THE UNIVERSITY AS A COMMON POOL RESOURCE: a set of resources, moral and cultural values from the Academic Community of Universidad Politécnica Salesiana

This book contains information from Universidad Politecnica Salesiana’s Commons Research Group, created in 2016 to deepen as well as identify the implication and the possibilities of imagining the university as a “common pool resource” . This alternative must be explained because the connection of the use of commons – as explained by Elinor Ostrom in her book Governing the Commons. The evolution of institutions for Collective Action (2011) – with the possibility of reconsidering the university in all areas is not immediate nor casual and, at first, such connection seems odd in a time when we value belonging based on evidence accessible at first sight. In fact, what does a proposal which analyzes community and local government decision making methods regarding common resources have to do with university life? The aim of this preface is to answer this question and explain the connection that encourages and gives meaning to several contributions of this book. Each contribution deepens its derivations in the field of management, decision making and knowledge production

An evolving approach to learning in problem solving and program development : the distributed learning model

Technological advances are paving the way for improvements in many sectors of society. The US education system needs to undergo a transformation of existing pedagogical methods to maximize utilization of new technologies. Traditional education has primarily been teacher driven, lectured-based in one location. Advances in technology are challenging existing paradigms by developing tools and educational environments that reach diverse learning styles and surpass the boundaries of current teaching methods. Distributed learning is an emerging paradigm today that has promise to contribute significantly to learning and improve overall academic success. This research first explores various systems that provide different modes of learning. The problem domain of this research is the difficulty novice programmers\u27 face when learning to program. This paper proposes how distributed learning can be used in a teaching environment to enrich learning and the impacts for the given problem domain

Intramural, collaborative learning systems

This thesis focuses on three related concepts: problem-based collaborative learning; the use of multimedia tools in learning systems; and participatory design as a software engineering methodology to create multimedia tools to be used in learning systems. A literature review of the three areas is followed by an overview of the pedagogical, technological, and business trends that affect the direction of innovation in education, including problem-based learning. A discussion of a software engineering project to develop a multimedia application that enhances the learning of geography skills and puts the programming, interface design and multimedia systems capabilities of college students into action ensues. The project results are presented, and suggestions for future research are proposed

A CASE STUDY OF THREE URBAN FRINGE HIGH SCHOOLS:FACTORS AND STRUCTURES THAT LEAD TO HIGH ACHIEVEMENT

This case study of three high achieving urban fringe high schools was an investigation into the attitudes; structural components and leadership qualities that characterize the three target high schools. Each of the three high schools chosen for the investigation was noted for high achievement of a wide range of students from diverse socio-economic backgrounds. The researcher interviewed administrators, teachers and low achieving students. Attention was paid to the concept of student voice and the personalization of the learning process. Students and teachers were administered the Assessment of Learner-Centered Practices (ALCP) as developed by Professor Barbara McCombs of Denver University. The results suggest that structural innovations such as hybrid scheduling, standards based common assessments, personalized approaches to school organization and consistent beliefs and leadership are the elements that enable schools to perform at a high level for a wide range of students. The survey of learner-centered practices was found to be a tool of professional reflection for teachers as they develop personalized approaches to instruction

Utilizing educational technology in computer science and programming courses : theory and practice

There is one thing the Computer Science Education researchers seem to agree: programming is a difficult skill to learn. Educational technology can potentially solve a number of difficulties associated with programming and computer science education by automating assessment, providing immediate feedback and by gamifying the learning process. Still, there are two very important issues to solve regarding the use of technology: what tools to use, and how to apply them? In this thesis, I present a model for successfully adapting educational technology to computer science and programming courses. The model is based on several years of studies conducted while developing and utilizing an exercise-based educational tool in various courses. The focus of the model is in improving student performance, measured by two easily quantifiable factors: the pass rate of the course and the average grade obtained from the course. The final model consists of five features that need to be considered in order to adapt technology effectively into a computer science course: active learning and continuous assessment, heterogeneous exercise types, electronic examination, tutorial-based learning, and continuous feedback cycle. Additionally, I recommend that student mentoring is provided and cognitive load of adapting the tools considered when applying the model. The features are classified as core components, supportive components or evaluation components based on their role in the complete model. Based on the results, it seems that adapting the complete model can increase the pass rate statistically significantly and provide higher grades when compared with a “traditional” programming course. The results also indicate that although adapting the model partially can create some improvements to the performance, all features are required for the full effect to take place. Naturally, there are some limits in the model. First, I do not consider it as the only possible model for adapting educational technology into programming or computer science courses. Second, there are various other factors in addition to students’ performance for creating a satisfying learning experience that need to be considered when refactoring courses. Still, the model presented can provide significantly better results, and as such, it works as a base for future improvements in computer science education.Ohjelmoinnin oppimisen vaikeus on yksi harvoja asioita, joista lähes kaikki tietojenkäsittelyn opetuksen tutkijat ovat jokseenkin yksimielisiä. Opetusteknologian avulla on mahdollista ratkaista useita ohjelmoinnin oppimiseen liittyviä ongelmia esimerkiksi hyödyntämällä automaattista arviointia, välitöntä palautetta ja pelillisyyttä. Teknologiaan liittyy kuitenkin kaksi olennaista kysymystä: mitä työkaluja käyttää ja miten ottaa ne kursseilla tehokkaasti käyttöön? Tässä väitöskirjassa esitellään malli opetusteknologian tehokkaaseen hyödyntämiseen tietojenkäsittelyn ja ohjelmoinnin kursseilla. Malli perustuu tehtäväpohjaisen oppimisjärjestelmän runsaan vuosikymmenen pituiseen kehitys- ja tutkimusprosessiin. Mallin painopiste on opiskelijoiden suoriutumisen parantamisessa. Tätä arvioidaan kahdella kvantitatiivisella mittarilla: kurssin läpäisyprosentilla ja arvosanojen keskiarvolla. Malli koostuu viidestä tekijästä, jotka on otettava huomioon tuotaessa opetusteknologiaa ohjelmoinnin kursseille. Näitä ovat aktiivinen oppiminen ja jatkuva arviointi, heterogeeniset tehtävätyypit, sähköinen tentti, tutoriaalipohjainen oppiminen sekä jatkuva palautesykli. Lisäksi opiskelijamentoroinnin järjestäminen kursseilla ja järjestelmän käyttöönottoon liittyvän kognitiivisen kuorman arviointi tukevat mallin käyttöä. Malliin liittyvät tekijät on tässä työssä lajiteltu kolmeen kategoriaan: ydinkomponentteihin, tukikomponentteihin ja arviontiin liittyviin komponentteihin. Tulosten perusteella vaikuttaa siltä, että mallin käyttöönotto parantaa kurssien läpäisyprosenttia tilastollisesti merkittävästi ja nostaa arvosanojen keskiarvoa ”perinteiseen” kurssimalliin verrattuna. Vaikka mallin yksittäistenkin ominaisuuksien käyttöönotto voi sinällään parantaa kurssin tuloksia, väitöskirjaan kuuluvien tutkimusten perusteella näyttää siltä, että parhaat tulokset saavutetaan ottamalla malli käyttöön kokonaisuudessaan. On selvää, että malli ei ratkaise kaikkia opetusteknologian käyttöönottoon liittyviä kysymyksiä. Ensinnäkään esitetyn mallin ei ole tarkoituskaan olla ainoa mahdollinen tapa hyödyntää opetusteknologiaa ohjelmoinnin ja tietojenkäsittelyn kursseilla. Toiseksi tyydyttävään oppimiskokemukseen liittyy opiskelijoiden suoriutumisen lisäksi paljon muitakin tekijöitä, jotka tulee huomioida kurssien uudelleensuunnittelussa. Esitetty malli mahdollistaa kuitenkin merkittävästi parempien tulosten saavuttamisen kursseilla ja tarjoaa sellaisena perustan entistä parempaan opetukseen

Motivating students attending a teacher education programme in Hong Kong using quality learning teams

Purpose. In 1995, the Government of Hong Kong amalgamated six independent, Government sponsored Colleges of Education, which offered Certificate in Education courses, into the Hong Kong Institute of Education. The remit of the newly-formed, autonomous Institute was to attain university status and to upgrade courses to degree and post-degree level. Many of the existing staff remained with the newly-formed institute while a recruitment drive resulted in an increase in international lecturing staff. This study results from action research, undertaken by the author, to develop pedagogy suitable for both the international lecturing staff and the Chinese student teachers. The research set out to take advantage of the diverse backgrounds of the lecturing staff. Of the various pedagogic strategies employed by lecturing staff, the Total Quality Management (TQM) approach emerged as the most effective, promoting as it does a way for the students to plumb co-operatively the often difficult depths of what they are studying, as well as motivating them in their chosen career. The stringent examination system in Hong Kong, the lack of university places and the economic situation all play their part in determining the student population in the Institute of Education where students whose first choice is to enter the teaching profession could well be outnumbered by those who consider themselves without more attractive alternatives. In addition, the lecturing staff from overseas became aware of the Chinese culture of 'Shame’ among their students - the students who had failed were castigated and further marginalized by their family and friends. It was hoped that the employment of a TQM approach through the use of Quality Learning Teams would help to combat this 'shame' and, hopefully, increase the self-confidence of these 'shamed' students. The project's aim was to introduce and role-model a different pedagogic practice and to utilise constructivist-based pedagogy so that two major outcomes could be measured: (1) that student teachers would become active and confident learners who would themselves challenge their own pupils and (2) that colleagues outside the project could observe the usefulness of this alternative pedagogy and make use of the innovation in their own lecture rooms. This involved investigation of diverse aspects of teaching and learning. Research on individual areas has been quite extensive, but little research has been done in this particular area with regard to student teachers in Hong Kong and it is, therefore, the purpose of this study to add to existing knowledge, with specific emphasis on Quality Learning Teams. The rationale for the study was, on the one hand, the Hong Kong Special Administration (HKSAR) Government Educational Reforms, but also - and more importantly for the lecturers concerned - the search for a means to inculcate a culture of co-operative learning within the student-teacher body, as well as a means for international lecturing staff to create an effective pedagogy, utilizing both mother tongue and English as languages of instruction. Major Findings. The findings of the study indicated that student learning was enhanced by using Quality Learning Teams. This was demonstrated by the overall module results which showed higher module grades for the groups who were subjected to the innovative pedagogy than for those groups who were subjected to the normal 'traditional' pedagogy. Student self-esteem, self-confidence, trust in peers, and a work ethos of self-sufficiency developed amongst the majority of student teachers. Language skills were enhanced and strategies for learning were improved. It is hoped that the results of this study will assist in the future planning of courses in the education of student-teachers and in creating a more 'risk-taking' culture within the lecturing staff at the Institute

Japanese and Chinese Attitudes Towards the Idea of a Sino-Japanese Special Relationship 1895-1911.

With the expansion of Western power in the Far East in the nineteenth century, relations between China and Japan entered a new phase. For the first time, Chinese and Japanese attitudes towards each other were related to an image of Western power. China and Japan became aware that they were part of the same entity which was being threatened with foreign control and engulfment. With this realization came the belief that as both countries had much in common, racially and culturally, they should work together to combat Western incursions. However, in adjusting themselves to the outside world, China and Japan conceived resentment, resolutions as well as ambitions. The comparable and yet different ways in which each country responded to the Western challenge created circumstances which prevented the realization of a special relationship. The purpose of this thesis is to assess the changes in the nature of the argument for Sino-Japanese cooperation between 1695 and 1911. Particular reference is made to the attitudes of different groups of people who were not necessarily responsible for policy-making but v/hose views were nevertheless influential among the Chinese and Japanese populace. Chapter I gives an account of the political setting in which the idea arose in the latter half of the nineteenth century. Chapter II describes the changes in Japan's political life which both strengthened and challenged her belief in a closer relationship with China. Chapters III and IV deal with China's response to and later, rejection of Japanese guidance and leadership. Chapters V and VII look at Japan's rising status and power in East Asia, her search for a definite role in world politics as well as a position of supremacy on the Asian continent. Chapter VI gives an account of Japan's role in the educational development of China, in this period which made up a significant part of the Japanese idea of leading her Asian neighbours to 'civilization' as a first step towards achieving an 'Asian revival'