Learning and Teaching Through the Online Environmental Justice Atlas : From Empowering Activists to Motivating Students

Unidad de excelencia María de Maeztu CEX2019-000940-MThe chapter analyzes how the Environmental Justice Atlas (EJAtlas.org), an online interactive platform developed to visualize and study struggles against environmental injustices worldwide, is used in higher education curricula to teach environmental justice and sustainability themes

Balancing the books: creating a model of responsible fashion business education

Abstract The fashion industry has well-documented challenges around sustainability; the predominance of the low-cost-high-turnover business model raises questions about fashion’s ethics (Shaw et al., 2004). Fashion’s engagement with sustainability is most visible in design and production areas and is much less well developed in the area of socially responsible management, although integrating ethical business and sustainability into graduates’ attributes is increasingly seen as a priority for educators (Sims, Brinkmann, Sims and Nelson, 2011). The 2007 United Nations Principles for Responsible Management Education are an engagement framework for Higher Education Institutions to embed CSR in education, research, and campus practices (unprme.org). This Global Compact initiative developed in response to the global economic crisis, as a framework against which business schools can audit progress towards a societally responsible curriculum and practices. Purpose, the first of the six Principles, challenges educators to develop their students’ capabilities ‘to be future generators of sustainable value for business and society and to work for an inclusive and sustainable global economy’ (unprme.org). With our position as fashion business researchers and educators we have a responsibility to guide students as they develop their positions on the serious issues the fashion industry faces today. This paper explores a series of curriculum interventions at undergraduate and postgraduate level which introduce fashion business students to the complex practical and ethical challenges for 21st century fashion businesses, using the lens of sustainability to explore every aspect of the fashion industry: production, design and promotion. Through the authors’ research and teaching, case studies, lectures, seminars and assessment tasks have been designed to engage students with a 360 degree understanding of sustainability and to promote students’ development of creative solutions to our industry’s challenges. One such teaching initiative was a finalist in the 2015 Environmental Association for Universities and Colleges (EAUC) Green Gown Awards. It involved a series of guest lectures from sustainability champions after which students carried out sustainability audits on start-up fashion brands and proposed design and marketing strategies using sustainability as a key source of differentiation and added value (Aaker & McLoughlin, 2010). Learning about issues such as textile waste and opportunities e.g. co-creation and no-waste design, engagement was high and students responded positively: ‘The sustainability part of this project has changed the way in which I look at fashion due to my heightened awareness of the sustainable issues affecting fashion’ (student feedback). Another initiative based on the authors’ research into innovative business models, uses their case study on social enterprise as the basis for a Fashion Marketing Strategy unit which uses real fashion industry examples, including our own alumni, to encourage debate about fashion’s difficult questions- the balance between economic, social and environmental sustainability. In these and other innovative fashion business curriculum examples explored in this paper, our research and teaching aims to find and respond to an increased interest in concepts of shared value (Porter & Kramer, 2011) particularly evident in new generations of students (Jarvis, 2016)

Integrated assessment : new assessment methods literature review

The assessment of students in higher education performs a number of functions, some of which may not always be compatible with each other. Traditionally, the role of the assessor has involved determining the level of competence displayed in undertaking the task, and ideally, offering feedback on future learning needs (Rowntree, 1987). Assessment also provides grading for students’ work, allowing comparison of performance across a class, and across the curriculum for individual students. The subsequent gaining of a degree or professional qualification depends on students successfully completing a set of specified assessment tasks across the prescribed curriculum. As such, there may be stakeholders beyond the higher education institution, such as employers, regulatory bodies or clients, who believe the assessment process as being akin to certification or professional gatekeeping (Younes,1998). In professional courses such as social work, passing certain assessment tasks may be associated with notions such as fitness to practice and eligibility for professional registration as a social worker with the Scottish Social Services Council (SSSC) or similar bodies in England, Northern Ireland and Wales, and beyond the United Kingdom. In terms of gatekeeping, assessment tasks may not only restrict who gains certification on exiting an educational programme, but also who is admitted in the first place. For example, requirements by registration authorities that students admitted to social work programmes have achieved specified levels of literacy and numeracy will require appropriate assessment tasks to determine equivalence for those entrants who have not achieved formal qualifications in these areas. Entry point assessments may also be used to determine whether credit should be granted on the basis of prior learning or experience (Slater, 2000) or to identify areas in which additional training may be required (Shera, 2001) In addition to gatekeeping, assessment clearly has a vital role to play in the ongoing development of learning and teaching strategies. It can be crucial in determining what, why and how students learn (Brown, Bull and Pendlebury, 1997) and there is increasing recognition of the necessity to align learning and assessment tasks, so that learning and assessment become aligned rather than being somewhat independent of each other (Biggs, 2003). Furthermore, in an era when evaluation of teaching is often reduced to student satisfaction surveys, critical reflection on work submitted for assessment can serve as an alternative method of evaluating the success of teaching. The nature of assessment has changed considerably since the 1970s, and is ongoing. The key changes have included moves from written examinations to coursework assignments and more emphasis on student participation in assessment (self and peer assessments), processes rather than products, and on competencies rather than content (Brown et al., 1997). Even the more traditional forms of assessment such as essays and examinations have undergone considerable innovations. Yet, in practice these seemingly radical changes may be more a wish list than a statement of fact. In actuality, some new forms of assessment, such as self and peer assessment may simply have been added onto rather than replaced more traditional modes of assessment (Cree, 2000). Changes to assessment in social work tend to reflect changes in higher education more widely such as the emergence of competency based and modular approaches to learning, as well more proceduralised assessment processes necessary to cope with higher numbers of students (Cree, 2000). There is considerable divergence of opinion amongst the social work education community in the United Kingdom as to whether such changes actually benefit social work students and their learning (eg Clark, 1997; Ford and Hayes, 1996; O’Hagan, 1997; Shardlow and Doel, 1996). There have also been concerns expressed as to whether some new forms of assessment are actually capable of achieving the learning they claim to facilitate Boud, 1999; Entwistle, 1990; Taylor, 1993). This report was commissioned by the Scottish Institute for Excellence in Social Work Education (SIESWE) as a resource on assessment for the development of the new social work degree in Scotland and provides an overview of the current literature on assessment methods being utilised in social work education both in the United Kingdom and beyond. This report begins by reviewing the various methods of assessment in social work education which were found in the literature. We then go on to explore the developing literature on the involvement of persons other than social work academics, such as students and service users, in the assessment process. Finally, we consider the importance of developing and assessment strategy which might incorporate these various different forms of assessmen

Empowering design practices: exploring relations between architecture, faith, society and community

This paper presents and discusses some key insights derived from a collaborative research project called Empowering Design Practices. The project brought together a multidisciplinary team of academic and non-academic partners to explore the processes, resources and environments that support community-led design practice in the context of historic places of worship. The paper discusses barriers and opportunities surrounding the development and adaptation of historic places of worship as community hubs, and proposes a set of approaches that can help empower those looking after those places to re-imagine and design the future of their places while respecting complex faith, architectural, societal and community values

Federated Learning-Empowered AI-Generated Content in Wireless Networks

Artificial intelligence generated content (AIGC) has emerged as a promising technology to improve the efficiency, quality, diversity and flexibility of the content creation process by adopting a variety of generative AI models. Deploying AIGC services in wireless networks has been expected to enhance the user experience. However, the existing AIGC service provision suffers from several limitations, e.g., the centralized training in the pre-training, fine-tuning and inference processes, especially their implementations in wireless networks with privacy preservation. Federated learning (FL), as a collaborative learning framework where the model training is distributed to cooperative data owners without the need for data sharing, can be leveraged to simultaneously improve learning efficiency and achieve privacy protection for AIGC. To this end, we present FL-based techniques for empowering AIGC, and aim to enable users to generate diverse, personalized, and high-quality content. Furthermore, we conduct a case study of FL-aided AIGC fine-tuning by using the state-of-the-art AIGC model, i.e., stable diffusion model. Numerical results show that our scheme achieves advantages in effectively reducing the communication cost and training latency and privacy protection. Finally, we highlight several major research directions and open issues for the convergence of FL and AIGC.Comment: 8 pages, 3 figures and 2 tables. Submitted to IEEE Networ

Mobile Voices: Projecting the Voices of Immigrant Workers by Appropriating Mobile Phones for Popular Communication

Mobile Voices, also known as VozMob (www.vozmob.net), is a digital storytelling platform for first generation, low-wage immigrants in Los Angeles to create and publish stories about their communities, directly from cell phones. The project is a partnership between the Annenberg School for Communication at the University of Southern California (USC) and the Institute of Popular Education of Southern California (IDEPSCA), a nonprofit that organizes low-income immigrants in Los Angeles. Founded in 1984, IDEPSCA's programs are focused on education, economic development, health access and reform, popular communication, and worker rights. Currently IDEPSCA runs six day laborer and household worker centers and two day laborer corners where workers look for jobs in a more humane and dignified way while learning about their rights and gaining valuable leadership skills. The Annenberg School for Communication (the research partner) and IDEPSCA (the community partner) came together around the shared goal of designing communication systems and processes that promote media justice and help those without computer access gain greater participation in the digital public sphere. This chapter is a reflection on popular communication, participatory design, andcommunity-based multimedia practice from the Mobile Voices project team. It was collaboratively written by 13 members of the project and includes a project overview and an exploration of themes including the pedagogy of popular communication, participatory technology design, and the dynamic