47 research outputs found

    Innovative Pedagogies for The Digital Age: Extending Higher Education Beyond the Walls of The University.

    Get PDF
    This paper details an explorative and experimental project that is seeking to better implement virtual technologies of Web 2.0 into the pedagogy of higher education. Our project endeavours to position these technologies as a means of reorienting pedagogic practice within higher education around truly chaordic communities of practice that serve to develop digital citizens. We have undertaken this project with the belief that higher education should be concerned with answering the calls of our increasing digital society; that is to say become a place for foster digitally literate learners, who’s learning is not restricted to physical boundaries of the university but rather happens at all times over physical and virtual spaces

    Chaordic learning systems: reconceptualising pedagogy for the digital age

    Get PDF
    This article focuses on an explorative and experimental project seeking to implement Chaordic Learning Systems (CLS) as a pedagogic approach in Higher Education. We outline a project that embraced technologies of Web 2.0 to show how both physical and virtual spaces can be used to support and develop a strong and dynamic learning community in which staff and students work alongside each other to co-produce learning resources. Drawing on theories of Communities of Practice and Situated Learning a new teaching framework was introduced to a Level 5 undergraduate module (7.5 ECTS credits) that had not, until this project, used both face-to-face and online learning tools to engage students in the critical and discursive debates pertaining to sport and physical culture. We undertook this project with the belief that Higher Education should be concerned with answering the calls of an increasingly digital society for whom learning is not restricted by the physical boundaries of the university or the political landscape within which learning finds itself

    Sensitivity of predicted bioaerosol exposure from open windrow composting facilities to ADMS dispersion model parameters

    Get PDF
    Bioaerosols are released in elevated quantities from composting facilities and are associated with negative health effects, although dose-response relationships are not well understood, and require improved exposure classification. Dispersion modelling has great potential to improve exposure classification, but has not yet been extensively used or validated in this context. We present a sensitivity analysis of the ADMS dispersion model specific to input parameter ranges relevant to bioaerosol emissions from open windrow composting. This analysis provides an aid for model calibration by prioritising parameter adjustment and targeting independent parameter estimation. Results showed that predicted exposure was most sensitive to the wet and dry deposition modules and the majority of parameters relating to emission source characteristics, including pollutant emission velocity, source geometry and source height. This research improves understanding of the accuracy of model input data required to provide more reliable exposure predictions

    Boing Project Report 2019 - 2021

    Get PDF
    Boing was launched in 2014 to support practitioners (coaches, coach developers, teachers, sports development professionals, volunteers and many more!) to deliver highly engaging physical activity, sport and physical education. This report focuses on a Sport England funded pilot project (2019-2021) conceived of to develop an understanding of: 1. What is required to build meaningful relationships across the Active Partnerships Network and across the sector as a whole. 2. The potential impact of bespoke partnerships/influencing on the way we support and educate the workforce. 3. The impact of an educational programme of workshops on practitioners and children

    Chaordic learning systems: reconceptualising pedagogy for the digital age

    Get PDF
    This article focuses on an explorative and experimental project seeking to implement Chaordic Learning Systems (CLS) as a pedagogic approach in Higher Education. We outline a project that embraced technologies of Web 2.0 to show how both physical and virtual spaces can be used to support and develop a strong and dynamic learning community in which staff and students work alongside each other to co-produce learning resources. Drawing on theories of Communities of Practice and Situated Learning a new teaching framework was introduced to a Level 5 undergraduate module (7.5 ECTS credits) that had not, until this project, used both face-to-face and online learning tools to engage students in the critical and discursive debates pertaining to sport and physical culture. We undertook this project with the belief that Higher Education should be concerned with answering the calls of an increasingly digital society for whom learning is not restricted by the physical boundaries of the university or the political landscape within which learning finds itself

    The Digital Future of Coaching

    Get PDF
    Digital is here. So, this is not so much a report about a digital future, but instead a pulse check on how, where, why and when coaches employ digital tools to support all that they do in their myriad of roles. Exacerbated by the pandemic, this is the time to support coaches as they return to play. The recovery from the Covid-19 pandemic brings a desire to rebuild and reinvent a more vibrant, relevant, and sustainable sector than ever before. At the heart of our sector is the coaching workforce – a valuable asset – whose people will make ‘the rebuild’ of the sport and physical activity sector possible. However, the Great Coaching Comeback Report (UK Coaching, 2021) has highlighted that a third of coaches report a ‘lack of confidence’ and a ‘fear of a reduction in their skill sets’ as major issues on their return to practice. Moreover, pre-pandemic research (UK Coaching, 2019) found a third of coaches did not have the resources they need to perform their roles effectively, and almost half had no mentor or person they could turn to for support in their coaching

    Pop stars and idolatry: an investigation of the worship of popular music icons, and the music and cult of Prince.

    Get PDF
    Prince is an artist who integrates elements from the sacred into his work. He uses popular iconography to present himself as an icon of consumer culture, as a deified ‘rock god’ worshipped by his fans, and as a preacher leading his audience like a congregation. His personality cult mixes spirituality and sexuality, and deals with issues of ecstasy and liberation, a transgressional approach that draws both controversy and public interest. This paper investigates Prince’s work and the role of the pop star as an icon within contemporary culture, an icon that contains a physicality and sexuality not present in contemporary western religious traditions. It discusses to what extent popular musical culture operates as a form of religious practice within contemporary western culture, and the implications that this has. The paper investigates the construction of Prince’s public character, his manipulation of the star system, and how he uses popular iconography to blur the distinctions between spirituality and sexuality, the idealised performer and the real world, the sacred and the profane, and the human and the divine. It explores how he possesses and is possessed by the audience, who enter into the hollow vessel he offers up to his fans
    corecore