Extended Hyperlink Mobilizing Education through Social Networks

The moment we are living in is the largest increase in expressive capability in human history! The new media landscape that we are all now a part of has played a critical part in this and it has reconstituted the way people gather and transfer knowledge. The learning process is now continuous and does not begin nor end with the school building. This thesis is a critical look into the university educational system in America that starts by exploring the relationship between educational environments and the way new media and social networking are changing the social behavior of today’s student. The goal is to understand the role of learning environments in the process of learning and whether this process can benefit from new spatial typologies and teaching methodologies. The significance of the public institution as a center for information exchange and knowledge transfer has diminished in the 21st century in favor of new forms of networking communications, including distance and mobile learning strategies. With seven thousand students dropping out every school day, the need exists for exploring the development of work environments for students that are more stimulating and engaging in order for them to benefit in our society. This thesis rethinks the contemporary university institutional model to consider the affects of new media on a student’s individual and community interaction. If architecture is to respond to the evolving means of personal interaction, shouldn’t then architecture be able to adapt and respond to its users? The ability for architecture to meet the changing needs of evolving individual, social and environmental demands can suggest new ways to interact with space and other users and allow for a new form of sensory perception. This thesis aims to redefine the conventional thinking of people as users of architecture, to people as participants of architecture in order to understand how new adaptive spatial environments can challenge participant interaction and improve the education process. As digital communication influences the way people communicate in society, there exists a need for an architecture that responds to this. I propose that contemporary urban space and architecture be designed with an integrative approach that address both urban and media spaces of social interaction. The construct of static architecture can no longer facilitate the needs of society and therefore what is required must respond more directly to the ever changing needs of the individual student

Information Outlook, April 2007

Volume 11, Issue 4https://scholarworks.sjsu.edu/sla_io_2007/1003/thumbnail.jp

Urban food strategies in Central and Eastern Europe: what's specific and what's at stake?

Integrating a larger set of instruments into Rural Development Programmes implied an increasing focus on monitoring and evaluation. Against the highly diversified experience with regard to implementation of policy instruments the Common Monitoring and Evaluation Framework has been set up by the EU Commission as a strategic and streamlined method of evaluating programmes’ impacts. Its indicator-based approach mainly reflects the concept of a linear, measure-based intervention logic that falls short of the true nature of RDP operation and impact capacity on rural changes. Besides the different phases of the policy process, i.e. policy design, delivery and evaluation, the regional context with its specific set of challenges and opportunities seems critical to the understanding and improvement of programme performance. In particular the role of local actors can hardly be grasped by quantitative indicators alone, but has to be addressed by assessing processes of social innovation. This shift in the evaluation focus underpins the need to take account of regional implementation specificities and processes of social innovation as decisive elements for programme performance.

A study of the methodology of printing education

Not Available.Frank FessendenNot ListedNot ListedMaster of ScienceDepartment Not ListedCunningham Memorial library, Terre Haute, Indiana State University.isua-thesis-1940-fessenden.pdfMastersTitle from document title page. Document formatted into pages: contains 213p. : ill. Includes bibliography

Using virtual learning environments in bricolage mode for orchestrating learning situations across physical and virtual spaces

Producción CientíficaTeachers usually implement their pedagogical ideas in Virtual Learning Environments (VLEs) in a continuous refinement approach also known as “bricolage”. Recently, different proposals have enabled the ubiquitous access to VLEs, thus extending the bricolage mode of operation to other learning spaces. However, such proposals tend to present several limitations for teachers to orchestrate learning situations conducted across different physical and virtual spaces. This paper presents an evaluation study that involved the across-spaces usage of Moodle in bricolage mode and learning buckets (configurable containers of learning artifacts) in multiple learning situations spanning five months in a course on Physical Education in the Natural Environment for pre-service teachers. The study followed a responsive evaluation model, in which we conducted an anticipatory data reduction using an existing orchestration framework (called “5 + 3 aspects”) for structuring data gathering and analysis. The results showed that learning buckets helped the teachers in the multiple aspects of orchestration, overcoming the limitations of alternative approaches in some specific orchestration aspects: helping the involved teachers to connect different physical and physical spaces, while supporting technologies and activities of their everyday practice, and transferring part of the orchestration load from teachers to students. The results also suggested lines of future improvement, including the awareness of outdoor activities.Ministerio de Economía, Industria y Competitividad (Project TIN2011-28308-C03-02 and TIN2014-53199-C3-2-R)Junta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. VA277U14 and VA082U16

How MOOC Reality Informs Distance Education, Online Learning, and Connectivism

In this paper, we draw from our experience as designers, instructors, and researchers in the second edition of a Massive Open Online Course (MOOCs) called Creativity, Innovation, and Change (CIC) 2.0 to discuss MOOC interactions. Since the CIC 2.0 MOOC was inspired by the tenets of connectivism, we employed connectivism and its four main conceptual components (autonomy, diversity, openness, and connectedness) to discuss these empirical findings from a theoretical perspective. We build our argument on the four levels of interactions (interactions with instructors, learners, course materials, and the interface) traditionally used in the field of distance education and online learning and look at the clashes between the original concepts of connectivism and cMOOCs on one hand and traditional educational concepts, particularly interactions and group work, on the other. This study discusses how MOOC interactions reveal that the four components of connectivism are more complex than originally conceptualized. This complexity can be summarized as follows: a) learner autonomy is more complex in MOOC reality; students are relatively more autonomous but not as originally conceptualized since the role of teachers remains unchanged when student interactions with course content and assessment are considered; b) diversity and openness are also more complex since peer interaction and open networks do not exhibit dynamics and importance as predicted, especially in certain participation behaviors and in MOOC pathways; and c) also, the four connectivism components are not mutually inclusive, and their interaction is not as predicted

Decolonizing Technology through a Tipi: Creation of an Indigenous Mobile Application at York University

This research explores the possibilities of how Information technologies can be designed and created by/for/with Indigenous peoples in order to be potentially decolonized. Indigenous members of the Centre for Aboriginal Student Services at York University participated in the design of a mobile application to address the needs of, and challenges faced by Indigenous students within a largely non-Indigenous university environment in Canada. The interdisciplinary design of said application integrated Indigenous knowledge of Tipis into a software development methodology in order to create a safe space and include some fundamental cultural elements. The analysis of current cases in the context of Indigeneity and technology around the world provided the principles to design this integrated software design methodology