Literacy for digital futures : Mind, body, text

The unprecedented rate of global, technological, and societal change calls for a radical, new understanding of literacy. This book offers a nuanced framework for making sense of literacy by addressing knowledge as contextualised, embodied, multimodal, and digitally mediated. In today’s world of technological breakthroughs, social shifts, and rapid changes to the educational landscape, literacy can no longer be understood through established curriculum and static text structures. To prepare teachers, scholars, and researchers for the digital future, the book is organised around three themes – Mind and Materiality; Body and Senses; and Texts and Digital Semiotics – to shape readers’ understanding of literacy. Opening up new interdisciplinary themes, Mills, Unsworth, and Scholes confront emerging issues for next-generation digital literacy practices. The volume helps new and established researchers rethink dynamic changes in the materiality of texts and their implications for the mind and body, and features recommendations for educational and professional practice

Beyond Speculative Design:Past – Present – Future

SpeculativeEdu (an educational project funded by ERASMUS+) was conceived at a crucial moment for speculative design and related practices. Whilst it is uplifting to see its popularity on the rise, it is in need of some redirection – away from the all-too-easy dystopian spectacles that shock or titillate but little beyond, and away from the obsession with (largely technological) futures. The question we’ve been asking over the past two years is: redirect to where? To address the question we – a group of educators and practitioners from institutions across Europe – have conducted more than 50 interviews, organised workshops, collected case studies, held conferences and discussions, gathered data and honed tools and approaches, with the aim of creating a clearer sense of purpose for ourselves and a clearer view of the field for anyone interested in speculative design, speculative design education and design education in general

La Salle University Graduate Catalog 2009-2010

https://digitalcommons.lasalle.edu/course_catalogs/1191/thumbnail.jp

Beyond Speculative Design: Past – Present – Future

The book Beyond Speculative Design: Past – Present – Future consists of six main sections. After the introduction, there is a brief history of speculation in radically different contexts, followed by a broad overview of speculative design practice and education. From there we dive into speculative design approaches, methods, and tools through a series of detailed case studies written by the practitioners themselves. A summary of critical views on speculative practice over the past two decades follows, and we conclude with a suggestion of future paths and a list of guidelines (towards good practice) for both educators and speculative designers

University of Windsor Graduate Calendar 2004-2006

https://scholar.uwindsor.ca/universitywindsorgraduatecalendars/1020/thumbnail.jp

Assessment of the quality of science education textbooks : conceptual framework and instruments for analysis

Science and technology are constantly transforming our day-to-day living. Science education has become of vital importance to prepare learners for this everchanging world. Unfortunately, science education in South Africa is hampered by under-qualified and inexperienced teachers. Textbooks of good quality can assist teachers and learners and facilitate the development of science teachers. For this reason thorough assessment of textbooks is needed to inform the selection of good textbooks. An investigation revealed that the available textbook evaluation instruments are not suitable for the evaluation of the physical science textbooks in the South African context. An instrument is needed that focusses on science education textbooks and which prescribes the criteria, weights, evaluation procedure and rating scheme that can ensure justifiable, transparent, reliable and valid evaluation results. This study utilised elements from the Analytic Hierarchy Process (AHP) to develop such an instrument and verified the reliability and validity of the instrument’s evaluation results. Development of the Instrument for the Evaluation of Science Education Textbooks started with the formulation of criteria. Characteristics that influence the quality of textbooks were identified from literature, existing evaluation instruments and stakeholders’ concerns. In accordance with the AHP, these characteristics or criteria were divided into categories or branches to give a hierarchical structure. Subject experts verified the content validity of the hierarchy. Expert science teachers compared the importance of different criteria. The data were used to derive weights for the different criteria with the Expert Choice computer application. A rubric was formulated to act as rating-scheme and score sheet. During the textbook evaluation process the ratings were transferred to a spreadsheet that computed the scores for the quality of a textbook as a whole as well as for the different categories. The instrument was tested on small scale, adjusted and then applied on a larger scale. The results of different analysts were compared to verify the reliability of the instrument. Triangulation with the opinions of teachers who have used the textbooks confirmed the validity of the evaluation results obtained with the instrument. Future investigations on the evaluation instrument can include the use of different rating scales and limiting of criteria.M. Ed. (Didactics