Digital storytelling : the impact on student engagement, motivation and academic learning

The purpose of this literature review was to examine the effects of storytelling on student engagement and motivation, literacy skills, and content knowledge across curriculum areas. In this review, over thirty purposefully selected peer-reviewed journal articles about the effects of digital storytelling on students\u27 learning in the classroom were critically analyzed and evaluated. The research evidence showed that digital storytelling increases student motivation and engagement in student-centered projects. It had a positive effect on the improvement of literacy skills, other content knowledge and the 21st century skills both for the normal students and the students who normally struggle with writing a story. Students were more engaged when they were in control of reflecting, visualizing, and creating more meaningful digital stories to share with a large audience

User-generated content about brands : understanding its creators and consumers

This document is the Accepted Manuscript version of the following article: Sue Vaux Halliday, ‘User-generated content about brands: Understanding its creators and consumers’, Journal of business Research, Vol. 69 (1): 137-144, January 2016, made available under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License CC BY NC-ND 4.0 ( http://creativecommons.org/licenses/by-nc-nd/4.0/ ) The final, definitive Version of Record is available online via DOI: https://doi.org/10.1016/j.jbusres.2015.07.027This consumer research study investigates the meanings behind creating and consuming user-generated content (UGC) about brands. It touches on the broader issues of the lives of persons, rather than consumers. We discuss relevant theoretical underpinnings to our empirical two-stage study that we then describe in detail. From our findings we contribute a person-centric trope of the journey that individuals can be understood as participating in as they interact with brands on the Internet for personal formation and even transformation. We conclude that for the young adult population this activity is the interactive ongoing construction of identities, as persons rather than narrowly as consumers. These actions creating and consuming UGC also underpin potential for personal transformation, as proposed in the movie “Leaving Pleasantville”. Our contribution is both insight and a metaphor to explain a key driver of UGC creation in 21st century postmodern life.Peer reviewe

Race and gender in teacher preparation programs : how does being a white female inform leadership decisions in creating a culture of excellence for tomorrow's teachers?

Version of RecordTo create a culture of excellence in any organization, an effective leader must understand his or her leadership in all its dimensions. Education has been historically dominated by white women making it imperative that leaders in this field analyze their leadership in terms of gender and race. This becomes critical in the 21st century due to the widening "gap" between white female teachers and their increasingly diverse student population. This growing disconnect created by a "demographic imperative" is a particular challenge to teacher preparation programs where the student population is continuing the pattern of a majority of white, female preservice teachers for tomorrow's diverse classrooms. Current classroom dynamics especially in urban areas are demanding a cadre of teachers capable of understanding multicultural and diversity issues. Demographic shifts in K-12 classrooms call for culturally competent teachers skilled in building community and celebrating differences among students; however, current conditions reveal devastating consequences on our society.Rogers, A. (2009). Race and gender in teacher preparation programs: How does being a white female inform leadership decisions in creating a culture of excellence for tomorrow's teachers? InSight: Rivier Academic Journal, 5(2)

The Implications of Loraine James’s Production Approach as Real-time Production Performance Practice

My abstract for the Practice Research in 21st Century Music which took place at the University of West London. Details of the conference can be found here: http://www.c21mp.org/events/practice-research-in-21st-century-music/ The theme for this presentation develops arguments from my other work on DAWs, sampling and live coding. Abstract Regardless of movements like controllerism (Boon 2021), most productions still exhibit a division between studio and stage for the producer-performer and performer-producer type of artist practitioner. Real time production activities, when encouraged by DAW manufacturers, are usually in the service of creating an artefact for further editing and mixing rather than solving computer performance issues. This position is further complicated by notions of what constitutes real time performance with computers (see Burgess 2013: 85), as well as who controls the computer and who is doing the performing, which become central and critical concerns. Thus, Loraine James, a queer black female working class electronic musician, presents an interesting case for artistic research in this area to fill this clear gap in research. The knowledge implications for performance, production and pedagogy, which are all simultaneously bounded within this process, also extend to the decentering of production power relations and presence, such as women and their access to the identifier producer, within these fields (Reddington 2021: 4). James’s production-performance/performance-production approach circumvents many issues encountered by DAW artists, by adopting a specific method to their artistic working practice. This encapsulates pre-production, performance and post-production as a combined creative process generating three simultaneously derived and useful artefacts: 1. Performance; 2. Audio recording; 3. Video recording of the performance. This presentation’s contribution considers the affordances and constraints of James’s approach and why it might signal the reimaginaing of a more conventional production process for electronic music producers. I highlight the implications and applications for emergent producer-performer/performer-producer practitioners and theorise how this approach potentially (re-)solves related work based problems such as workflow and mediatization, possibly even monetisation, of digital musical production-performance labour. References Boon, H. (2021). Using DAWs as modelling tools for learning design sound-based applications in education, Journal of Music, Technology & Education, 13(2-3), pp. 305-322. Burgess, R., J. (2013). The Art of Music Production : The Theory and Practice, Oxford: Oxford University Press. Reddington, H. (2021), She’s at the Controls: Sound Engineering, Production and Gender Ventriloquism in the 21st Century. Sheffield : Equinox

Collaboration : a key competence for competing in the 21st century

It is now an accepted fact that in the 21st century competition will be between networks of organisations and individuals, which efficiently and effectively integrate their competencies and resources in order to compete in a global economy (Bititci et al, 2004). Similarly the SME'2000 conference, which was held in Bologna, concluded that 'SMEs belonging to networks are often more competitive and innovative than those operating in isolation. When working together, SMEs can increase their focus through specialisation in functions that are complementary within their networks'

The Analysis of Entrepreneurship Education Profile For Educatioanal Institutions of Hihger Education in Yogyakarta

ABSTRACT Purpose: This study aims to describe entrepreneurship education profile (EE Profile) of the five LPTKs in DIY. The research based on strategic role of EE in generating creative entrepreneurs who meets 21st century skills. The main target of the study was to describe; (1). Characteristics of lecturers and students, (2) Competencies to be developed, (3). Learning process, (4). Assessment to be used, (5). Needs of improvement. Methods: The study used quantitative approach this type of survey. The populations were lecturers and students participating in the course come from five LPTK. Data was collected by questionnaire and group discussions (FGD). This study used primary and secondary data collected from 48 lecturers of enterpreneurship and 246 students who joined in the entrepreneurship course. Data was analyzed using simple frequency analysis technique for quantitative data and descritive analysis for the qualitative data. Findings: The results revealed that: (1). Lecturers have minimum teaching experience (on average, 3.45 years). Most of the lecturers hold master degree but 33% of the total lecturers said not match to teach entrepreneurship related with their qualification. Only half of them who have had a certificate in entrepreneurship, but the training was less than 33 % of the total lecturers. Majority of the students (78%) has had appropriate background to be trained on entrepreneurship; unfortunately there are only a few who got training seriously. A few of students (19%) hold a certificate on entrepreneurship but most of them felt less adequate (2). Competencies tend to more focused on creativity and innovation, but less concerned to 21st centuryespecially on collaboration and communication. (3). Majority of students felt impressed that the learning occur innovatively, but students said the learning material was still out of date. ICT was not sufficiently integrated in the learning process to enrich learning materials and process. EE was still taught separately between theory and practice in an average composition of about 57% of theory and 43% of practice, (4). Assessments were still dominated by written tests, even used to assess skills as creativity and innovation that were not appropriate (5). Lecturers and students expressed need to learning model that emphasizes the practice more and reduces the theory. Project based learning tended to be developed and raised as alternative model for EE

Rethinking university assessment

Developments in globalisation and new technologies are making significant impacts in higher education. Universities in a global market are increasingly concerned to reorient their degree programmes to meet the vocational needs of the Knowledge Economy. A growing adoption of technology enhanced learning, through blended and networked learning, has the potential to transform higher education practice – but assessment methods have been slow to change. This paper argues the case for universities to align assessment methods to meet the needs of 21st Century knowledge workers. It identifies skills and dispositions associated with graduate occupations in the Knowledge Economy, informing a new conceptual model for assessment. Radical recommendations are made to faculty staff and university policymakers: instead of centring assessment on the personal, academic achievements of individuals at the end of a degree course, the focus should instead be on the quality of the collective, applied achievements of students operating in project teams

Democratic Enterprise : Ethical Business for the 21st Century

Published with the support of the Scottish Government and the Economic and Social Research CouncilPublisher PD

21st Century Skills for 21st Century Jobs

Joint Agency Report21stCenturySkillsJobs.pdf: 8198 downloads, before Oct. 1, 2020

Transformation of entrepreneurial leadership in the 21st century: prospects for the future

The 21st century imposed many challenges on mankind, among them there is a very important problem of entrepreneurial leadership transformation. Entrepreneurship gradual modification under the pressure of factors of innovation, informatization of the environment and the need for socialization of the relations between businessmen and society has led to the need of new understanding of leadership positions. The purpose of this scientific research is to substantiate the style of entrepreneurial leadership, which will become dominant in the 21st century. Analyzing and systematizing the scientific works of many modern scholars by the methods of theoretical synthesis, analysis and synthesis, we have solved the problems of entrepreneurial leadership transformation. The use of the historical and logical method has revealed the relationship between the entrepreneurial leadership development and entrepreneurial types. The study found that the global business environment requires new leaders, whose key competences will meet the needs of society, educational space, ethical requirements, etc. Studying the similarities and differences of various leadership styles has become the basis for the allocation of a new style – the leadership of conscious influence, the main characteristics of which are given in this research. In order to achieve the goals, set by the leader-entrepreneur, it is proposed to systematize the leadership opportunities on tactical and strategic, the factors of influence on their realization in the future are generalized. By the method of scientific and theoretical prediction the portrait of an entrepreneur in a global perspective has been formed. Prospects for further research in this area are the development of a methodology for evaluating the effectiveness of business leaders' actions and systematization of ways to increase their effectiveness in the future