A Microservice Infrastructure for Distributed Communities of Practice

Non-formal learning in Communities of Practice (CoPs) makes up a significant portion of today’s knowledge gain. However, only little technological support is tailored specifically towards CoPs and their particular strengths and challenges. Even worse, CoPs often do not possess the resources to host or even develop a software ecosystem to support their activities. In this paper, we describe a distributed, microservice-based Web infrastructure for non-formal learning in CoPs. It mitigates the need for central infrastructures, coordination or facilitation and takes into account the constant change of these communities. As a real use case, we implement an inquiry-based learning application on-top of our infrastructure. Our evaluation results indicate the usefulness of this learning application, which shows promise for future work in the domain of community-hosted, microservice-based Web infrastructures for learning outside of formal settings

Democratisation of educational systems through participatory approaches in US schools and universities

Introduction. This article examines the modern educational approach in the field of liberal arts and practical finance, democratisation of the decision-making system in educational institutions through the active engagement of students on the example of US schools and universities. This approach is based on initiative, or participatory budgeting, i.e. students are involved in the process of allocation of budgetary funds of schools and universities. Such participatory practice has educational and administrative objectives, as it serves to improve the quality management in educational institutions through the involvement of students in major decisions. Taking into account the fact that students are the key beneficiaries of the education system, their opinions lead to increased efficiency in educational institutions. Aim. On the basis of real cases, the current research is aimed to identify and describe participatory techniques that can integrate the teaching of theoretical knowledge in the field of civil society with the formation of practical skills in this area. Methodology and research methods. Desk research method of analysing primary and secondary sources (websites of educational institutions, academic publications, and articles in the media) and the field sociological method of expert interviews were used. Expert interviews with representatives of schools and universities, teachers, officers from educational institutions, consultants from the Participatory Budgeting Project, the leading consulting organisation in North America were conducted. Results. The results of the study reveal several participatory techniques for students’ engagement in the allocation of budgetary funds of schools and universities that are applied in New York and Arizona. The identified and described technologies of participation contribute to the formation of students’ knowledge of socio-economic disciplines, practical finance and civics, project management skills, as well as an increase in civic engagement. Scientific novelty. The present study expands the ideas about how to improve the process of teaching social and economic disciplines at schools and universities, practical finance and project management. The method of improving the efficiency of educational institutions through democratic practices is identified. Practical significance. In the future, the proposed approach can be applied in Russian educational institutions.Введение. В статье анализируется современный образовательный подход в сфере обществоведения и практических финансов, демократизации системы принятия решений в учреждениях образования через активное вовлечение учащихся на примере школ и университетов США. В основе такого подхода лежит инициативное, или партисипаторное, бюджетирование - то есть вовлечение самих учащихся в распределение части бюджета школы или вуза. Эта партисипаторная практика преследует с одной стороны образовательные цели, а с другой стороны административные, поскольку помогает улучшить качество управления учреждением образования через вовлечение учащихся в принятие ключевых решений. Учёт мнений конечных бенефициаров работы системы образования в лице самих учащихся помогает повысить эффективность работы образовательного учреждения. Цель. Выявление и методологическое описание партисипаторных методик на примере реальных кейсов, которые могут интегрировать обучение теоретическим знаниям в сфере гражданского общества и формирование практических навыков в этой сфере. Методология и методики исследования. В работе были использованы кабинетный метод анализа первичных и вторичных источников (сайты учреждений образования, академические публикации, статьи в СМИ) и полевой социологический метод экспертных интервью. В ходе исследования были проведены экспертные интервью с учащимися, представителями ряда школ и университетов, преподавателями, гражданскими активистами, сотрудниками администраций учреждений образования, а также экспертами Participatory Budgeting Project, ведущей консалтинговой организации в Северной Америке в исследуемой сфере. Результаты. Результаты исследования раскрывают несколько партисипаторных методик вовлечения учащихся в распределение бюджетных средств школ и университетов, которые применяются в образовательных учреждениях Нью-Йорка и Аризоны. Выявленные и описанные технологии участия способствуют формированию у учащихся знаний по социально-экономическим дисциплинам, практическим финансам и граждановедению, навыков проектного менеджмента, а также повышению гражданской активности. Научная новизна. Исследование позволило расширить представления о путях совершенствования преподавания социально-экономических дисциплин и формирования активной гражданской позиции учащихся через проектную деятельность по вовлечению в расходование части бюджета учебного заведения. Выявлен метод повышения эффективности образовательных учреждений через демократические практики. Практическая значимость. Выявленный подход может быть применен в российских образовательных организациях

Mapping children's presence in the neighbourhood

Within the work of Gert Biesta, public spaces are considered as the main fields where processes of civic learning can take place. Learning is always “in place and time”. Place matters, not only as a spatial background or set of conditions , but as a pedagogical process in itself. So in order to facilitate processes of civic learning we need to understand how spaces function as a co-educator in its own right.. In my PhD I studied how the neighbourhood can be understood as a co-educator. The processes through which children are socialised into a given order are not universal, nor neutral. One might state that children grow up into very different orders. The neighbourhood is an important factor into these diversified socialisation processes, but the neighbourhood is also made by its residents and users themselves, including children. This emphasises that socialisation is a relational process and not a functional oneway introduction of children into a prescribed social ordeIn this contribution, a methodological framework will be developed for understanding and studying the neighbourhood of children as a co-educator. The basis of this framework is formed by the synergy between spatial, social and personal dimensions of the neighbourhood

New immigrants, volunteer work and labour market integration: on learning and re-building social capital

Concern with learning throughout life has become pervasive in market-driven societies. Will most workers need to become more continuous learners in a new knowledge-based economy or will much of their learning be ignored or devalued in relation to their work? These papers critically assess dominant views of learning and work. The book is unique in examining changing relations between learning and work in terms of unpaid work and informal learning as well as paid employment and formal education. The book is organized in terms of five basic themes. GENERAL PERSPECTIVES assesses learning and work relations in the “new economy” in terms of different concepts of learning and work and contending theories of education-employment relations. SOCIAL JUSTICE looks at uneven dislocating effects of globalization on gender discrimination in information technology work, working conditions in the public sector, student transitions to work, and disability in work and learning. PRECARIOUS EMPLOYMENT analyzes the general working conditions and learning constraints of temporary, part-time workers, with a particular focus on call centre and garment workers. APPRENTICESHIPS offers an international review of the nature and future trajectory of apprenticeship systems and a case study of the challenges of a high school trades preparation program. MULTIPLE LITERACIES identifies needed abilities including coping with diverse cultures, languages and environmental change, as well as use of information technologies.The material in this volume emerges from the conference on “The Future of Lifelong Learning and Work” held at the University of Toronto in June, 2005. This conference was one of the culminating efforts of the Work and Lifelong Learning international research network based in Canada. The contributions were produced by members of this network as well as associates of the Centre for the Study of Education and Work at OISE/UT, and are complemented by the work of selected, leading international voices in the field of learning and work

"Starting from another side, the bottom": volunteer work as a transition into the labour market for immigrant professionals

In the past two decades, advanced capitalist countries have seen sustained growth in labour market participation along with a growth in the number of jobs workers tend to have in their working lives. Over a slightly longer period we also see that participation in both formal educational attainment and a range of non-compulsory learning/training has grown. However, labour market discrimination based on gender, age, disability and race/ethnicity remains a serious issue in virtually all OECD countries. ‘Challenging Transitions in Learning and Work’ presents a critical and expansive exploration of learning and work transitions within this context. These transitions are challenging for those enmeshed in them and need to be actively challenged through the critical research reported. The impetus for this volume, its conceptual framing, and much of the research emerges from the team of Canadian researchers who together completed case study and survey projects within the ‘Work and Lifelong Learning’ (WALL) network. The authors include leading scholars with established international reputations as well as emerging researchers with fresh perspectives. This volume will appeal to researchers and policy-makers internationally with an interest in educational studies and industrial sociology