1,720,976 research outputs found
Teacher Transition into Innovative Learning Environments
Full text linkThis open access book focuses on how the design and use of innovative learning environments can evolve as teaching practices and education policies change. It addresses how these new environments are used, how teachers are adapting their practices, the challenges that these changes pose, and the effective evaluation of these changes. The book reports on emerging research in learning environments, with a particular emphasis on how teachers are transitioning from traditional classrooms to innovative learning environments. It offers a significant evidence-based global assessment of current research in this field by designers, architects, educators and policy makers. It presents twenty-five cutting-edge projects from researchers in fifteen countries. Thanks to the book’s comprehensive international perspective, which combines theory and practice in a single publication, readers will gain a wealth of new insights. ; This open access book focuses on the design of learning environments that change as teaching practices and education policies change. It addresses how these new environments are used, how teachers are adapting their practices, the challenges these changes present and effective evaluation of these changes. The book reports on emerging research in learning environment developments, with a particular emphasis on how teachers are transitioning from traditional classrooms to innovative learning environments and assesses the effectiveness of these learning environments. This book is the first ever evidence-based global assessment of current research in this field. Readers will gain new insight through its comprehensive international perspective that brings practice and theory together in one publication
Teacher Transition into Innovative Learning Environments
Full text linkThis open access book focuses on how the design and use of innovative learning environments can evolve as teaching practices and education policies change. It addresses how these new environments are used, how teachers are adapting their practices, the challenges that these changes pose, and the effective evaluation of these changes. The book reports on emerging research in learning environments, with a particular emphasis on how teachers are transitioning from traditional classrooms to innovative learning environments. It offers a significant evidence-based global assessment of current research in this field by designers, architects, educators and policy makers. It presents twenty-five cutting-edge projects from researchers in fifteen countries. Thanks to the book’s comprehensive international perspective, which combines theory and practice in a single publication, readers will gain a wealth of new insights. ; This open access book focuses on the design of learning environments that change as teaching practices and education policies change. It addresses how these new environments are used, how teachers are adapting their practices, the challenges these changes present and effective evaluation of these changes. The book reports on emerging research in learning environment developments, with a particular emphasis on how teachers are transitioning from traditional classrooms to innovative learning environments and assesses the effectiveness of these learning environments. This book is the first ever evidence-based global assessment of current research in this field. Readers will gain new insight through its comprehensive international perspective that brings practice and theory together in one publication
What works? Emerging issues
Full text linkEmerging learning environments for architectural education\ud
Diversification and expansion of global higher education in the 21st century, has resulted in learning environments in architectural education that can no longer be sustained by the <i>Beaux-Arts Atelier model</i>. Budgetary pressures, surging student numbers, extensions to traditional curricula, evolving competency standards and accreditation requirements, and modified geographical and pedagogical boundaries are pointing the spotlight on the need for a review of the design of learning environments in the higher education context. The <i>Architects Accreditation Council of Australia [AACA]</i> course accreditation requirements dictate a 1:17 minimum staff/student teaching ratio as well as some aspects of space provision. Unsustainable specifications are driving the need to review pedagogical practices. \ud
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The influx of new digital technologies and largely ubiquitous access to affordable Wi-Fi-enabled mobile devices has helped to democratise knowledge and is transforming when, where and how students learn; and this is having an impact on the types of spaces required to support effective learning. The traditional lecture theatre, with the teacher as sole conveyor of knowledge, is graciously now becoming a memory of the past. More efficient design of space that responds to this digital (r)evolution, has the potential to contribute significantly to savings in provision and management of learning environments.\ud
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Although many studies globally, and particularly those in the United Kingdom, have examined learning environment design, few studies have focussed specifically on the design of studio learning environments or the design of these environments for architectural education, especially in Australia. While facing comparable changes and pressures, architecture continues to be taught in similar environments and using similar pedagogical approaches, to those first developed when it moved from an apprenticeship model to national higher education systems, in the early nineteenth century at the <i>École des Beaux Arts</i> (Kostof, 1977). This chapter contextualises previous research in this area and provides additional insight into the emerging issues in the design of learning environments for architectural education in Australia. Using a grounded theory and thematic analysis mixed methodology, data obtained over a three-year period were interpreted to understand the significant relationships between spatial, technological and pedagogical contexts and the impact that these have on teaching architecture students and preparing them for professional practice. \ud
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While definitions vary, in this chapter, ‘learning environments’ refers to the spatial, technological, social and pedagogical contexts within which learning occurs and which have an impact on student engagement, achievement and attitude. The description includes physical learning environments, blended and virtual environments, spaces and places, and on-campus and off-campus formal and informal environments
Making sense of design thinking
Full text linkIn interdisciplinary research contexts, an increasing regard for ‘design thinking’ as an effective driver of ‘innovation’ continues to grow. However, in these contexts, how does Design Thinking interact with other research strategies and methods? Could a better understanding of design methods assist our appreciation of interdisciplinary research that engages Design Thinking? Research effort on the Innovative Learning and Teacher Change (ILETC) project (ARC 2016-2020), specifically identifies Design Thinking methods and how they have informed ILETC data gathering. Co-design workshops engaged the use of Design Thinking to direct teacher agency toward collaborative efforts in realising the potential of ‘Innovative Learning Environments’ (ILEs). This knowledge has assisted the scaffolding of complex research pathways through ILETC research, priming the central question of the project: how can teachers engage and activate their ILEs
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Multiple Masculinities and the Schooling of Boys
Full text linkMany disciplines have discussed masculinity in often quite polarized discourses. Resulting theories and accounts fail to describe adequately its complex structure. One consequence is the lack of a suitable platform for studying masculinity in schools. Recent discussion of “multiple masculinities” bridges these discourses to present a pluralist interpretation of how boys and men construct and enact their masculinities. It provides an analytical tool for examining how masculinities are built in school and offers educators a three-level strategy for working with boys. La masculinité fait l’objet de discours souvent très polarisés dans bien des disci- plines. Les théories et les explications qui en résultent ne décrivent pas adéquate- ment sa structure complexe. L’une des conséquences est l’absence d’une plateforme convenable pour l’étude de la masculinité dans les écoles. L’examen récent de la question des « multiples masculinités » fait le lien entre ces discours afin de pré- senter une interprétation pluraliste de la manière dont les garçons et les hommes se forgent et vivent leurs masculinités. Il fournit un outil analytique pour étudier comment les masculinités se construisent à l’école et propose aux éducateurs une stratégie tripartite dans leur travail auprès des garçons.
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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