221 research outputs found
A European lens upon adult and lifelong learning in Asia
In this article, we seek to assess the extent to which adult and lifelong learning policies and practices in Asia have distinctiveness by comparison to those found in western societies, through an analysis of inter-governmental, national and regional policies in the field. We also inform our study through the analysis of the work of organisations with an international remit with a specific focus on Asia and Europe. In one case, the AsiaâEurope Meeting Lifelong Learning (ASEM LLL) Hub has a specific function of bringing together researchers in Asia and Europe. In another, the PASCAL Observatory has had a particular focus on one aspect of lifelong learning, that of learning cities, with a concentration in its work on Asia and Europe. We focus on learning city development as a particular case of distinction in the field. We seek to identify the extent to which developments in the field in Asia have influenced and have been influenced by practices elsewhere in world, especially in Europe, and undertake our analysis using theories of societal learning/the learning society, learning communities and life-deep learning. We complement our analysis through assessment of material contained in three dominant journals in the field, the International Journal of Lifelong Education, the International Review of Education and Adult Education Quarterly, each edited in the west
Educational Expansion and Educational Reproduction in Eastern Europe, 1940-1979.
FdR â Publicaties zonder aanstelling Universiteit Leide
The Labor Market Returns to Cognitive and Noncognitive Ability: Evidence from the Swedish Enlistment
The utilisation of health research in policy-making: Concepts, examples and methods of assessment
The importance of health research utilisation in policy-making, and of understanding the
mechanisms involved, is increasingly recognised. Recent reports calling for more resources to
improve health in developing countries, and global pressures for accountability, draw greater
attention to research-informed policy-making. Key utilisation issues have been described for at
least twenty years, but the growing focus on health research systems creates additional dimensions.
The utilisation of health research in policy-making should contribute to policies that may eventually
lead to desired outcomes, including health gains. In this article, exploration of these issues is
combined with a review of various forms of policy-making. When this is linked to analysis of
different types of health research, it assists in building a comprehensive account of the diverse
meanings of research utilisation.
Previous studies report methods and conceptual frameworks that have been applied, if with varying
degrees of success, to record utilisation in policy-making. These studies reveal various examples of
research impact within a general picture of underutilisation.
Factors potentially enhancing utilisation can be identified by exploration of: priority setting;
activities of the health research system at the interface between research and policy-making; and
the role of the recipients, or 'receptors', of health research. An interfaces and receptors model
provides a framework for analysis.
Recommendations about possible methods for assessing health research utilisation follow
identification of the purposes of such assessments. Our conclusion is that research utilisation can
be better understood, and enhanced, by developing assessment methods informed by conceptual
analysis and review of previous studies
"The Prophecy of The Chosen Ones": An Example of Gamification Applied t o University Teaching
El objetivo del presente trabajo es describir una experiencia de innovaciĂłn en el aula universitaria mediante una propuesta de gamificaciĂłn. Y, al mismo tiempo, identificar los principales resultados de la evaluaciĂłn de la experiencia.
En ella se tuvieron en cuenta los aspectos del juego mĂĄs relevantes a la hora de gamificar: la ambientaciĂłn, los desafĂos y retos, los puntos y niveles⊠La valoraciĂłn de la experiencia se obtuvo a partir de las narraciones realizas por los estudiantes al final del proceso, de forma anĂłnima a travĂ©s de Google Drive, siendo analizadas posteriormente con el apoyo del software NVivo10. El planteamiento desarrollado ha logrado una excelente motivaciĂłn en el alumnado mediante ambientes de aprendizaje participativos, activos y de colaboraciĂłn. Circunstancia que ha dado lugar a la adquisiciĂłn de aprendizajes en los tres planos competenciales (Saber, Saber ser y estar y Saber hacer), destacando el buen clima de aula generado.The aim of this paper is to describe an innovation experience in the university classroom via a gamification proposal. In addition, the main results of the assessment of the experience will be identified.
The most relevant aspects of games were taken into account for gamifying: settings, challenges, scores and levels.The assessment of the experience was obtained from anonymous narratives submitted by the students to Google Drive once the experience ended. These narratives were analyzed with the support NVivo10 software. The students were greatly motivated thanks to the participative, active and collaborative environment resulting from the developed approach. These circumstances, where the good atmosphere in the classroom stands out, have favoured learning in three competence fields: How to know, how to be and how to do
The Etiology of Science Performance: Decreasing Heritability and Increasing Importance of the Shared Environment From 9 to 12 Years of Age
During childhood and adolescence, increases in heritability and decreases in shared environmental influences have typically been found for cognitive abilities. A sample of more than 2,500 pairs of twins from the Twins Early Development Study was used to investigate whether a similar pattern would be found for science performance from 9 to 12 years. Science performance was based on teacher-assessed U.K. National Curriculum standards. Science at 9 years showed high heritability (64%) and modest shared environmental (16%) estimates. In contrast to the expected developmental pattern, heritability was significantly lower at 12 years (47%) and shared environmental influences were significantly higher (32%). Understanding what these increasingly important shared environmental influences are could lead to interventions that encourage engagement in science throughout the lifespan
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