212 research outputs found

    Microcredentials to support PBL

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    The Context and the Commissioner: the Effect of Milwaukee’s Health Commissioners’ Social, Cultural, and Historical Understanding of Milwaukee’s People During the Last Five Pandemics

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    Resistance to pandemic response policies was observed globally throughout the COVID-19 pandemic. This resistance has been linked by researchers to the prolonged duration and higher mortality rate of COVID-19 compared to previous pandemics, despite advancements in modern medicine, extensive surveillance networks and record vaccine production. However, the strategies implemented by public health officials during the COVID-19 pandemic closely mirrored those successful in mitigating past pandemics. To elucidate this disparity, a historical analysis encompassing the 1918, 1957, 1968, 2009, and Covid-19 pandemics was conducted within the city of Milwaukee. By examining archival documents and over 800 newspaper articles, this research found that health commissioners who considered the social, cultural, and historical context of Milwaukee residents exhibited significantly greater efficacy in eliciting cooperation with non-pharmaceutical interventions. This thesis concludes that in order to gain compliance with pandemic response policies and effectively address a pandemic, public health officials must consider the contextual factors that shape the attitudes and behaviors of the public

    Amplifying Marginal Voices of the Global Movement for Deeper Learning: A Case Study of a Rural K-12 Mission School in Cambodia

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    Several paradigms have been developed to define what constitutes deeper learning, how to foster it, and what desired outcomes or competencies can result from it. Much of the literature, however, has been based on studies in economically developed Western countries. There has been little, if any, that is based on developing country settings where culture and context can account for differences in the manner of promoting deeper learning. This qualitative case study explored the experiences of learners in the Mudita Mission School (MMS; pseudonym), a K-12 school in a rural part of northern Cambodia, and investigated how deeper learning was enacted, valued, and fostered there. It also examined challenges and opportunities for promoting deeper learning faced by the school. This study sought to contribute to the global movements for deeper learning by highlighting voices from marginalized communities, thus expanding the conceptual frameworks which have been exclusive of experiences of students and educators in impoverished country contexts. This study also sought to contribute to the literature that informs Cambodian educational reform. Study findings suggest that fostering eco-humanistic value-systems and respect for Khmer culture scaffold arcs of deeper learning in the MMS, and that several innovative pedagogical practices uncommon to many rural schools in Cambodia were transforming the educational experiences of students there. Based on the findings, the author proposes a theory of Epistemologies of Deeper Learning to complement frameworks in the literature

    Transforming Entrepreneurship Education

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    This open access book provides selected teaching approaches, supporting methods, concrete examples of curricula as well as extracurricular teaching formats, which are predominantly tailored to both African and German requirements. These approaches were developed by the YEEES Training and Research Centers, an international interdisciplinary network of university teachers and researchers from Germany and southern Africa, and combine the fields of management, entrepreneurship, information and communication technologies (ICT), and sustainability. The book shows how current scientific results can be integrated into teaching, how students can contribute to research while learning, and how research can contribute to the development and evaluation of new formats. It is thus relevant for university teachers, researchers, students as well as practitioners who want to educate and act as future change agents

    Changing Priorities. 3rd VIBRArch

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    In order to warrant a good present and future for people around the planet and to safe the care of the planet itself, research in architecture has to release all its potential. Therefore, the aims of the 3rd Valencia International Biennial of Research in Architecture are: - To focus on the most relevant needs of humanity and the planet and what architectural research can do for solving them. - To assess the evolution of architectural research in traditionally matters of interest and the current state of these popular and widespread topics. - To deepen in the current state and findings of architectural research on subjects akin to post-capitalism and frequently related to equal opportunities and the universal right to personal development and happiness. - To showcase all kinds of research related to the new and holistic concept of sustainability and to climate emergency. - To place in the spotlight those ongoing works or available proposals developed by architectural researchers in order to combat the effects of the COVID-19 pandemic. - To underline the capacity of architectural research to develop resiliency and abilities to adapt itself to changing priorities. - To highlight architecture's multidisciplinarity as a melting pot of multiple approaches, points of view and expertise. - To open new perspectives for architectural research by promoting the development of multidisciplinary and inter-university networks and research groups. For all that, the 3rd Valencia International Biennial of Research in Architecture is open not only to architects, but also for any academic, practitioner, professional or student with a determination to develop research in architecture or neighboring fields.Cabrera Fausto, I. (2023). Changing Priorities. 3rd VIBRArch. Editorial Universitat Politècnica de València. https://doi.org/10.4995/VIBRArch2022.2022.1686

    DICO Toolkit for Digital Career Stories

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    Digital Career Stories – Opening new career paths for arts and culture students, or DICO for short, has been a 2-year-long pedagogical development project. Its main objective was to develop innovative narrative and arts- and design-based methods that together form the Digital Career Story methodology introduced in this toolkit. Through the methodology developed, the project aimed to encourage reflection and self-reflection skills in higher education students, along with their digital and creative skills, and to help them build professional identities and design career paths, as well as enhancing their resilience, self-efficacy and self-esteem. The specific target group of the project was students of arts and culture subjects, but the pedagogical methods can just as well be used with other higher education students. The DICO project was the joint effort of a consortium of five European universities: Turku University of Applied Sciences (TUAS), Finland (as the applicant and coordinator of the project), University of Macerata (UniMC), Italy, Staffordshire University (SU), United Kingdom, Moholy-Nagy University of Art and Design (MOME), Hungary, and the Technical University of Dublin (TU Dublin), Ireland. The project was funded by the Erasmus+ programme and lasted from March 2021 to February 2023.The DICO Toolkit contains the project results in the form of a handbook intended for lecturers, counsellors and mentors in Higher Education Institutions (HEIs), and for cultural and creative organisations and professionals. It aims to provide both theoretical frameworks and practical tools for developing art-based methodologies with HEI students in the arts and culture. The book is structured into three sections – Theories and methodologies, Implementing creative methods, and Project evaluation and further resources – and concludes with an Appendix

    Transforming Engineering Education

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    The Complexity of Engineering Education in a Mission Driven PBL University

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    In this extended abstract, we will argue that education in a mission driven university holds particularities that call for the transformation of not only the research base of education but also the way in which education is conceptualised and practiced. Following a PBL approach, we put the students in the centre of educational activity and propose a conceptual framework for engineering education in a mission driven PBL university.<br/
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