18,400 research outputs found

    The LAB@FUTURE Project - Moving Towards the Future of E-Learning

    Get PDF
    This paper presents Lab@Future, an advanced e-learning platform that uses novel Information and Communication Technologies to support and expand laboratory teaching practices. For this purpose, Lab@Future uses real and computer-generated objects that are interfaced using mechatronic systems, augmented reality, mobile technologies and 3D multi user environments. The main aim is to develop and demonstrate technological support for practical experiments in the following focused subjects namely: Fluid Dynamics - Science subject in Germany, Geometry - Mathematics subject in Austria, History and Environmental Awareness – Arts and Humanities subjects in Greece and Slovenia. In order to pedagogically enhance the design and functional aspects of this e-learning technology, we are investigating the dialogical operationalisation of learning theories so as to leverage our understanding of teaching and learning practices in the targeted context of deployment

    Integrating Technology With Student-Centered Learning

    Get PDF
    Reviews research on technology's role in personalizing learning, its integration into curriculum-based and school- or district-wide initiatives, and the potential of emerging digital technologies to expand student-centered learning. Outlines implications

    Emerging technologies for learning (volume 1)

    Get PDF
    Collection of 5 articles on emerging technologies and trend

    Digital and Media Literacy: A Plan of Action

    Get PDF
    Outlines a community education movement to implement Knight's 2009 recommendation to enhance digital and media literacy. Suggests local, regional, state, and national initiatives such as teacher education and parent outreach and discusses challenges

    Mapping Jewish Education: The National Picture

    Get PDF
    Based on interviews as well as a database of Jewish educational organizations, foundations, and programs, examines their accomplishments, challenges, future directions, and links within a Jewish educational system. Highlights the role of foundations

    Traveling Yellow Peril: Race, Gender, and Empire in Japan's English Teaching Industry

    Get PDF
    Contemporary U.S. white migrants working in Japan long-term as English teachers find themselves in an increasingly precarious labor market. When reacting to industry flexibilization, the U.S. men I interviewed during two years of fieldwork in Nagoya regularly invoked Filipina competition as an impending threat to their livelihoods. Anxieties coalesced around the question of whether racialized postcolonial subjects can fully inhabit the category of "native English teacher." This essay combines Asian American, postcolonial, and transnational American Studies perspectives to situate these "nativist" logics within an historical trajectory of anti-Asian labor backlash in the United States and "benevolent assimilation" policies in the Philippines. These histories reappear within Japan's neoliberal labor regimes to position Filipina migrants as a feminized "yellow peril" menace to hegemonic white masculinities abroad. Extending Homi Bhabha's theories, the essay demonstrates how Filipina "colonial mimicry" undermines the embodied, linguistic authority of white "native" English teachers and becomes a discursive conduit for the transplantation into Japan of the "white male victim" figure commonly seen in domestic U.S. culture wars

    e-Science Infrastructure for the Social Sciences

    Get PDF
    When the term „e-Science“ became popular, it frequently was referred to as “enhanced science” or “electronic science”. More telling is the definition ‘e-Science is about global collaboration in key areas of science and the next generation of infrastructure that will enable it’ (Taylor, 2001). The question arises to what extent can the social sciences profit from recent developments in e- Science infrastructure? While computing, storage and network capacities so far were sufficient to accommodate and access social science data bases, new capacities and technologies support new types of research, e.g. linking and analysing transactional or audio-visual data. Increasingly collaborative working by researchers in distributed networks is efficiently supported and new resources are available for e-learning. Whether these new developments become transformative or just helpful will very much depend on whether their full potential is recognized and creatively integrated into new research designs by theoretically innovative scientists. Progress in e-Science was very much linked to the vision of the Grid as “a software infrastructure that enables flexible, secure, coordinated resource sharing among dynamic collections of individuals, institutions and resources’ and virtually unlimited computing capacities (Foster et al. 2000). In the Social Sciences there has been considerable progress in using modern IT- technologies for multilingual access to virtual distributed research databases across Europe and beyond (e.g. NESSTAR, CESSDA – Portal), data portals for access to statistical offices and for linking access to data, literature, project, expert and other data bases (e.g. Digital Libraries, VASCODA/SOWIPORT). Whether future developments will need GRID enabling of social science databases or can be further developed using WEB 2.0 support is currently an open question. The challenges here are seamless integration and interoperability of data bases, a requirement that is also stipulated by internationalisation and trans-disciplinary research. This goes along with the need for standards and harmonisation of data and metadata. Progress powered by e- infrastructure is, among others, dependent on regulatory frameworks and human capital well trained in both, data science and research methods. It is also dependent on sufficient critical mass of the institutional infrastructure to efficiently support a dynamic research community that wants to “take the lead without catching up”.

    New media and the promise of school change

    Get PDF
    The proliferation of new media is rapidly changing literacy practices, yet formal schooling has been slow to utilize and leverage the capacity of digital tools and new media literacies for learning. Instead of integrating new media into existing school structures, this report argues that schools have a responsibility to create radically new educational systems that are designed to accommodate students’ “every day” literacy practices. Case studies represent compelling examples for the use of cross-cultural social networks, data visualization, gaming, simulations and virtual worlds to support cross-disciplinary learning in informal learning spaces such as after-school, non-profit organizations and museums. As such, they provide “test beds” to inform innovative strategies for school change and improvement in formal learning environments. The research offers insights that can be used to create new visions for dynamic learning environments that take advantage of the full range of contemporary literacy practices both inside and outside the traditional classroom.La proliferación de nuevos medios de comunicación está cambiando rápidamente las prácticas de alfabetización, sin embargo, la educación formal ha sido lenta en utilizar y aprovechar la capacidad de las herramientas digitales y la nueva alfabetización mediática para el aprendizaje. En lugar de integrar los nuevos medios de comunicación a las estructuras escolares existentes, este informe argumenta que las escuelas tienen la responsabilidad de crear sistemas educativos radicalmente nuevos que estén diseñados para adaptarse a las prácticas de alfabetización “cotidianas” de los estudiantes. Los estudios de casos muestran claros ejemplos para integrar el uso de redes sociales interculturales, visualización de datos, juegos de video, simulaciones y mundos virtuales en el aprendizaje interdisciplinario en los espacios de educación informal como, por ejemplo, las actividades después de clases, las organizaciones sin fines de lucro y los museos. Como tal, proporcionan el mejor "banco de pruebas" para mostrar las estrategias innovadoras para el cambio y mejora escolar en entornos de aprendizaje formales. La presente investigación ofrece una nueva perspectiva que se puede utilizar para incorporar nuevas visiones en entornos de aprendizaje dinámicos que aprovechen toda la gama de prácticas de alfabetización contemporáneas tanto dentro como fuera del ámbito de la clase tradicional
    corecore