scholarly journals Designing, using and evaluating learning spaces: the generation of actionable knowledge

2018 ◽  
Vol 34 (6) ◽  
Author(s):  
Paul Flynn ◽  
Kate Thompson ◽  
Peter Goodyear
Keyword(s):  
Communication Technologies ◽  
Space And Place ◽  
Digital Tools ◽  
Educational Technologies ◽  
Special Issue ◽  
Learning Spaces ◽  
Material World ◽  
Diverse Range ◽  
Actionable Knowledge ◽  
New Learning

Digital educational technologies, like communication technologies more generally, can undermine the tyranny of distance. If we are not careful, we can slip into thinking that they make space and place irrelevant. This is not the case, as the papers in this special issue demonstrate. Technology needs to be understood as spatially configured and entangled with the material world. When people are using digital tools and resources in activities that lead to learning, place and the material qualities of things matter. This collection of papers introduces a diverse range of ways in which research can create actionable knowledge for those who need to make better decisions about the design and use of new learning spaces.

{Im}materiality

2012 ◽  
Vol 15 (3) ◽  
pp. 180-185 ◽  
Author(s):  
Ann Heylighen ◽  
Megan Strickfaden
Keyword(s):  
Built Environment ◽  
Product Development ◽  
Human Experience ◽  
Space And Place ◽  
Built Environments ◽  
Design History ◽  
Research Experience ◽  
Special Issue ◽  
Material World ◽  
History And Theory

“{Im}materiality: Designing for More Sense/s” is an edited compilation of articles that explore the complexity of embodied human experience within the built environment. A particular aim of these collected works is to look toward how deepening one’s understandings of the experiences of bodies in space and place can contribute to future built environments. The contributors to this special issue are trained in practice-based disciplines such as architecture, product development, and ergonomics. At the same time, they bring in particular theoretical backgrounds of research experience in anthropology, design history and theory, and sociology. They come together through a focus on heterogeneous experiences of disability to articulate themes and issues that illustrate immaterial connections to the material world.

scholarly journals Of Visions and Visionaries: Information and Communication Technologies (ICT) in China

2021 ◽  
Vol 50 (1) ◽  
pp. 3-11
Author(s):  
Barbara Schulte ◽  
Marina Svensson
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Special Issue ◽  
Empirical Reality ◽  
Information And Communication ◽  
Individual Contributions ◽  
State Governance ◽  
Different Dimensions ◽  
Chinese State ◽  
The Individual

This special issue approaches information and communication technologies (ICT) visions and their realisation/implementation at various levels, among different actors and from various perspectives. Conceptually, we distinguish three different dimensions, even though those overlap in the individual contributions as well as in empirical reality – namely ideational, instrumental, and relational. The different contributions address both visions formulated by the Chinese state and by individual actors such as entrepreneurs. Even though the conditions for the use of ICT in China are deeply affected by state governance, this governance is in no way tantamount to one single government. As this issue’s contributions show, state attempts at building a stable cyber-governance are in need of allies and, depending on the allies’ visions and other, competitive visions, the outcomes of these dynamics are seldom truthful realisations of one original grand masterplan.

Ethics and entangled embodiment: Bodies–materialities–organization

Organization ◽  
2014 ◽  
Vol 22 (2) ◽  
pp. 166-182 ◽  
Author(s):  
Karen Dale ◽  
Yvonne Latham
Keyword(s):  
Disabled People ◽  
Material World ◽  
Diverse Range ◽  
Ethical Relation ◽  
For Profit ◽  
Ethical Implications ◽  
Political Position ◽  
Not For Profit ◽  
Radical Alterity ◽  
The Disabled

In this article, we are concerned with the ethical implications of the entanglement of embodiment and non-human materialities. We argue for an approach to embodiment which recognises its inextricable relationship with multiple materialities. From this, three ethical points are made: first, we argue for an ethical relation to ‘things’ not simply as inanimate objects but as the neglected Others of humanity’s (social and material) world. Second, there is a need to recognise different particularities within these entanglements. We draw on the work of Merleau-Ponty and Levinas to think through how the radical alterity of these Others can be acknowledged, whilst also recognising our intercorporeal intertwining with them. Third, we argue that recognition of this interconnectedness and entanglement is a necessary ethical and political position from which the drawing of boundaries and creation of separations that are inherent in social organising can be understood and which contribute to the denigration, discrimination and dismissal of particular forms of embodiment, including those of non-human Others. In order to explore the ethical implications of these entanglements, we draw upon fieldwork in a large UK-based not-for-profit organisation which seeks to provide support for disabled people through a diverse range of services. Examining entanglements in relation to the disabled body makes visible and problematises the multiple differences of embodiments and their various interrelationships with materiality.

scholarly journals Virtual and Other Learning Spaces: Introduction to the Special Issue

2016 ◽  
pp. 110-114
Keyword(s):  
Language Learning ◽  
Opportunity To Learn ◽  
Editorial Team ◽  
Proximal Development ◽  
Special Issue ◽  
Multiple Perspectives ◽  
Learning Spaces ◽  
Access Management ◽  
Theoretical Perspectives ◽  
Physical Spaces

Welcome to issue 7(2) of SiSAL Journal, which is a special issue on virtual and other learning spaces. The idea for putting together this special issue arose for two reasons. Firstly, we were inspired by the of submissions for the Self-Access Stories project edited by Katherine Thornton whose aim was to “highlight specific experiences of various areas of self-access management in practice, with a view to providing multiple perspectives on each issue” (Thornton, 2015). Some of the submissions and the ensuing discussion on the topic of virtual and other learning spaces prompted the editorial team to do a further call for papers for this special issue. The second reason for putting together this issue reason is that our own institution is currently preparing for a move to a larger, brand new purpose-built facility and this has inevitably resulted in our reevaluating interpretations of self-access for our own context. We wanted the opportunity to learn from others and invite them to the conversation. Environmental factors play a role in students’ learning both inside and outside the classroom and through this special issue we hoped to explore physical spaces, virtual spaces, and even metaphorical spaces in learning, e.g. Vygotsky’s Zone of Proximal Development – ZPD, or Murphey’s Zones of Proximal Adjusting – ZPA (Murphey, 1996; 2013) from both the practical and theoretical perspectives. This issue contains four full papers, one discussion article edited by Hisako Yamashita, and three papers that form the fifth part of the language learning spaces column edited by Katherine Thornton.

PROFESSIONAL DEVELOPMENT OF TEACHERS FOR THE IMPLEMENTATION OF DISTANCE LEARNING AT SCHOOL

2021 ◽  
Vol 71 (3) ◽  
pp. 143-154
Author(s):  
G. Mailybayeva ◽  
◽  
G. Zholtayeva ◽  
D. Kaldiyarov ◽  
A. Meirambek ◽  
...  
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
Professional Training ◽  
Online Communication ◽  
Digital Technologies ◽  
Educational Process ◽  
Digital Tools ◽  
Educational Technologies ◽  
Successful Implementation ◽  
Digital Competence

The article deals with the problem of increasing the level of competence of teachers associated with the use of digital educational technologies in the educational process of the school by organizing advanced training courses. Effective digital educational technologies for organizing distance learning are also described. The formation of digital competence is possible in the process of implementing educational programs of higher education, as well as professional development and professional training programs. The authors, based on the analysis of empirical data obtained during the survey of current teachers and future teachers - students of the pedagogical direction on the use of distance educational technologies in the educational process, identify problems and difficulties in using digital technologies, types of competence improvement for the successful implementation of distance learning. Based on the analysis of ICT competence in the field of education, the authors developed a program of a professional development course on the topic "Kashyktyktan okytudagi tsifrlyk bilim beru technologiyalary" and conducted teacher training. The survey revealed the degree of readiness and desire of teachers to use digital tools and services in the educational process. This suggests the need for further development of the organization of effective online communication of participants in the educational process, productive feedback with students using digital technologies; forming a critical assessment of students 'behavior and correcting their actions when working in a digital educational environment, monitoring the independence of students' performance of educational tasks; using the potential of digital tools and services in organizing group work and project activities of schoolchildren, and others.

Information Literacy of a Foreign Language Teacher: An Analysis of Russian and European Professional Standards of Teachers

Vestnik MEI ◽  
2021 ◽  
pp. 135-142
Author(s):  
Marina A. Slepneva ◽  
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Information Literacy ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Educational Process ◽  
Professional Standards ◽  
Digital Tools ◽  
Long Period ◽  
Information And Communication

The introduction of information and communication technologies into the educational process began more than twenty years ago, along with the rapid spreading of computers around the world. However, not all educational institutions have supported the inclusion of information and communication technologies into the educational process for the above-mentioned quite a long period of time. Most likely, this was due to insufficient financial investments in modernization. In addition, insufficient attention was initially paid to training of teachers for working with digital technologies. At present, when information and communication competence has already been included into all international standards for teachers, it turned out that neither graduates from teacher training institutes nor teachers who have been working for already a long period of time have sufficient competencies for using digital technologies in practice. A comparative analysis of Russian and European professional standards for teachers is carried out, and the competencies they should possess are considered. Various versions of the information literacy definitions are given, which have undergone changes in the technological development process. Special attention is paid to the requirements for competencies of foreign language teachers in the field of digital technologies. The list of the currently available digital tools, including mobile devices, is discussed. The students actively use such technologies to learn languages, but to yield a really positive effect, digital tools should be integrated directly into the educational process in a professional manner. The experience of work with digital technologies gained by the teachers of the NRU MPEI Department of Foreign Languages is considered. A conclusion has been drawn, according to which a high level of information literacy enables teachers not only to change their own pedagogical methods, but also to open new horizons for their students, who, in turn, gain access to high quality education.

The Urban Communication Infrastructure

2011 ◽  
pp. 48-66 ◽  
Author(s):  
Susan Drucker ◽  
Gary Gumpert
Keyword(s):  
Virtual Communities ◽  
Satellite Communication ◽  
Communication Technologies ◽  
Space And Place ◽  
Wireless Devices ◽  
Media Technologies ◽  
Planning And Design ◽  
The People ◽  
Urban Planning And Design ◽  
Relationship Of

Does Wi-Fi, the Internet, the mobile phone, satellite communication, the I-Pod, flat screen television, wireless devices, Skype, Face Book, Twitter, virtual communities, laptops, Kindle, alter a sense of place and attachment? This area of exploration is absent not only in the areas of urban planning and design, but also other types of places such as schools and even the home where communication technologies are especially varied and proliferate. This chapter will propose a taxonomy of the relationship of people to places in a media rich environment suggesting a continuum ranging from place attachment through a sense of a-location. The taxonomy offers a classification system clarifying the need to examine the impact of media technologies on the people/environment relationship. This reflects not only how people’s use of space and place have changed as a result of the proliferation of laptops and I-phones, but also what this means in terms of how they connect or disconnect with their physical surroundings.

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