scholarly journals Peer mediation — conflict management in a class of its own

2020 ◽  
pp. 1-20
Keyword(s):  
Conflict Management ◽  
Learning Environments ◽  
Student Development ◽  
Peer Mediation ◽  
Future Research ◽  
Practical Implementation ◽  
School Cultures ◽  
Theoretical Concepts ◽  
Mediation Theory ◽  
Implementation Aspects

Peer mediation is a process whereby students learn how to manage conflict for themselves. Peer mediation theory recognises that some conflict in young people’s lives can be resolved with the help of other students and so provides the tools of conflict resolution without imposing solutions. Implemented correctly, peer mediation can promote positive influences on school cultures, improve learning environments and enhance student development. This article aims to provide an overview of the practical implementation aspects involved in setting up a peer mediation programme. It will outline some theoretical concepts of peer mediation, describe the curricular context in Ireland through which programmes can be integrated and the types of programme suited to primary and secondary schools. It will also make some key recommendations for future research and the development of peer mediation in Ireland.

scholarly journals Combining remotely sensed data using aggregation algorithms

1998 ◽  
Vol 2 (2/3) ◽  
pp. 149-158 ◽  
Author(s):  
W. J. Shuttleworth
Keyword(s):  
Surface Energy ◽  
Land Surface ◽  
Remotely Sensed ◽  
Surface Radiation ◽  
Control Surface ◽  
Future Research ◽  
Practical Implementation ◽  
Remotely Sensed Data ◽  
Theoretical Concepts ◽  
Average Value

Abstract. This paper describes a strategic approach for providing documentation of the surface energy exchange for heterogeneous land surfaces via the simultaneous, four-dimensional assimilation of several streams of remotely sensed data into a coupled land surface-atmosphere model. The basic concepts and underlying theory behind this proposed approach are presented with the intent that this will guide, facilitate, and stimulate future research focused on its practical implementation when appropriate data from the Earth Observing System (EOS) become available. The theoretical concepts that underlie the approach are derived from relationships between the values of parameters which control surface exchanges at pixel (or patch) scale and the area-average value of equivalent parameters applicable at larger, grid scale. A three-step implementation method is proposed which involves (a) estimating grid-average surface radiation fluxes from appropriate remotely sensed data; (b) absorbing these radiation flux estimates into a four-dimensional data assimilation model in which grid-average values of vegetation-related parameters are calculated from pertinent remotely sensed data using the equations that link pixel and grid scales; and (c) improving the resulting estimate of the surface energy balance-again using scale-linking equations by estimating the effect of soil-moisture availability, perhaps assuming that cloud-free pixels are an unbiased subsample of all the pixels in the grid square.

The Intersection of Theory, Tools and Tasks in a Postgraduate Learning Environment

2009 ◽  
pp. 319-333
Author(s):  
Michal Zellermayer ◽  
Nili Mor ◽  
Ida Heilweil
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Virtual Communities ◽  
Cultural Theory ◽  
Veteran Teachers ◽  
School Cultures ◽  
Theoretical Concepts ◽  
Learning And Teaching ◽  
Ict Tools

This chapter describes the learning environment that the authors created for veteran teachers, graduate students in Teaching and Learning who are interested in developing professionally as designers and moderators of Information Communication Technology (ICT) learning environments. It is based on the assumption that learners construct knowledge and understanding when they are an integral part of the learning environment, when they are members of local and global communities where learning is conceived as acquiring the necessary skills for participation through participation. The program is structured as three concentric circles in terms of ICT use. In the first, the teachers learn about constructivism and socio-cultural theory while they collaboratively investigate their own school cultures with the support of ICT tools. In the second, they expand their acquaintance with ICT tools and learning environments and further develop their skills for learning and teaching in such environments. In the third, they design and moderate E-Learning environments, document them and reflect on the process. This chapter describes the activities and tasks in each of these circles with illustrations of how the students respond to these tasks both as learners who interpret and evaluate information and theoretical concepts and as teachers of relevant virtual communities who reflect on their practice.

scholarly journals Three Types of Architectural Educational Strategies (AES) in Sustainable Buildings for Learning Environments in Canada

2021 ◽  
Vol 13 (15) ◽  
pp. 8166
Author(s):  
Jean-Pierre Chupin ◽  
Morteza Hazbei ◽  
Karl-Antoine Pelchat
Keyword(s):  
Learning Environments ◽  
Formal Language ◽  
Quantitative Approach ◽  
Practical Approach ◽  
Future Research ◽  
Educational Strategies ◽  
Sustainable Buildings ◽  
Sustainable Architecture ◽  
Distinctive Features ◽  
Advanced Knowledge

This article explores a trend provisionally called “eco-didacticism” observable for nearly 15 years in art, design and architecture. The corpus concentrates on learning centres as buildings meant to diffuse advanced knowledge in the field of sustainable architecture. We found evidence of additional educational intentions to the pedagogical or scientific programs that these buildings have already been mandated to host and support. A variety of practices or devices have sometimes been added to the architecture, sometimes integrated, while others determine the overall structuring of these educational buildings. Seven cases of “learning centres” built in Canada between 2004 and 2018 have been screened through three epistemological filters distinguishing forms of “architectural didactics”: 1—a labeling often quantitative approach, 2—an experiential or practical approach, 3—a visually narrative or iconic approach. While outlining definitions of these Architectural Educational Strategies (AES), we offer initial explanations for their distinctive features. It appears that architects, designers and critics altogether operate on the belief that forms of architectural communication can operate as elements of a language that would be accessible to non-experts. Our conclusion indicates how future research could question the very possibility of giving lessons through formal language and aesthetic features.

Firm size and workplace learning processes: a study of the restaurant sector

2020 ◽  
Vol 44 (2/3) ◽  
pp. 305-320
Author(s):  
Daniel Bishop
Keyword(s):  
Informal Learning ◽  
Human Resource Development ◽  
Learning Environments ◽  
Workplace Learning ◽  
Firm Size ◽  
Learning Processes ◽  
Future Research ◽  
Structured Learning ◽  
Individual Choice ◽  
Content Type

Purpose The purpose of this paper asks how workplace learning environments change as firm size increases, and how employees respond to this. In doing so, it looks beyond an exclusive focus on formal training and incorporates more informal, work-based learning processes. Design/methodology/approach The study uses a comparative, qualitative research design, using semi-structured interviews with an under-researched group of workers – waiting for staff in restaurants. The data were collected from six restaurants of different sizes. Findings As formally instituted human resource development (HRD) structures expand as firm size increases are more extensive in larger firms, this leaves less room for individual choice and agency in shaping the learning process. This does not inevitably constrain or enhance workplace learning, and can be experienced either negatively or positively by employees, depending on their previous working and learning experiences. Research limitations/implications Future research on HRD and workplace learning should acknowledge both formal and informal learning processes and the interaction between them – particularly in small and growing firms. Insights are drawn from the sociomaterial perspective help the authors to conceptualise this formality and informality. Research is needed in a wider range of sectors. Practical implications There are implications for managers in small, growing firms, in terms of how they maintain space for informal learning as formal HRD structures expand, and how they support learners who may struggle in less structured learning environments. Originality/value The paper extends current understanding of how the workplace learning environment – beyond a narrow focus on “training” – changes as firm size increases.

Toward a Grounded Theory of Student-Athlete Suffering and Dealing with Academic Corruption

2008 ◽  
Vol 22 (3) ◽  
pp. 273-302 ◽  
Author(s):  
Lisa A. Kihl ◽  
Tim Richardson ◽  
Charles Campisi
Keyword(s):  
Grounded Theory ◽  
Student Athletes ◽  
Positive Outcome ◽  
Comparison Method ◽  
Future Research ◽  
Theory Approach ◽  
Multiple Sources ◽  
Theoretical Concepts ◽  
Academic Corruption ◽  
Dual Consciousness

The purpose of this grounded theory study was to explain how student-athletes are affected by an instance of academic corruption. Using a grounded theory approach (Glaser & Strauss, 1967; Strauss & Corbin, 1998), multiple sources of data were collected and analyzed using the constant comparison method leading to theory generation. Findings revealed that student-athletes suffer three main consequences (negative treatment, sanctions, and a sense of loss) that lead to various harmful outcomes (e.g., distrust, embarrassment, dysfunctional relationships, stakeholder separation, anger, stress, and conflict). However, the consequences also created a positive outcome displayed through a dual consciousness of corruption (resiliency and empowerment). The results are compared with existing theoretical concepts and previous research associated with the outcomes of corruption. This theory adds to our knowledge of the nature of suffering experienced by student-athletes as a result of corruption and provides direction for future research and practice.

scholarly journals Informatics and the Challenge of Determinism

Sci ◽  
2020 ◽  
Vol 2 (3) ◽  
pp. 59
Author(s):  
Philip Moore ◽  
Hai Van Pham
Keyword(s):  
Information Systems ◽  
Time Lag ◽  
Technical Information ◽  
Systems Design ◽  
Disruptive Innovation ◽  
Future Research ◽  
Practical Implementation ◽  
Technological Determinism ◽  
Information Systems Design ◽  
Novel Technologies

Motivation: There is a paradox at the heart of informatics where practical implementation generally fails to understand the socio-technical impact of novel technologies and disruptive innovation when adopted in ‘real-world’ systems. This phenomenon, termed technological determinism, is manifested in a time-lag between the adoption of novel technologies and an understanding of the underlying theory which develops following research into their adoption. Methods: We consider informatics theory as it relates to: social informatics and how humans’ function in society, the relationship between society and technology, information systems, information systems design, and human–computer interactions. The challenges posed by novel technologies and disruptive innovation are considered as they relate to information systems and information systems design. Open research questions with directions for future research are discussed with an introduction to and our proposed approach to socio-technical information system design. Significance: We conclude that the adoption of disruptive innovation presents both opportunities and threats for all stakeholders in computerised systems. However, determinism is a topic requiring research to generate a suitable level of understanding and technological determinism remains a significant challenge.

scholarly journals Cultural Variables and Instructional Engineering

2011 ◽  
pp. 274-295
Author(s):  
Christine Simard ◽  
Josianne Basque
Keyword(s):  
Learning Environments ◽  
Future Research ◽  
Future Trends ◽  
Review Of The Literature ◽  
Computer Based Learning ◽  
Cultural Variables ◽  
Computer Based ◽  
Future Research Directions ◽  
The Subject ◽  
Diverse Cultures

This chapter discusses how cultural variables can be taken into account when designing computer-based learning environments (CLEs). Its purpose is to identify concrete recommendations to guide instructional engineering of computer-based learning for diverse cultures through a review of the literature on the subject. First, this chapter describes the background in which such recommendations have emerged, and identifies some of the issues underlying instructional design for diverse cultures. Then it introduces models and guidelines on how cultural variables can be taken into account when designing CLEs. Specific recommendations are organized using a method of instructional engineering for CLEs called MISA (Paquette, 2003) as a frame of reference. This is followed by a discussion on future trends and future research directions.

Making for learning: how graduate students discuss and design for maker-focused pedagogy

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Megan Humburg ◽  
Verily Tan ◽  
Adam V. Maltese ◽  
Amber Simpson ◽  
Joshua A. Danish
Keyword(s):  
Graduate Students ◽  
Formal Education ◽  
Lesson Plans ◽  
Future Research ◽  
Practical Implementation ◽  
Pedagogical Strategies ◽  
Content Type ◽  
Maker Education ◽  
Support Students ◽  
Education Courses

Purpose This study aims to understand how graduate students in a maker education course discuss beliefs about making and implement these beliefs as pedagogy in their curricular designs. Design/methodology/approach Interview transcripts from seven students were analyzed thematically for conceptions of making and learning. Lesson plans were also coded for elements of making, and the authors compared students’ articulated ideas about making with the practical implementation of making in their designs. Findings Students reflected on the nature of making and the possible benefits and tensions surrounding the use of making for learning. Multiple students discussed benefits for their future learning and careers. Comparisons between interview and lesson plans highlight both successful alignments and key gaps in the application of making principles, including struggles that students encountered when translating their beliefs about making into real-world pedagogy. Research limitations/implications Given the limited sample size, future research should explore the extent to which educators in other contexts encounter similar or different obstacles in their development of maker-focused pedagogies. Practical implications Findings can be used to inform future maker education courses to better support students in successfully translating core principles of making from general beliefs into effective and practical pedagogical strategies. Originality/value Despite widespread interest in combining making with educational spaces, much remains to be understood about the strategies that educators use to integrate elements of making into their pedagogy. This study contributes discussions of the benefits and tensions that maker educators may encounter when blending tenets of making with the needs of formal education.

The Integration of Culturally Relevant Pedagogy and Project-Based Learning in a Blended Environment

2015 ◽  
pp. 359-384 ◽  
Author(s):  
Daniel Kelvin Bullock
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Project Based Learning ◽  
Future Research ◽  
Authentic Instruction ◽  
Teacher Interviews ◽  
Relevant Pedagogy

The use of blended learning environments is rapidly expanding in education. This chapter examines a teacher's enactment of the New Tech Network educational model, which utilizes a blended learning environment, and the teaching strategies she used to engage students and gauge student achievement. Detailed teacher interviews, classroom observations, and analyses of student assignments were the sources of data for the study. The findings centered on the integration of culturally relevant pedagogy and authentic instruction within this learning environment and the implications of this integration. Recommendations for future research include a more expansive study of the use of blended learning in social studies and different means of integrating culturally relevant pedagogy and authentic instruction into blended learning.

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