Posthumanist Education

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Preparing millennials as digital citizens and socially and environmentally responsible business professionals in a socially irresponsible climate

As of 2015, a millennial born in the 1990's became the largest population in the workplace and are still growing. Studies indicate that a millennial is tech savvy but lag in the exercise of digital responsibility. In addition, they are passive towards environmental sustainability and fail to grasp the importance of social responsibility. This paper provides a review of such findings relating to business communications educators in their classrooms. The literature should enable the development of a millennial as an excellent global citizen through business communications curricula that emphasizes digital citizenship, environmental sustainability and social responsibility. The impetus for this work is to provide guidance in the development of courses and teaching strategies customized to the development of each millennial as a digital, environmental and socially responsible global citizen

Nordic Childhoods in the Digital Age

"This book adds to the international research literature on contemporary Nordic childhoods in the context of fast-evolving technologies. It draws on the workshop program of the Nordic Research Network on Digital Childhoods funded by the Joint Committee for Nordic research councils in the Humanities and Social Sciences (NOS-HS) during the years 2019–2021. Bringing together researchers from Finland, Norway, Sweden, Denmark and Iceland, the book addresses pressing issues around children’s communication, learning and education in the digital age. The volume sheds light on cultural values, educational policies and conceptions of children and childhood, and child–media relationships inherent in Nordic societies. The book argues for the importance of understanding local cultures, values and communication practices that make up contemporary digital childhoods and extends current discourses on children’s screen time to bring in new insights about the nature of children’s digital engagement. This book will appeal to researchers, graduate students, educators and policy makers in the fields of childhood education, educational technology and communication.

The Construction of “Curriculum Ideology and Politic” in Finance and Law Courses under the Theory of Embodied Cognition

Financial and legal courses play a key role in the professionalism of financial students, but the “Curriculum Ideology and Politic” in this course area is facing problems such as the deviation of the subject and the content, the alienation of the course and the profession, and the disconnection between moral education and intellectual education. and intellectual education. An effective solution is to introduce the theory of embodied cognition, which emphasises students’ practice, experience and participation, and can effectively reconcile the contradiction between knowledge transmission and value shaping to ensure their consistency. Under the guidance of the concept of embodied cognition, the construction of “Curriculum Ideology and Politic” in combination with specific courses has proved its value in enhancing students’ participation and emotional resonance, and realised the same direction of knowledge transmission, ability shaping and value guidance. However, different “embodied” teaching behaviours still have limitations, and teachers still need to choose appropriate methods according to the teaching content and students’ characteristics. Looking ahead, the reform of Curriculum Ideology and Politic under the perspective of embodied cognition should pay more attention to the importance of teachers’ “teaching by words and example”, balance the relationship between human beings and technology, and ensure the effectiveness of Curriculum Ideology and Politic

Death masks and professional masks: community, values and ethics in legal education

This article is a case-study of simulation as a way of learning values and ethics, an approach implemented curriculum-wide within a postgraduate, professional legal educational programme, the Diploma in Professional Legal Practice, in Scotland. It involves learning face-to-face using conventional print resources, and also involves online digital resources. While the use of the web to simulate a professional environment is nothing new in itself, the implementation of it (first in the Glasgow Graduate School of Law and then Strathclyde Law School) and on this scale is fairly unique. The article explores the genesis of this approach, its interdisciplinary bases, and its use in various law schools, its effects in building learning communities and facilitating ethical self-revelation

Using gaming paratexts in the literacy classroom

This paper illustrates how digital game paratexts may effectively be used in the high school English to meet a variety of traditional and multimodal literacy outcomes. Paratexts are texts that refer to digital gaming and game cultures, and using them in the classroom enables practitioners to focus on and valorise the considerable literacies and skills that young people develop and deploy in their engagement with digital gaming and game cultures. The effectiveness of valorizing paratexts in this manner is demonstrated through two examples of assessment by students in classes where teachers had designed curriculum and assessment activities using paratexts

The Campaign for Urban Eco-Literacy: Communicating ecological principles in the urban landscape

Though built by humans, a native species to the planet, the city is often seen as something unnatural. Cities are perceived as being separate from nature. Humans may think of “nature” as places that are separate from where they live and work. Organisms thrive and biological processes persist in urbanized environments in spite of the concrete, air, water pollution, dense human population and otherwise seemingly harsh conditions. This condition of the city as nature illustrates the ecological principles of survival, adaptation and resilience. Through a deeper understanding of these complex interconnections between other organisms, our physical surroundings and ourselves, we as a society become more ecologically literate. Cities provide a wealth of opportunities, a venue and an audience to accomplish this. Landscape architects, dedicated “stewards of land,” have a history of integrating ecologically educational elements into public spaces. However, the educational messages integrated into designs are often left to interpretation. It remains unclear whether these messages are being received, or whether the intent behind these designs is fully understood by the public. This thesis investigates how the application of proven communication theories and mass media communication strategies can enhance the ability of landscape architects to reach a wider audience with their ecological messages. The result of this investigation is the “Campaign for Urban Eco-literacy.” The Campaign is a series of virtual, spatial, and experiential interventions that will appeal to a wide audience by utilizing visual and interactive communication techniques, increasing the reach and effectiveness of the campaign’s overall message. The interventions intend to increase awareness of the ecological concepts of adaptation, evolution, and interconnectedness within the urban landscape. The Campaign’s message will be integrated into the urban fabric of downtown Knoxville, Tennessee, to reach the diverse mix of people present in the space. Taking this approach to increasing eco-literacy allows for multiple levels of interaction from the audience, thus enhancing their experience in the urban landscape and imparting important ecological lessons

Gamification in Ethics Education: A Literature Review

Ethical literacy plays a significant role in human beings’ decision-making, influencing the quality of interpersonal relationships, harmony, well-being, and the sustainable development of society, economy, and technology. Among various pedagogical techniques, gamification, simulations, roleplay, and other game-based approaches have been recognized as potential avenues for experience and interactive-based pedagogy for ethics education. Although there is a rapidly increasing number of studies on game-based learning, the effect of gamification on the success of ethics learning is still unclear. Therefore, by conducting a systematic review of the extant empirical literature (N=101), this study aims at exploring the state of the art of gamification in ethics education, considering research design, adopted theories, gamification interventions, dimensions of ethics learning and effects of gamification. The literature synthesis revealed a variety of utilizing gamification for ethics learning in different facets with mostly positive outcomes. Based on the discussion of the main findings, seven different directions for future research are further proposed