59 research outputs found
Embedding social innovation and social impact across the disciplines: identifying "Changemaker" attributes
No full textPurpose—This paper proposes an attributes framework for embedding “Changemaker”—a university initiative for promoting social innovation and social impact—across the disciplines at the University of Northampton. Design/methodology/approach—The study is based on the authors’ (2014) phenomenographic study that proposed five different conceptions of Changemaker held by academic staff: 1) Changemaker as institutional strategy; 2) Changemaker as critical thinking, perspective shifting and problem solving; 3) Changemaker as employability; 4) Changemaker as social betterment and 5) Changemaker as personal transformation. The present study explores pedagogic literature to identify skills, behaviours and attributes associated with each of these five categories. Findings—Findings from this literature review inform a taxonomy of Changemaker attributes, which offers a catalogue of skills and behaviours associated with the five conceptions of Changemaker. Research limitations/implications—The conceptions of Changemaker, that form the basis of the Changemaker attributes, represent the beliefs of teaching staff at the University of Northampton. Despite inherent limitations, the approach of using practice-based empirical findings to develop pedagogical tools may be of direct benefit to other education providers as they develop their own models for teaching and learning. Practical implications—The Changemaker attributes will be used by the University of Northampton during the design, approval and review of courses to ensure that social innovation and social impact is embedded across the disciplines. Academic staff can refer these attributes when designing assessments and for inspiration toward innovative teaching practice. Originality/value—The findings of this study will provide a point of reference for other higher education institutions as they look for guidance on embedding social innovation and social impact into their curriculum
Social innovation education: towards a framework for learning design
Full text linkPurpose—This paper proposes a theoretical framework to support the embedding of social innovation education in existing academic programmes. Design/methodology/approach—By adopting Conole et al.’s (2004) methodological approach to reviewing, mapping and modelling learning theory, this study addresses four research questions: 1) How can social innovation education be defined? 2) Which learning theories best support social innovation education? 3) How do such learning theories relate to existing models of learning in higher education? and 4) What implications does a social innovation pedagogy have for learning design? Findings—Findings suggest that social innovation education is supported by a praxis that is grounded in critical learning theory, transformational learning theory and epistemological development. By extending Conole et al.’s (2004) model of learning theory, the present study proposes a ‘zone of pedagogical praxis for social innovation education’ that supports learning design on a more critical plane. Research limitations/implications—The proposed model of learning may be of interest to other universities as they work towards stronger thinkers and stronger communities. Practical implications—Using a theory-informed model for learning design nurtures a pedagogical praxis and underpins the development of a practical toolkit for designing social innovation education. Originality/value—The findings of this study will provide a point of reference for other higher education institutions as they look for guidance on embedding principles of social innovation into their curricula
La autobiografía como estrategia pedagógica para el desarrollo de la lecto-escritura en los estudiantes de la cátedra de lineamientos de investigación i de la facultad de ciencias de la educación de la Universidad libre
Full text linkEscribir no es fácil, leer no es fácil, llevar un habito de lectura y escritura no es fácil, preferir la búsqueda en un libro que el internet no es fácil, hablar sobre lo que somos identificando nuestro pasado, nuestro presente y nuestro futuro para revelar cicatrices, recuerdos, sonrisas, lagrimas, alegrías, no es fácil. Bajo esto, bajo la premisa de buscar una integración de la comprensión y la producción de textos que narraren historias de vida, se da el proyecto “La autobiografía como estrategia pedagógica para el desarrollo de la lecto-escritura en los estudiantes de la cátedra de Lineamientos de Investigación I de la Facultad de Ciencias de la Educación de la Universidad Libre”, que ajustándose a las perspectivas del semillero de investigación LEAL, y de las ideas de los investigadores, fortalece en los estudiantes de lineamientosI la habilidad lecto- escritora desde su propia historia de vida, método o ejercicio personal que busca la interacción entre el escritor y su pasado, presente y futuro, haciendo uso de las queridas palabras para narrar lo que el autor quiere contar. De otra parte el proyecto una ves vista la estrategia de como integrar la lectura y la escritura en un ejercicio, en un “matrimonio feliz” , ve la imperiosa necesidad de como los estudiantes de lineamientos de investigación I pueden escribir una autobiografía o historia de vida, pregunta que nos invadió a nosotros también cuando éramos estudiantes de dicha cátedra, ejercicio que creemos importante y vital para todo proceso académico en especial para los docentes en formación, ya que a través de este método se afirma la identidad y se proyecta el individuo hacia el futuro.Bajo esta premisa,se planteo la necesidad de vías o métodos para la creación textual para llegar a la producción de la autobiografía ya que no existía un método claro para la construcción de este tipo de documentos (teniendo en cuenta su importancia), por lo que surgió la siguiente pregunta¿Que estrategia pedagógica cualificaría los procesos de comprensión y producción de textos en los estudiantes de la cátedra de lineamientos de investigación I de la Facultad de Ciencias de la Educación de la Universidad Libre?, resolviéndola que a través de un texto biográfico se podría llegar a mejorar los procesos de comprensión y producción y bajo este pretexto, cada estudiante, haría un documento que recontara su vida, y que le serviría su identidad y su vida personal.
Teniendo en cuenta que este proyecto es un ejercicio práctico que desarrolla en los estudiantes la habilidad lecto-escritora, acercándolos a la escritura y a la lectura desde su propia historia de vida,viendo la importancia de este documento como agente psicológico y sociológico en los individuos según los antecedentes encontrados, entendiendo que como excusa, funciona perfectamente para la realización de textos pues los estudiantes al verse inmersos en crear un documento sobre sus propias vidas se motivan, investigan y crean líneas, ideas, recuerdos, documentos, el proyecto propuso una metodología que estaba acompañada de herramientas convenientes y fundamentales para el proceso de escritura de textos, herramientas encaminadas a la producción textual como la información y explicación de los diferentes tipos de texto existentes, la información sobre factores de cohesión, coherencia, estética, indispensables para la aplicación en la escritura y que se deben tener en cuenta.De otra parte, planteo lecturas para cada taller (teniendo presente que un buen escritor es un buen lector) que motivaran a los estudiantes a leer, factor imprescindible para la construcción de un texto. Una vez que estaban fijas las herramientas básicas para la construcción de textos, el siguiente paso del proyecto propuso la motivación a través de la integración de los sentidos y la importancia de estos en la percepción y la sensibilidad de sujetos involucrados en una realidad, en un contexto social, aspecto imprescindible a tener en cuenta en docentes en formación y futuros transformadores de sociedad. Y por ultimo, después de todo este largo camino, el proyecto, como una maquina de tejer, que iba construyendo, tejiendo a través de diferentes hilos como herramientas, motivación, lectura, y toda una seria de puntos claves para la ejecución del documento final, dio fruto, el cual, a modo de autobiografías o biografías fue entregado por muchos, y los cuales revelan aspectos claves como la puesta en escena de todo el proceso vivido en las intervenciones, investigación y una solida explicación de aspectos socio-culturales y psicológicos de los estudiantes.Writing is not easy, reading is not easy, take a habit of reading and writing is not easy, prefer to search in a book that the internet is not easy, talk about what we are identifying our past, our present and our future to reveal scars, memories, smiles, tears, joys, is not easy. Under this, under the premise of seeking an integration of comprehension and production of texts that describe and discuss life stories, the project "The autobiography as a pedagogical strategy for the development of literacy in students of the chair of Guidelines is given research I Faculty of Education Sciences University of the Free, "which adjusted the outlook LEAL hotbed of research and ideas of researchers, students strengthens the readers ability lineamientosI writer from his own life history, or personal exercise method that seeks interaction between the writer and his past, present and future, making use of the beloved words to tell what the author wants to tell. On the other hand the draft a see view the strategy of how to integrate reading and writing in an exercise in a "happy marriage", sees the urgent need as students of guidelines research I can write an autobiography or life story asks that invaded us too when we were students of this chair, exercise that we believe important and vital for all academic process especially for teachers in training because through this method is the identity of the individual states and is projected to the futuro.Bajo this premise, the need for roads or textual methods for creation was raised to reach production of autobiography as there was a clear method for constructing such documents (given its importance) so did the next pregunta¿Que pedagogical strategy would qualify the processes of understanding and production of texts students of the department of research guidelines I of the Faculty of Education of the Free University ?, by resolving that through a biographical text could improve comprehension and production processes and under this pretext, each student, a document would recount his life, and that would serve your identity and your personal life.
Given that this project is a practical exercise that develops in students the reading-writing ability, bringing them closer to writing and reading from his own life story, seeing the importance of this document as psychological and sociological agent in individuals according background found, understanding that as an excuse, it works perfectly for the realization of texts for students to be immersed in creating a statement about their own lives are motivated, investigate and create lines, ideas, memories, documents, the project proposed a methodology he was accompanied by appropriate and essential to the process of writing texts, tools aimed at textual production as the information and explanation of the different types of existing text tools, information on factors cohesion, coherence, aesthetics, indispensable for the application in writing and that should be in cuenta.De other hand, pose readings for each workshop (bearing in mind that a good writer is a good reader) to motivate students to read, essential for building a text factor. Once they were still the basic tools for building text, the next step of the project proposed the motivation through the integration of the senses and the importance of these in perception and sensitivity of subjects involved in a reality in a social context, essential to take into account future teachers in training and transformers society aspect. And finally, after all this long way, the project as a knitting machine, which was built, weaving through different threads as tools, motivation, reading, and a whole series of key points for the implementation of the final document gave fruit, which, by way of autobiographies or biographies was delivered by many, and which reveal key aspects such as the staging of the whole process lived in interventions, research and a solid explanation of socio-cultural and psychological of the students
Utopian universities: a technicist’s dream
No full textFollowing a brief introduction, our paper is in four main sections. First, we lay out the points on which we agree with James Mazoue's views expressed in "The Deconstructed Campus." Second, we offer a critique of his views. Third, we consider evidence-based research opportunities for building universities that may incorporate ideas along the lines Mazoue proposes. Fourth, we summarise foreseeable barriers to creating such institutions. Thus our first and second sections are a direct response to Mazoue, while the third and fourth go beyond what he has written. We conclude that Mazoue's arguments can only be sustained by adopting a technicist's view, by seeking to control reality. We assert that a technicist is a utopian. Our view is that higher education must be modernised, to improve students' learning, but through evolution rather than revolutio
From face-to-face to distance: models for the incorporation of e-learning in Higher Education
No full textTeacher collegiality and electronic communication: A study of the collaborative uses of email by secondary school teachers in Uruguay
No full textTeacher collegiality has been consistently highlighted in recent years as a crucial factor in the success of processes of educational change and professional development. Consequently, there is considerable interest both from researchers and practitioners, in investigating strategies capable of supporting interactions and collaborations between teachers. Research, mostly carried out in industry, suggests that computer-mediated communication (CMC) technologies may support collegiality in a diversity of contexts. Following the technological developments of the last few years, which have driven down the costs and complexity of computers and telecommunications, CMC technologies are becoming increasingly available to schools around the world. One of the more widespread of these new CMC technologies is electronic mail. The aim of this article is to discuss some of the results of a research project that investigated the potential of electronic mail for supporting the development of collegiality and professional exchange among secondary school teachers in Uruguay. At the time of this study, relatively little research had been carried out into the use of electronic mail for professional purposes by schoolteachers, especially in Latin America. The evidence suggests that email may support the formation of communities of highly committed users, where seeking and sharing professional resources are accepted behaviours
Identity, employability and entrepreneurship: the ChANGE framework of graduate attributes
Full text linkPurpose: The purpose of this paper is to introduce an evidence-based, transferable framework of graduate attributes and associated university toolkit to support the writing of level-appropriate learning outcomes that enable the university to achieve its mission to Transform Lives + Inspire Change. Design/methodology/approach: An iterative process of co-design and co-development was employed to produce both the framework and the associated learning outcomes toolkit. Findings: There is tangible benefit in adopting an integrated framework that enables students to develop personal literacy and graduate identity. The toolkit enables staff to write assessable learning outcomes that support student progression and enable achievement of the framework objective. Research limitations/implications: While the framework has been in use for two years, institutional use of the toolkit is still in its early stages. Phase 2 of the project will explore how effectively the toolkit achieves the framework objective. Practical implications: The introduction of a consistent, integrated framework enables students to develop and actively increase personal literacy through the deliberate construction of their unique graduate identity. Social implications: Embedding the institutional Changemaker attributes alongside the agreed employability skills enables students to develop and articulate specifically what it means to be a “Northampton graduate”. Originality/value: The uniqueness of this project is the student-centred framework and the combination of curricular, extra- and co-curricular initiatives that provide a consistent language around employability across disciplines. This is achieved through use of the learning outcomes toolkit to scaffold student progression
As múltiplas escolhas de Alejandro Zambra: leituras comparadas
Full text linkThe article discusses the issue of the nonspecificity of the current narrative in the study of Múltipla escolha (2017), by Alejandro Zambra, reading it comparatively to some previous texts by the author and in dialogue with a text by Oswald de Andrade, from the Brazilian modernist tradition. The main theoretical framework starts with the dialogues developed by Florencia Garramuño – expanded art, (in)specificity of the literary and escape from the places of belonging – and Josefina Ludmer, and her theories on the concept of post-autonomous literature, to advance in reflections on Zambra’s hybrid writing. Balancing literary reading and theory, we will draw an overview of Zambra’s prose in a dialogical perspective with the modernist ideology. At the end of the article, we propose to understand Zambra’s prose within a poetics that reinvents and problematizes tradition, thus dialoguing with modern assumptions that, in a comparative example, we take to a work of Oswald de Andrade, a possible interlocutor.El artículo aborda el tema de la inespecificidad de la narrativa actual en el estudio de Múltipla escolha (2017), de Alejandro Zambra, leyéndola frente a textos anteriores del autor y en diálogo con un texto de Oswald de Andrade, de la tradición modernista brasileña.. El marco teórico principal parte del diálogo con las problemáticas desarrolladas por Florencia Garramuño – arte expandido, (in) especificidad de lo literario y escape de los lugares de pertinência – y Josefina Ludmer, con sus teorías sobre el concepto de literatura post-autónoma, avanzar en las discusiones en torno a la escritura híbrida de Zambra. Equilibrando lectura literaria y teoría, trazaremos un repaso de la prosa de Zambra en una perspectiva dialógica con la ideología modernista. Al final del artículo, nos proponemos entender la prosa de Zambra dentro de una poética que reinventa y problematiza la tradición, dialogando así con los supuestos modernos que, como ejemplo comparativo, llevamos a la obra de Oswald de Andrade, un posible interlocutor.O artigo tematiza a questão da inespecificidade da narrativa atual no estudo de Múltipla escolha (2017), de Alejandro Zambra, lendo-a comparativamente a textos anteriores do autor e em diálogo com um texto de Oswald de Andrade, da tradição modernista brasileira. O referencial teórico principal parte do diálogo com as questões desenvolvidas por Florencia Garramuño – arte expandida, (in) especificidade do literário e fuga dos lugares de pertencimento – e Josefina Ludmer, com suas teorias acerca do conceito de literaturas pós-autônomas, para avançar nas discussões em torno da escrita híbrida de Zambra. Equilibrando leitura literária e teoria, traçaremos um panorama da prosa de Zambra em perspectiva dialógica com o ideário modernista. Ao final do artigo, propomos compreender a prosa de Zambra dentro de uma poética que reinventa e problematiza a tradição, com isso, dialogando com pressupostos modernos que, a título de exemplo comparativo, levamos à obra de Oswald de Andrade, um possível interlocutor
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