New School Geographies: Engaging young people?

In 2003 school geography was in a state of crisis: enrolment in GCSE geography courses had fallen by a third over the previous eight years. In response, a radical new ‘pilot’ geography GCSE course was designed and implemented in England. The GCSE was an attempt to rejuvenate a school subject that had become out of date, with little change to its content since the inauguration of the National Curriculum in 1988. With student-centred learning at its heart the GCSE aimed to make the subject much more exciting and relevant to young people. The following thesis examines alternative pedagogical approaches to teaching school geography that draw on young people’s experiences as citizens and consumers to make geography more relevant and interesting to them. Written as an unfolding story this multi-sited ethnography began by exploring the networks behind the pilot. This involved not only several different actors/groups of actors (including geography educators, academic geographers, geography teachers and school pupils) but also several different spaces (including schools, classrooms, organisation headquarters, working group meetings and publications). It moves on to examine how the GCSE’s approaches to teaching, learning and assessing were being played out in practice and to what extent its aims, claims and intentions were being realised in the classroom. Through exploring the pilot’s approach to the pedagogy of school geography my research became action-oriented in approach, and I became involved in co-creating critical, connective curriculum materials for the GCSE. The development of these new materials and teaching and learning strategies are situated within debates in human geography about critical pedagogy, young people’s geographies and public geographies and the thesis forges links between these different theoretical strands. I conclude by asking what lessons can be learnt from the pilot GCSE and its implications for the role of geography within a wider educational context. Written autoethnographically to reflect the collaborative and iterative nature of my research my intention has been to critically engage with multiple publics who are involved in this area.Economic and Social Research Counci

Challenges in Human-Computer Interaction on the Example of Photomath Mobile Application

The article presents a study of secondary school students' use of the Photomath mobile application, which was carried out as part of a "Photomath-Digital Mathematics" educational project (Telavi Public School N5, 8th grade; pandemic time, spring 2021). The article highlights the importance of human-computer interaction and its basic concepts, namely the usability of the Photomath app. The system was chosen as the main focus of the study. Instructions for installing Photomath on mobile devices as well as an analysis of the most important functions of the app are given. In addition, mathematical issues are also dealt with.The phases of project design and implementation are also discussed in the article, with a focus on involving students, parents, and teachers in the project. The article demonstrates how to use the Photomath system to solve a mathematical problem, specifically how to solve two two-dimensional linear equations sequentially using the Photomath interface.The paper also highlights the efficacy of using the Photomath mobile app for math instruction,which was researched and validated as part of the project through the analysis of qualitative surveys (interviews with open-ended questions) conducted with students, parents, and teachers. Based on the results of quantitative and qualitative surveys of participants, significant conclusions were drawn about the approach to using the Photomath mobile application, both in terms of software and teaching methodology

Shared Narrative – Analysis on Finnish Socio-Educational Policy and National Broadcasting (YLE) Literacy during COVID-19 Variants 2021

This case study analyzed the Finnish National Broadcasting Company (YLE) literacy on socio-educational policies during the alpha and delta variant strategic turns 2021. The data comprised YLE releases, interdisciplinary global research, pandemic literacies, and statements of politicians/officials. Limitations occurred mainly in the data plenitude. Alpha variant caused socio-political responses maneuvered by politicians and officials. YLE supported without socially participating, competence-enhancing or motivating civic information. NPIs were linked to the political promises of national pandemic end during the summer. International pandemic studies were excluded from nationalized narrative, in which YLE strategically emphasized mutual experience, shared story, and approaching happy end. In August 2021, previously promised “liberation” was too close to change the narrative. Instead of delta mitigation, officials and politicians fortified the narrative towards the end. YLE conducted a closing story. Releases replaced international studies and responses with a small circle of domestic experts, who repeated the narrative they previously had manifested. No NPIs occurred, but remaining ones were lifted despite the rising incidence numbers. Conclusively, the lacking research in the YLE contributions indicated the absence of research literacy among politicians and reporters. Consequently, occurring sidetracks used modern nationalism rhetoric, supporting the main narrative. Children’s ‘absolute’ right was on-site schooling, regardless of safety research or practices developed abroad. In further studies, the post-pandemic status and goals of Finnish education need comparative reassessments other than a “trust”

The Global Dimension: A Practical Handbook for Teacher Educators

The Global Dimension in Initial Teacher Education (ITE) project was funded throughthe Development Awareness Fund from the Department for International Development (DFID) between 2009 and 2012. The aim of the project was to embed the global dimension in initial teacher education in an initial teacher education programme. This handbook provides an account of some of the practical activities (both subject-specific and cross-curricular) developed through the project which may be of use to teacher educators. Specifically it highlights session templates, course audits, approaches to teaching and subject-specific resources. It isinformed by the context of the institution and the individuals involved in data collection provide insight as to how activities were perceived and worked on a practical level

East Lancashire Research 2008

East Lancashire Research 200

The People Inside

Our collection begins with an example of computer vision that cuts through time and bureaucratic opacity to help us meet real people from the past. Buried in thousands of files in the National Archives of Australia is evidence of the exclusionary “White Australia” policies of the nineteenth and twentieth centuries, which were intended to limit and discourage immigration by non-Europeans. Tim Sherratt and Kate Bagnall decided to see what would happen if they used a form of face-detection software made ubiquitous by modern surveillance systems and applied it to a security system of a century ago. What we get is a new way to see the government documents, not as a source of statistics but, Sherratt and Bagnall argue, as powerful evidence of the people affected by racism

CeTEAL News, March/April 2020

Instructional Technology: Transformative Learning with VR Has Arrived Alex Fegley, lecturer; graduate and specialty studies; Spadoni College of Education Digital Accessibility: A Must for Student Success Kelly Parnell, online learning systems administrator; Coastal Office of Online Learning Boosting Instructional Efficiency through Video Austin Hitt, associate professor, graduate and specialty studies, Spadoni College of Education Revamping My Courses with Instructional Videos Cari Borisuk, lecturer; management and decision sciences; Wall College of Business The Transformational Effect of Instructional Technology George Warriner, instructional technology trainer, CeTEAL Utilizing Open and Inclusive Course Textbooks Ariana Baker; scholarly research librarian; Kimbel Libraryhttps://digitalcommons.coastal.edu/ceteal-news/1023/thumbnail.jp

Disruptive innovation and the higher education ‘eco-system’ post-2012

Disruptive innovations in business sectors are arguably triggered by the arrival of new competitors who disturb, or punctuate, an existing equilibrium. They can be aided by changes to a wider context. The eco-system of professional services has seen major disruptions over the last 10 or 15 years. We extend our review of managerial lessons from a previous essay to present speculative scenarios of pending disruptions in higher education. We present a strategic map of the sector which hints at disruption and differentiation as an ongoing process, albeit with a large, undifferentiated middle. We write not to predict but to, hopefully, provoke thought. The challenges posed by the potential disruptors will, we argue, require many institutions to respond in new and innovative ways. Innovation in higher education which spread well beyond traditional research, knowledge transfer and the curriculum interpretations will be required to a much greater extent than in the past