6,027 research outputs found
Implementing a learning technology strategy: top-down strategy meets bottom-up culture
No full textUsing interview-based 'insider case study' research, this paper outlines why the University of Salford has adopted a Learning Technologies Strategy and examines the factors which are likely to lead to its successful implementation. External reasons for the adoption focused on the need to: respond to 'increased Higher Education (HE) competition', meet student expectations of learning technology use, provide more flexibility and access to the curriculum, address the possible determining effect of technology and establish a Virtual Learning Environment (VLE) presence in this 'particular area of the HE landscape'. Internal drivers centred on the need to: continue a 'bottom-up' e-learning pilot project initiative, particularly given that a VLE is a 'complex tool' which requires effective strategic implementation, and promote the idea that learning technology will play an important role in determining the type of HE institution that the University of Salford wishes to become. Likely success factors highlighted the need to: create 'time and space' for innovation, maintain effective communication and consultation at all levels of the organization, emphasize the operational aspects of the strategy, establish a variety of staff development processes and recognize the negotiatory processes involved in understanding the term 'web presence' in local teaching cultures. Fundamentally, the paper argues that policy makers should acknowledge the correct 'cultural configuration' of HE institutions when seeking to manage and achieve organizational change. Thus, it is not just a question of establishing 'success factors' per se but also whether they are contextualized appropriately within a 'correct' characterization of the organizational culture
On reification: A reinterpretation of designed and emergent practice ‐ a reply
No full textWe welcome the response of Chris Tompsett and Graham Alsop to our article (Lisewski and Joyce, 2003). Within its ‘stricter analysis’, it is thoughtful and incisive, presenting an interesting critique of our ideas. However, we cannot help but think that the authors have missed the point. Indeed, if we wish to be mischievous we woidd argue that their response is an exemplar of some of the concerns we wanted to raise in our original article
Interview with Bernard Cache, author of "Earth Moves: The Furnishing of Territories" (MIT Architectural Press)
No full textBernard Brodie and the bomb: at the birth of the bipolar world
No full textBernard Brodie (1910-1978) was a leading 20th century theorist and philosopher of war. A key architect of American nuclear strategy, Brodie was one of the first civilian defense intellectuals to cross over into the military world. This thesis explores Brodie’s evolution as a theorist and his response to the technological innovations that transformed warfare from World War II to the Vietnam War. It situates his theoretical development within the classical theories of Carl von Clausewitz (1780-1831), as Brodie came to be known as “America’s Clausewitz.” While his first influential works focused on naval strategy, his most lasting impact came within the field of nuclear strategic thinking. Brodie helped conceptualize America’s strategy of deterrence, later taking into account America’s loss of nuclear monopoly, the advent of thermonuclear weapons, and proliferation of intercontinental ballistic missiles. Brodie’s strategic and philosophical response to the nuclear age led to his life-long effort to reconcile Clausewitz’s theories of war, which were a direct response to the strategic innovations of the Napoleonic era, to the new challenges of the nuclear age. While today’s world is much changed from the bipolar international order of the Cold War period, contemporary efforts to apply Clausewitzian concepts to today’s conflicts suggests that much can be learned from a similar endeavor by the previous generation as its strategic thinkers struggled to imagine new ways to maintain order in their era of unprecedented nuclear danger.acceptedVersionei tietoa saavutettavuudest
Examining the five‐stage e‐moderating model: Designed and emergent practice in the learning technology profession
No full textThis paper highlights the need for learning technologists to establish their ‘academic legitimacy’ within the complexities of online learning and teaching practice. Frameworks such as the ‘five stage e‐moderating model’ can be useful in developing the knowledge base but there are dangers in them becoming too reified within an increasingly commodified higher education (HE) environment. The paper calls for greater professional reflexivity and contestation within learning technology practice and concludes by inviting the Alt‐J readership to engage in a critical debate with regard to these issues
Paroles de Bernard Lambert : un paysan révolutionnaire
No full textLe texte publié est la transcription des paroles prononcées par Bernard Lambert le 4 mai 1981 au séminaire « Luttes dans et pour l'espace rural » de Françoise Bourquelot et Nicole Mathieu à l'EHESS. Un récit de trente ans d'histoire du syndicalisme paysan, qui montre une pensée d'avant-garde, une ouverture sur les problèmes internationaux, une capacité de se projeter dans l'avenir. A former union member testimony and commitment The history of French farmers' unions since thirty years is related by Bernard LAMBERT (1931-1984), a long-time trade unionist, founder member of the union « Paysans travailleurs » and author of the book entitled Les paysans dans la lutte des classes (1970). Bernard LAMBERT's talk to a seminar held in Paris on May 4th 1981 at the EHESS, reveals, through debates put back in their context, his avant-garde ideas, his concern for international problems and his will to anticipate the future
Richard Bernard and His Publics: A Puritan Minister as Author
No full textDrawing upon approaches from history, literature, and religious studies, this dissertation enhances our understanding of the confluence of religion, print, politics, and society during a key transitional period in European history. In particular, it uses the case study of "author-minister" Richard Bernard to examine the relationship between print authorship and parish ministry in early seventeenth century England. Although it is well known that many early modern ministers became authors through the publication of sermons, few scholars have considered the more active role that some ministers took in producing works specifically designed for a print medium. Because preaching, teaching and other professional activities could easily fill the entirety of a minister’s time, it is important to consider the reasons these author-ministers chose to pursue publication and the goals that they had for their works. The dissertation demonstrates that authorship could become an integral part of the clerical vocation as author-ministers intentionally targeted different audiences through a variety of genres in order to further England’s reformation and religious unification within their own parishes and beyond.
The dissertation is centered upon the career of Bernard, whose life and work are ideally positioned to highlight many aspects of early Stuart parish and print ministry. In his works, the connection between pastoral ministry and print is particularly strong. For instance, one can often pinpoint specific events that influenced not only the timing but also the content of publications. In addition, Bernard was particularly explicit, both in his private correspondence and in print, about his goals as an author, his imagined audience, and his purposes for seeking publication. By placing his print works alongside records from his ministry, it is possible to reconstruct ways that Bernard’s pastoral vocation and authorial work mutually influenced one another, as well as how he conceived of these dual roles
Clipping about F.R. Bernard, 12 October 1911
No full texthttps://egrove.olemiss.edu/bernard/1062/thumbnail.jp
Committee to F.R. Bernard, 2 August 1892
No full texthttps://egrove.olemiss.edu/bernard/1063/thumbnail.jp
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