and voices, and for the most part, the people tend to make “it” work. Describing the Canadian education system is in many ways the same—education in Canada is not a singular entity. It is complex and diverse, dynamic—yet in some cases so very slow to change, to reflect the world our students are growing up in. |
Book Title | Engaging Adolescent Learners: International Perspectives on Curriculum, Pedagogy and Practice |
Item Type | Book Section |
---|---|
Author | Stefanos Αrmakolas |
Author | Chris Panagiotakopoulos |
Author | Anthi Karatrantou |
Author | Dimitris Viris |
Editor | Tassos Anastasios Mikropoulos |
URL | https://doi.org/10.1007/978-3-319-95059-4_7 |
Place | Cham |
Publisher | Springer International Publishing |
Pages | 123-134 |
ISBN | 978-3-319-95059-4 |
Date | 2018 |
Extra | DOI: 10.1007/978-3-319-95059-4_7 |
Accessed | 2019-06-16 16:33:47 |
Library Catalog | Springer Link |
Language | en |
Abstract | It is a common fact that free and open-source software wide usage is a great challenge not only for computer science and software technology but also for all aspects of modern life, such as e-government, health, and entertainment. Education field is not an exception; the increasing permeation of information and communications technology in the classroom is of intense interest, and educational software has significantly been involved into the educational process design. Free software and open-source software, among various available educational software, has a great perspective respecting zero school budget and improvement of laboratories’ software infrastructure and occupancy. Besides, we have to undoubtedly take into consideration that the possibility of installing the educational software at both teachers’ and students’ personal computers at home enables them to better facilitate and support their teaching and learning, respectively.The purpose of this study is to imprint pre-service and in-service teachers’ attitude toward free and open-source software usage in the educational process. |
Book Title | Research on e-Learning and ICT in Education: Technological, Pedagogical and Instructional Perspectives |
Short Title | Integrating Free and Open-Source Software in the Classroom |
Item Type | Book Section |
---|---|
Author | Brandy Yee |
Author | Anne Sliwka |
Author | Matti Rautiainen |
Editor | Brandy Yee |
Editor | Anne Sliwka |
Editor | Matti Rautiainen |
URL | https://doi.org/10.1007/978-3-319-52602-7_5 |
Place | Cham |
Publisher | Springer International Publishing |
Pages | 139-159 |
ISBN | 978-3-319-52602-7 |
Date | 2018 |
Extra | DOI: 10.1007/978-3-319-52602-7_5 |
Accessed | 2019-06-16 16:30:43 |
Library Catalog | Springer Link |
Language | en |
Abstract | Finland is known globally for two things: first, Santa Claus who is living in Korvatunturi in Lapland, near the Russian border; and second, education. A huge success in the international Programme for International Student Assessment (PISA) results in the early 2000s raised Finnish education to the core of educational discussion all around the world. Finland’s top rankings in not only one category but in all three main test categories—literacy, mathematics and science—has led to many questions as to the origins of this success. The answers lay in two main categories: the developmental history of Finnish compulsory school and teacher education. In Finland, PISA results were of more importance for others than teachers and experts in the field of education. Many stakeholders, especially from the business world, had been criticizing Finnish compulsory school since the 1970s. They were worried about the efficiency of the Finnish school and questioned the quality of learning. The PISA results ended this critique. Teachers and other experts in education had a very realistic attitude towards PISA results, although the same could not perhaps be said of other stakeholders. Educators had been developing their work based on aims set down in the Finnish national core curriculum. PISA was only four letters for most in the field of education, and PISA was also a system most had only heard of for the first time in the early 2000s. The professional development work of teachers in Finland has for some time been grounded in many reasons other than success in PISA surveys (see e.g. Sahlberg 2015; Rautiainen and Kostiainen 2015). |
Book Title | Engaging Adolescent Learners: International Perspectives on Curriculum, Pedagogy and Practice |
Short Title | Finland |
Item Type | Web Page |
---|---|
URL | https://www.researchgate.net/publication/327466500_Oeben_M_Klumpp_M_Die_Berufsschulsysteme_in_Tunesien_und_Deutschland_-_Ein_systematischer_Vergleich_im_Rahmen_der_wissenschaftlichen_Evaluation_des_Projektes_OpporTUNIty_Arbeitsbericht_Nr_43_Institut_f |
Accessed | 2019-06-16 10:06:46 |
Item Type | Journal Article |
---|---|
Author | Fiona Affeldt |
Author | Antje Siol |
Author | Silvija Markic |
Author | Ingo Eilks |
URL | https://onlinelibrary.wiley.com/doi/abs/10.1002/ckon.201700502 |
Rights | © 2018 Wiley‐VCH Verlag GmbH & Co. KGaA, Weinheim |
Volume | 25 |
Issue | 7 |
Pages | 255-262 |
Publication | CHEMKON |
ISSN | 1521-3730 |
Date | 2018 |
DOI | 10.1002/ckon.201700502 |
Accessed | 2019-06-16 10:03:43 |
Library Catalog | Wiley Online Library |
Language | de |
Abstract | Die Herausforderung, auf eine zunehmend heterogene Schülerschaft zu reagieren, ist nicht nur eine Aufgabe von Schule. Da naturwissenschaftliche Bildung verstärkt auch in der Kooperation von Schulen und außerschulischen Bildungsträgern stattfinden sollte, stellen sich Fragen etwa an Schülerlabore, ob und wie diese der zunehmenden Heterogenität ihrer Besucherinnen und Besucher begegnen. Dieser Beitrag diskutiert Ansätze zur Differenzierung im Schülerlabor für besonders heterogene Lerngruppen. Es werden ein Modell und verschiedene Maßnahmen zur Differenzierung im Schülerlabor vorgestellt. Ergebnisse aus der Evaluation deuten an, dass das Differenzierungsmodell für das Schülerlabor gut einsetzbar ist und die verwendeten Methoden, u.a. durch Comics unterstütze Versuchsanleitungen und abgestufte Lernhilfen, auf große Zustimmung bei den Lernenden stoßen |
Item Type | Thesis |
---|---|
Author | Abdullah Mamun |
Date | September 17, 2018 |
Extra | DOI: 10.14264/uql.2018.607 |
Library Catalog | ResearchGate |
Abstract | One of the profound educational challenges in the modern world where technology is all pervasive is for educators to harness the complex array of available tools in the quest to provide learning environments that facilitate the learning of students with diverse backgrounds and learning preferences. Engagement with this challenge has the potential to lead to the development and provision of programs that allow a more diverse student population to access these resources and become independent learners. However, the methods for the successful implementation of these technologies are still problematic in curriculum areas such as science education. This suggests that determining the features of such programs that are reflective of individual student needs requires careful deliberation and calibration. In this context, it is considered that the quality of differentiated support, referred to as scaffolding, is paramount in the design and structure of programs offered to students in an online environment. This study strives to determine how to empower students as online learners and the role of scaffolded learning modules to support student engagement in their inquiry process has been investigated in the context of self-directed online environments. A powerful pedagogical scaffolding strategy, predict, observe and explain (POE) (White et al., 1992), originating from the paradigm of constructivism, has been adopted to formulate an extended predict, observe, explain and evaluate (POEE) pedagogical framework by introducing an additional Evaluate (E) phase. This noble scaffolding framework has been employed as the platform for the development of two learning modules that are used in this study to guide students in the process of learning abstract science concepts. A mixed method research study has been applied to examine students’ engagement and learning approaches within the scaffolded learning environment. This has been transacted through interviews, observations, video recordings and student written responses to provide a clear, multifaceted picture of students’ independent interactions with the learning modules. Findings from this study support the strategic value of an evaluate (E) phase, as an extension of the widely used predict, observe and explain (POE) scaffolding framework, in new learning contexts notably in self-directed online learning. In particular, the study exposed the considerable influence of strong instructional supports, strategic integration of multiple external representations, and question prompts embedded in the POEE scaffolded learning modules on students’ ability to engage effectively with independent study. It is significant that learners with prior knowledge and experience benefitted most in this self-directed environment in terms of their level of engagement and the deeper learning approaches they adopted; conversely the lack of prior knowledge and relevant experiences for some learners jeopardized their opportunity to gain deeper science conceptual understandings. This implies the need for more personalized learning settings for novice learners. This study concludes that despite the inherent limitations manifest in the online context, scaffolded learning modules can provide a proximal learning environment for inquiry-based online learning. The findings of this study contribute to the growing body of evidence demonstrating that the strategically designed implementation of inquiry-based online learning holds promise for the creation of a successful learning environment to meet the ever-changing demand for online educational reform. |
Short Title | The role of scaffolding in the instructional design of online, self-directed, inquiry-based learning environments |
Item Type | Journal Article |
---|---|
Author | Andrew A. Tawfik |
Author | Kyung Kim |
Author | Maureen Hogan |
Author | Fortunata Msilu |
URL | https://doi.org/10.1177/0735633118799750 |
Pages | 0735633118799750 |
Publication | Journal of Educational Computing Research |
ISSN | 0735-6331 |
Date | October 3, 2018 |
Journal Abbr | Journal of Educational Computing Research |
DOI | 10.1177/0735633118799750 |
Accessed | 2019-06-16 09:57:19 |
Library Catalog | SAGE Journals |
Language | en |
Abstract | Theorists suggest that collaboration is a key aspect in online, inquiry-based learning. However, research finds that meaningful interaction is challenging, and learners struggle to sustain interaction. One way to scaffold collaborative problem-solving is through case libraries; however, few studies have explored how the type of experience depicted in a case library (success and failure) catalyzes learning. To address this gap, this study explored how the presence of success versus failure case libraries supports learning in terms of understanding of the problem space, conceptual space, knowledge construction convergence, and social network interaction. Results found no differences between conditions when discussing the problem space. However, results found that the failure group outperformed the success condition in terms of conceptual space, knowledge construction convergence, and social network interaction. As it relates to scaffolding using case-based reasoning theory and failure-driven memory theory, the failure cases helped to scaffold learners understanding of the broader conceptual space, knowledge construction, and learner–learner interaction. Additional implications for inquiry-based learning and scaffolding using case-based reasoning theory and failure-driven memory theory are provided. |
Item Type | Thesis |
---|---|
Author | Hamdan M. Alzahrani |
URL | file:///Users/lenapopp/Downloads/Alzahrani%20PhD%20Thesis.pdf |
Date | July 2018 |
Type | PhD |
Language | en |
University | University of Wolverhampton |
Abstract | The nature and quality of the built learning environment affect occupants’ comfort, wellbeing and performance. Within the broad range of studies of the physical indoor environment reported in the literature, there are several which have focused on the effects of these environmental conditions on the comfort and physical health of students and teachers, while the main consideration in others is the organizational health of the school. The parameters, which are measured often concern the state and condition of the physical environment. Categories of building features, which appear to influence comfort, health and wellbeing, include thermal sensation, acoustics, lighting, air quality, classroom equipment, learning resources and other aspects of the teachers’ workspace. Those components of the physical of indoor environment, which are considered to most strongly affect occupants’ comfort, wellbeing and performance, are subject to sets of standards. The aim of this study is to elucidate the association between the indoor environmental quality (IEQ) of educational buildings and teachers’ performance. Following a comprehensive review of the literature on the effects of IEQ on teachers’ comfort, wellbeing and performance, a case study was conducted in which physical measurements were made of a range of indoor environmental variables in the classrooms of a technical college in Saudi Arabia, during lessons. At the same time, the teachers of those classes were asked to complete a questionnaire designed to investigate the quality of the indoor environment and explore teacher performance. An artificial neural network was then used to create an assessment model in order to test the hypothesis that the quality of the indoor physical environment in educational buildings is related to teacher performance and to predict future data. This research makes both academic and practical contributions to the study of the relationship between IEQ and teachers’ performance. The findings of this research will be used as a primary knowledge resource for future researches and to identify initial IEQ parameters and tools for further in-depth studies. In practical terms, it offers standards to help designers to consider the importance of IEQ and its impact on building users. |
# of Pages | 279 |
Item Type | Book |
---|---|
Editor | Barbara Merrill |
Editor | Andrea Galimberti |
Editor | Adrianna Nazinska |
Editor | Jose Gonzalez-Monteagudo |
Series | Research on the education and learning of adults |
Place | Leiden ; Boston |
Publisher | Brill Sense |
ISBN | 978-90-04-37546-8 978-90-04-37545-1 |
Date | 2018 |
Call Number | LC5225.S64 C66 2018 |
Series Number | volume 6 |
Library Catalog | Library of Congress ISBN |
Short Title | Continuity and discontinuity in learning careers |
# of Pages | 198 |
Item Type | Book |
---|---|
Author | Peggy Keeran |
Author | Carrie Forbes, Associate Dean for Student and Scholar Services, University of Denver Libraries |
Publisher | Rowman & Littlefield |
ISBN | 978-1-5381-1372-1 |
Date | 2018-09-22 |
Extra | Google-Books-ID: SSVnDwAAQBAJ |
Library Catalog | Google Books |
Language | en |
Abstract | In Successful Campus Outreach for Academic Libraries: Building Community Through Collaboration, Peggy Keeran and Carrie Forbes bring together a variety of ways academic libraries are engaging with their communities through outreach, with creativity and the spirit of collaboration as major themes throughout. As a compendium of best practices, it serves as a resource for academic librarians to discover new programming ideas, to learn principles of effective marketing, and to help them think strategically and programmatically about outreach activities of all types. Topics are presented in four sections: Strategic Vision and PlanningDeveloping and Implementing Successful ProgramsCommunity Outreach: The Academic Library in the CommunityBroadening Library Outreach AudiencesPractitioners designing outreach programs and activities will benefit from learning about a diverse set of outreach practices from libraries. |
Short Title | Successful Campus Outreach for Academic Libraries |
# of Pages | 251 |
Item Type | Thesis |
---|---|
Author | Alice Lida Taherzadeh |
URL | http://www.diva-portal.org/smash/get/diva2:1233685/FULLTEXT01.pdf |
Place | Stockholm, Sweden |
Date | 2018 |
Type | Master thesis |
Language | en |
University | Stockholms Universitet |
Abstract | This study aims to investigate learning practices within Time Banks in Spain. Time Banking is a community currency concerned with the exchange of services between members using time as the currency. Parallels can be drawn with Ivan Illich’s ‘Skills Exchange’ model in Deschooling Society (1971b) and this provides the initial motivation for the study of Time Banks from an educational perspective, which is identified as a gap in the literature. Moving on from Illich, the investigation of Time Banks is considered in relation to the wider context of Lifelong Learning and the Learning Society. The heterogeneity of Time Bank models in Spain motivates a comparative research design based on differing organisational logics, whilst the exploratory nature of investigating Time Banks as spaces of learning motivates a case study methodology in order to gain a contextualised understanding of the problem. The study finds that the Time Banks are built on principles of Mutual Aid (Kropotkin, 1902) and, whilst practices and values resonate somewhat with Illich’s critiques of modernism, a skills exchange model does not best represent the learning that takes place in Time Banks. Furthermore, this research finds that in all three Time Banks, the exchange of services forms only a small part of overall activities. Additional activities provide opportunities for the exchange of skills and knowledge between participants. However, the learning highlighted as more important by TB users is learning to participate. That is, learning solidarity and personal and social skills through active participation in the Time Bank. These findings are then positioned within the context of radical adult education and future lines of inquiry are identified. |
# of Pages | 97 |
Item Type | Conference Paper |
---|---|
Author | Prof A. Mji, Tshwane University of Technology, South Africa |
Author | Prof G.O.M. Onwu, University of Pretoria, South Africa |
Author | Prof J. O. Uhomoibhi, University of Ulster, Ireland |
Author | Dr David Kabugo, Makerere University, Uganda |
Author | Dr Olubukola Dada, Kwara State University, Nigeria |
Author | Jose Maria del Campo, Technical University of Madrid, Spain |
Author | Prof L.D. Mogari, University of South Africa, South Africa |
Author | Dr B.B. Chitsamatanga, University of Fort Hare, South Africa |
Author | Dr Gladys Charles-Ogan, University of Port Harcourt Nigeria |
Author | Dr M. P. Rankhumise, Tshwane University of technology, South Africa |
Author | Mr. Jonatan Muzangwa, Great Zimbabwe University, Zimbabwe |
Author | Dr F. O. Nkire, Abia State University, Nigeria |
Author | Dr E.H.Mbozi, University of Zambia |
Author | Dr D. Nwaozuzu, Coventry University, UK |
Author | Danbaba Magana Na-Allah, Federal College of Education Gusau, Nigeria |
Author | Prof Zephrinus Njoku, University of Nigeria |
Author | Prof CE Ochonogor, Cape Peninsula University of Technology |
Author | Dr Chrysoula Argyris Dimitriou, Ministry of Education Cyprus |
URL | http://aa-rf.org/wp-content/uploads/2018/09/SAICEd-2018-Proceedings.pdf |
Place | Manhattan Hotel Pretoria, South Africa |
Publisher | African Academic Research Forum |
Pages | 448 |
ISBN | 978-0-620-81312-9 |
Date | 2018 |
Conference Name | SOUTH AFRICA INTERNATIONAL CONFERENCE ON EDUCATION |
Language | en |
Abstract | The challenges faced today by all those working in education are massive. In this 21st century new challenges continually arise as the boundaries of the age of the knowledge economy expand. Those who identify with the vision of the African Academic Research Forum (AARF) know that it is imperative for them to deliberate upon the impact education should have on society and to share their educational experiences with colleagues from Africa and beyond. It is crucial for us to ensure that there is a cross-pollination of ideas and to recognize that by sharing best practice we push the boundaries of knowledge in the interests of learners and students of all ages. On this basis we selected the theme of this 5th South Africa International Conference on Education (SAICEd) to be: Rethinking teaching and learning in the 21st century. The theme is in recognition of the fact that we need to reconsider our outdated teaching practices in line with the technology-savvy students we encounter in our lecture halls. We will achieve this when there is a greater sharing of successful practices. The intention of the AARF, through the SAICEd 2017 Conference, is to ensure that Proceedings contains only papers that have gone through a rigorous, blind peer-review process. We can assure all participants that our reviewers are experts in the field of education who would approve only work that reflects international standards. We received a total of 53 long papers for possible presentation and publication from participants in ten countries. The final number of papers accepted was 30. Hence this document contains these 30 long papers that, through the process described here, were accepted. We are also happy to report that almost all participants submitting abstracts were invited to the conference. We did this because we understand (i) the importance of sharing one’s research with others; and (ii) how this allows, especially new researchers, an opportunity to interact with renowned researchers in their field. The reviewers have worked tirelessly to ensure that the papers presented at this conference are comparable to those at any other conference in the field of education. The esteemed keynote speakers, experts in their respective fields, as well as the workshop presenters, bring their time and expert knowledge to the conference. In sharing their knowledge with our participants they extend the boundaries for all in the interests of education. Finally, we offer a word of appreciation to the technical staff and the editors who have ensured that the book of abstracts and the Proceedings are ready in order for the conference to run smoothly. Their assistance is greatly appreciated. To everyone, best wishes to you and enjoy the conference. Prof A. Mji Conference Chair |