Critical Voices: Reinterpreting American History at the Eiteljorg Museum

The complexity of the relationship between Native Americans and Western Americans is reflected in the visual culture of both societies, and in how it is displayed within the context of museums. The Eiteljorg Museum of American Indians and Western Art is unique because it contains collections from both of these societies. It can be argued that displaying art from both societies in the same space only contributes to the colonial mindset because the voices of the Native Americans will be drowned out by the more dominant voices of the white settlers. I argue that the way that the Eiteljorg Museum presents their galleries and utilizes educational programming is beneficial in teaching all of the diverse perspectives of the American West. These diverse perspectives are too often excluded from history teaching requirements, which is why the Eiteljorg Museum serves as an excellent tool to teach the true stories of the American West through art and hands on learning. --Provided by the author

Tele-education Process Modelling supported by the ODP Enterprise Viewpoint Language

This paper reports on applying the ODP enterprise viewpoint in the domain of tele-education. The work is conducted as part of a research activity that aims at designing a tele-education system to support planning, execution and evaluation of dynamic distributed educational processes. We explore the ODP enterprise viewpoint as a basis for communication and co-operation between educational scientists and ODP systems designers involved in the design process. Our application of the enterprise viewpoint involves four main steps. First, an educational language is proposed to describe educational processes in generic terms. Second, a set of appropriate enterprise language concepts is selected. Third, a relationship is established between the educational language and enterprise language concepts. Fourth, an educational process is modelled in terms of an entity-oriented model and a behaviour-oriented model. It is hoped that the experience gained in this exercise will provide useful feedback to both the educational and ODP communitie

An experience of teacher education on task design in Colombia

We describe an experience in task design within an in-service secondary mathematics teacher education program in Colombia. Following a model known as didactic analysis, a team of researchers, educators, mentors and practicing teachers worked together in designing, implementing, assessing and reformulating secondary school mathematics tasks. We present here the main features of the framework on which the program is based, identify some of the characteristics of the experience lived by trainees, educators and researchers on task design during the first implementation of the program, and analyse the trainees’ assessment on their own proposals of tasks and on the contribution of the program on their task design competencies

DIGITAL: multidisciplinary and multidimensional in the classrooms

In this paper our aim is to analyse and present some pedagogical paths that prefigure and guide the teaching-learning devices developed "around" the digital tools. In this context issues related to the implementation with teaching methodologies and teaching techniques acquire a new dimension due to the need of transpose them into online learning environments (technologies to teach to technologies to learn). This starting point is a deep understanding from the analysis of actors in the online learning process: student, teacher, platform and e- contents. Thus, it is our goal in this chapter to promote digital education, think of teaching methods, tools and learning processes, to adapted to eLearninginfo:eu-repo/semantics/publishedVersio

Developing digital literacy in construction management education: a design thinking led approach

Alongside the digital innovations in AEC (Architectural, Engineering and Construction) practice, are calls for a new type of digital literacy, including a new information-based literacy informed by creativity, critical analysis and the theoretical and practical knowledge of the construction profession. This paper explores the role of design thinking and the promotion of abductive problem situations when developing digital literacies in construction education. The impacts of advanced digital modelling technologies on construction management practices and education are investigated before an examination of design thinking, the role of abductive reasoning and the rise of normative models of design thinking workflows. The paper then explores the role that design thinking can play in the development of new digital literacies in contemporary construction studies. A three-part framework for the implementation of a design thinking approach to construction is presented. The paper closes with a discussion of the importance of models of design thinking for learning and knowledge production, emphasising how construction management education can benefit from them

Mediating between practitioner and developer communities: the Learning Activity Design in Education experience

The slow uptake by teachers in post‐compulsory education of new technological tools and technology‐enhanced teaching methods may be symptomatic of a general split in the e‐learning community between development of tools, services and standards, and research into how teachers can use these most effectively (i.e. between the teaching practitioner and technical developer communities). This paper reflects on the experience of transferring knowledge and understanding between these two communities during the Learning Activity Design in Education project funded by the UK Joint Information Systems Committee. The discussion is situated within the literature on ‘mediating representations’ and ‘mediating artefacts’, and shows that the practical operation of mediating representations is far more complex than previously acknowledged. The experience suggests that for effective transfer of concepts between communities, the communities need to overlap to the extent that a single representation is comprehensible to both. This representation may be viewed as a boundary object that is used to negotiate understanding. If the communities do not overlap a chain of intermediate representations and communities may be necessary. Finally, a tentative distinction is drawn between mediating representations and mediating artefacts, based not in the nature of the resources, but in their mode and context of use