A reality check: Taking authentic e-learning from design to implemntation

Tampere University of Applied Sciences has developed a postgraduate certificate program for teaching in higher education that is currently being implemented at Higher Colleges of Technology in the United Arab Emirates. In the design of the program, the principles of authentic e-learning (Herrington, Reeves, & Oliver 2010) have been used as a guideline. This paper examines how the design principles have been transferred into practice and how the elements of authentic learning have been realized from the student perspective. The experiences of the students have been mapped in a survey conducted after the first semester of the program. The data was analyzed with the help of the authentic e-learning framework in order to identify the challenges and successes regarding the implementation of the elements of authentic e-learning and thus draw guidelines for future development

A World Ripe for the Gods: Regime Theory and Religion in International Relations

This thesis adds to the burgeoning literature on the role of religion in International Relations (IR), and adds theoretical depth to the emerging sub-field of International Political Theology (IPT), by examining the subject through the prism of regime theory, which is necessarily augmented by Vendulka Kubálková's linguistic model of constructivism. Since religion does not appear to be a rule-governed issue area in IR, religions are treated as regimes, or, as Stephen Krasner defines them, "sets of implicit or explicit principles, norms, rules, and decision-making procedures around which actor's expectations converge in a given area of international relations." Founded primarily on the work of George Modelski, this interdisciplinary study elucidates the nature of transnational religious regimes, which have been functioning since at least the reign of the Roman emperor, Constantine the Great (r. 306-337). By utilizing regime theory, and by tackling the case of the Vietnam War, this thesis also demonstrates that the modern transnational religious regime did not come to an end with the election of John F. Kennedy as the first Roman Catholic President of the United States. It also demonstrates that the view of the Iranian Revolution as the chief example of the global resurgence of religion is flawed, obscured by the early prominence of the modernization theory and secularization thesis in the Social Sciences. Ironically, modernization theory, it is seen, was an instrument of the existing Protestant-based religious regime, illustrating, like the case of the Roman Empire, that religion's importance is nothing new: religion has always been important in world affairs

Tiny Furious Circles

I have had time to live and time to reflect on that living. What I have found is that certain things present themselves, over and over, wearing different skins. And though they look different, there is a certain whiff of familiarity that activates the soul’s hindbrain and pulls you close. That’s how it has been for me. Because of this — my failure to learn the first time; my need to see a thing from all its sides; my constant picking at the half-healed — certain themes repeat. And because they have come to me at different times in many forms, I have responded in kind. This work is divided into three sections: Beginning, Middle, and End. I’m told every story has these. In this collection, the work is separated less by chronology than by how fully saturated it is by the theme or lesson (Has it sunk in yet?). And so, I hope this collection demonstrates the growth of an artist over time and across genre, and the growth of a person in age, but more importantly, in depth, as she scrubs her way, in tiny furious circles, through this life

Globalization and Religion in Historical Perspective: A Paradoxical Relationship

A grant from the One-University Open Access Fund at the University of Kansas was used to defray the author’s publication fees in this Open Access journal. The Open Access Fund, administered by librarians from the KU, KU Law, and KUMC libraries, is made possible by contributions from the offices of KU Provost, KU Vice Chancellor for Research & Graduate Studies, and KUMC Vice Chancellor for Research. For more information about the Open Access Fund, please see http://library.kumc.edu/authors-fund.xml.Religion has long been a driving force in the process of globalization. This idea is not controversial or novel thinking, nor is it meant to be. However, the dominant reasoning on the subject of globalization, expressed by authors like Thomas Friedman, places economics at the center of analysis, skewing focus from the ideational factors at work in this process. By expanding the definition of globalization to accommodate ideational factors and cultural exchange, religion’s agency in the process can be enabled. Interestingly, the story of religion and globalization is in some ways the history of globalization, but it is riddled with paradoxes, including the agent-opponent paradox, the subject of this article. Religion and globalization have a co-constitutive relationship, but religious actors are both agents of globalization and principals in its backlash. While some actors might benefit from a mutually reinforcing relationship with globalization, others are marginalized in some way or another, so it is necessary to expose the links and wedges that allow for such a paradox. To that end, the concepts of globalization and religious actors must be defined, and the history of the agent-opponent paradox, from the Buddhists of the Silk Road to the Jubilee campaign of 2000, must be elucidated

Design principles for integrating authentic activities in an online community of foreign language learners

Actively encouraging foreign language learners to establish a meaningful connection with the target language culture - by engaging in authentic activities with other learners and native speakers in real-world communicative contexts - is a critical goal of foreign language education. This paper describes a design-based research study that investigated how students of Italian at an Australian university engaged with and responded to a web-based learning environment which integrated authentic learning tasks to facilitate social interaction and meaningful collaborative language practice with native speakers of the target language. The findings suggest that the use of the critical elements of authentic activities actively supported student learning across different domains. A major outcome of this research was the development of a set of design principles and guidelines for the design and development of authentic foreign language learning environments that could inform and guide other language educators within their specific educational context

Supporting active database learning and training through interactive multimedia

The learning objectives of a database course include aspects from conceptual and theoretical knowledge to practical development and implementation skills. We present an interactive educational multimedia system based on the virtual apprenticeship model for the knowledge- and skills-oriented Web-based education of database course students. Combining knowledge learning and skills training in an integrated environment is a central aspect of our system. We show that tool-mediated independent learning and training in an authentic setting is an alternative to traditional classroom-based approaches

Literacy practitioners’ perspectives on adult learning needs and technology approaches in Indigenous communities

Current reports of literacy rates in Australia indicate an ongoing gap in literacy skills between Indigenous and non-Indigenous Australian adults, at a time when the literacy demands of work and life are increasing. There are many perspectives on what are the literacy needs of Indigenous adults,from the perspectives of community members themselves to the relatively under-researched perspective of literacy practitioners. This paper provides the insights, experiences and recommendations from adult literacy practitioners who work with adult Indigenous learners in communities across Australia. Focus group interviews, using an online synchronous platform, were used to elicit views about the literacy needs of Indigenous adults in communities and the successes in and barriers to meeting those needs. The practitioners also shared their views on the use of technology in literacy learning. Together, these views can informfuture directions in curriculum design and teaching approaches for community-based Indigenous adult literacy education

A cross‐faculty simulation model for authentic learning

This paper proposes a cross‐faculty simulation model for authentic learning that bridges the gap between short group‐based simulations within the classroom and longer individual placements in professional working contexts. Dissemination of the model is expected to widen the use of authentic learning approaches in higher education (HE). The model is based on a cross‐faculty project in which UK HE students acted as professional developers to produce prototype educational games for academic clients from other subject areas. Perceptions about the project were obtained from interviews with project participants. The stakeholders believed the cross‐faculty simulation to be a motivating learning experience, whilst identifying possible improvements. To evaluate whether the authenticity of the student–client relationship could be improved, the interview data were compared to four themes for authentic learning described by Rule in 2006. The data supported Rule’s themes, whilst highlighting the added value gained from meta‐awareness of the simulation as a learning opportunity

Exploring students\u27 museum experiences in the context of web-based learning environments

The paper examines the nature of school excursions to museums, and how the Internet, and in particular the web pages accompanying museum exhibitions, can be utilised to create authentic and complex learning environments for school students. The paper describes proposed research between a university and two leading museums that will investigate whether and how learners link web-based content and data in developing a broader perspective on the museum experience. It will explore in depth the use of the web to situate the onsite museum visit, not as a single one-off event, but within a complex task or problem-based learning approach that extends beyond the museum visit itself