Educational Perspectives on Mediality and Subjectivation

This open access book examines the complex relationship between education, media and power. Exploring the entanglement of education media and power structures, the contributions use various examples and case studies to demonstrate how subjectivation processes and digital structures interact with one another. The book asks which modes of subjectivation can be identified with current media cultures, how subjects deal with the challenges and potential of digitality, and how coping and empowerment strategies are developed. By addressing theoretical as well as empirical evidence, the chapters illuminate these connections and the subsequent significance for media education more widely

A survey of epistemology and its implications on an organisational information and knowledge management model

This is a theoretical paper which aims to integrate various epistemologies from the philosophical, knowledge management, cognitive science, and educational perspectives. From a survey of knowledge-related literature, we have collated diverse views of knowledge. This is followed by categorising as well as ascribing attributes to the different types of knowledge. We have developed a novel Organisational Information and Knowledge Management Model which seeks to clarify the distinctions between information and knowledge by introducing a novel information and knowledge conversions; followed by providing mechanisms for individual knowledge creation and information sharing within an organisation

Literary Reading and Emotions-Educational Perspectives

Books for children and young adults are an important medium in the process of socialization. Through reading books, children assimilate language as well as literary and aesthetic experiences; they talk about their reception of literature, share their thoughts on books, and try to express their emotions. The sphere of literature and books, which is present in the family life, at school, in the library, and in many social situations and educational institutions creates various opportunities to participate in culture. The category of texts for young readers (as the so-called 'fourth literature') (Cieślikowski 1985) is a natural part of literary culture and social literary communication or, more broadly, refers clearly to research on social function of literature. Various social groups are involved in promoting reading, including librarians, publishers, educators, teachers, and parents. At the academic level, research on literature and books for children and young adults is conducted by literary scholars as well as educators, psychologists, sociologists, and art historians. This multitude of views on children's literature stimulates interdisciplinary studies, with particular emphasis on the theory and practice of reception, as well as encourages exploration of the real experiences with literature by the young reader

Multiple perspectives on the concept of conditional probability

Conditional probability is a key to the subjectivist theory of probability; however, it plays a subsidiary role in the usual conception of probability where its counterpart, namely independence is of basic importance. The paper investigates these concepts from various perspectives in order to shed light on their multi-faceted character. We will include the mathematical, philosophical, and educational perspectives. Furthermore, we will inspect conditional probability from the corners of competing ideas and solving strategies. For the comprehension of conditional probability, a wider approach is urgently needed to overcome the well-known problems in learning the concepts, which seem nearly unaffected by teaching

An exploration of the assessment experiences of new academics as they engage with a community of practice in higher education

This paper considers a phenomenological research study that attempted to explore how new academics were introduced to the assessment process within a Higher Education context. Two key educational perspectives have shaped the interpretation of the studies findings. These are Nonaka and Takeuchi’s [Nonaka, I., Takeuchi, H., 1995. The Knowledge Creating Company: How Japanese Companies Create the Dynamics of Innovation. Oxford University Press, New York] model of knowledge conversion and Lave and Wenger’s work on communities of practice (1991, 2002). Three key findings emerged from this work. Firstly, the study highlights a number of issues relating to the types of support and guidance that new academics receive. These were divided into formal and informal types that either promoted conformity or facilitated challenge. Secondly, the study suggests that the ways in which experienced academic staff communicate their assessment knowledge and interact with new academics may require further consideration. Finally, the study raises questions about the type of academic that the organisation would wish to develop

Information and communication technology tourism business: educational perspectives

Розглянуто та проаналізовано основні напрямки використання сучасних комп’ютерних технологій в соціально-культурному сервісі і туризмі. Показані роль і вплив інформаційних технологій на розвиток туристичного та готельного бізнесу. Викладено можливості та переваги використання глобальних систем бронювання та резервування туристичних послуг Galileo, Amadeus, Worldspan в умовах становлення українського ринку туризму.Рассмотрены и проанализированы основные направления использования современных компьютерных технологий в социально-культурном сервисе и туризме. Показаны роль и влияние информационных технологий на развитие туристического и гостиничного бизнеса. Изложены возможности и преимущества использования глобальных систем бронирования и резервирования туристических услуг Galileo, Amadeus, Worldspan в условиях становления украинского рынка туризма.Considered and analyzed the main trends of modern computer technology in the social and cultural service and tourism. The role and impact of information technology on the development of the tourism and hospitality industry. The article features and advantages of the global reservation systems and travel reservation services Galileo, Amadeus, Worldspan under conditions of Ukrainian tourism market

Philosophical and Educational Perspectives on Engineering and Technological Literacy, II

Unknown to each other two groups of engineers and engineering educators began to consider aspects of philosophy and engineering. One held a workshop of engineers and philosophers- “Engineering meets Philosophy” at Delft University and the other held a special session at the annual Frontiers in Education Conference on engineering education and philosophy. Since then the former has held a biannual workshop that have resulted in two impressive publications. The other continued its discussions through FIE and ASEE conferences. There are now regular sessions on philosophy and engineering education at the annual FIE conferences.https://lib.dr.iastate.edu/ece_books/1001/thumbnail.jp

The Makey Makey Inclusive Tangible Interface and its Educational Perspectives

Traditional human-computer interaction using a keyboard and mouse attached to a computer has been modified with the emergence of technologies that incorporate resources into clothing, furniture and everyday objects. These technologies open up new opportunities for designers to create innovative forms of interaction based on gestures, body movements or physical manipulation of real objects. One such innovation is the tangible interface, which allows computer users to interact with digital systems through the manipulation of physical objects. The Makey Makey interface, for example, is a printed circuit with a microcontroller that allows everyday objects to be used as computer keys. This paper presents a literature review of reported experiences with Makey Makey, the objective being to explore new educational and inclusive perspectives. For that, the main researches related to Makey Makey from 2012. The methodology used is characterized by the Goal-Question-Metric (GQM) protocol and included 14 articles in total. The results showed that the circuit can be used in several contexts, with important reports from the medical field with patients with cerebral palsy from the perspective of inclusion and motivational activities with the elderly. In addition, it was possible to verify that the contexts are varied, including entertainment, fun, games and a multitude of possibilities in the pedagogical area, especially if we consider their insertion in Early Childhood Education, integrating music and stimulating inventiveness.Ministerio de Ciencia, Innovación y Universidades PID2019-105455GB-C31Junta de Andalucía P20_0064

Philosophical and Educational Perspectives on Engineering and Technological Literacy, IV

In this fourth edition of Philosophical Perspectives on Engineering and Technological Literacy, the divisional publication of the Technological and Engineering Literacy and Philosophy of Engineering (TELPhE) Division of ASEE, is trying a new format. Over the years members of the division have noted that many of us keep coming back to the annual ASEE conference year after year not only for the technical papers, but the deep and wide-ranging conversations that crop up organically and spontaneously at the conference like flowers in the desert after a rain. This may be an appropriate metaphor since within our own academic institutions the opportunities to have wide ranging conversations with others who have similar interests in the larger questions that underlie engineering education are often difficult to start or hard to find. Such conversations matter; dialog is fundamental to the practice of both philosophy and literacy. It is a truism to say that we learn through interacting with others and refine our own ideas by sharpening them against those of others. However the practical reality of a conference is to at least not lose money and that of today’s academic life is to publish one’s work. In conjunction, however, these have the effect of steering academic writing towards papers and presentations rather than free ranging dialog. For TELPhE, a group focused on the ideas and narratives that underlie the learning of engineering, it is not clear that such outward facing, many-to-one, ways of communicating are by themselves meeting the Division’s needs. As Mark Twain is alleged to have said, “Let us make a special effort to stop communicating with each other, so we can have some conversation.” This edition begins with an anchoring paper, John Heywood’s Why Technological Literacy and for Whom? which was presented at the 2016 ASEE Annual Conference and Exhibition in New Orleans, Louisiana. In this paper Professor Heywood’s intent was “raise questions about the intent of technological literacy in society at the present time.” Following the ASEE conference a call was put out to all members of the TELPhE Division asking for short responses to Professor Heywood’s paper. These responses, in random order, follow the anchoring paper. Unlike more traditional journals each author was free to comment in the style and form they best saw fit; instruction for style and formatting were minimal to non-existent. The author’s papers have been left mostly “as is” with only consistency between fonts, layout, and similar issues addressed. In cases where a title was not provided by the author one was inserted; apologies to the authors in advance. It is hoped that this form of “dialog journal” will enable a wider ranging conversation within TELPhE that spans not only those who can attend the ASEE conference and whom stumble in to conversation, but also those whose time, circumstance, and resources don’t give them opportunities to attend. The larger goal of this format is to stimulate ongoing dialogs and capture them in ways that are both readable and archival.https://lib.dr.iastate.edu/ece_books/1003/thumbnail.jp