Special Issue: Technology’s Challenge in K-12 and Higher Education: Dealing with a ­Worldwide Pandemic Guest Editors:

2021 ◽  
pp. 1-2
Author(s):  
Li-Ting Chen ◽  
Leping Liu ◽  
Karen Pugh
Keyword(s):  
Higher Education ◽  
Special Issue ◽  
K 12

scholarly journals Special Issue on Makerspace Design Cases

2017 ◽  
Vol 8 (1) ◽  
Author(s):  
Mary Jo Dondlinger ◽  
Julie McLeod ◽  
Chris Bigenho
Keyword(s):  
Higher Education ◽  
New Media ◽  
Community Organizations ◽  
Institutions Of Higher Education ◽  
Special Issue ◽  
Or Education ◽  
Equipment And Supplies ◽  
Do It Yourself ◽  
K 12 ◽  
Community Facilities

According to the New Media Consortium (NMC), makerspaces are “informal workshop environments located in community facilities or education institutions where people gather to create prototypes or products in a collaborative, do-it-yourself setting.” The NMC Horizon Reports for K-12 Education and for Higher Education have listed makerspaces as “important developments” for the last 2-3 years (2014-2016). Also referred to as hackerspaces, hack labs, and fab labs, these community-oriented spaces provide tools and resources for innovators to carry out their ideas. Makerspaces have quickly risen to the forefront in educational conversations, and many community organizations, schools, and institutions of higher education have created makerspaces in their facilities and campuses. Additionally, many are on the verge of developing a makerspace for their organization. While lists of equipment and supplies for makerspaces are readily available to those seeking to develop a makerspace, resources documenting the design of a makerspace, the philosophy that informed the design, or the programs implemented within a makerspace are considerably less plentiful. This special issue of makerspace design cases is intended to fill that void.  

scholarly journals INTRODUCTION TO THE SPECIAL ISSUE ON ONLINE LEARNING IN K–12 SCHOOLS AND TEACHER EDUCATION

2019 ◽  
Vol 11 (3) ◽  
Author(s):  
Anthony G. Picciano
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Online Learning ◽  
Special Edition ◽  
Special Issue ◽  
Hunter College ◽  
The Past ◽  
Sloan Foundation ◽  
K 12

In 2006–2007, the Alfred P. Sloan Foundation awarded a grant to the Sloan Consortium and Hunter College to conduct a survey of online learning in K–12 schools. For more than a decade, the Foundation had been most generous in awarding grants for online learning that focused on higher education, however, this was the first award directed specifically to the K–12 environments. The timing of this grant coincided with the growing perception of the importance and use of online learning in K–12 schools. During the past several years, the editors of JALN also noticed an increase in article submissions related to teacher education. As a result, a decision was made to publish a special edition of JALN focusing on online learning in K–12 schools and teacher education.

Introduction: The Anthropocene as Context and Concept for the Study of Higher Education

2019 ◽  
Vol 1 (1) ◽  
pp. 1-15
Author(s):  
RYAN EVELY GILDERSLEEVE ◽  
KATIE KLEINHESSELINK
Keyword(s):  
Higher Education ◽  
Social Science ◽  
Social Institutions ◽  
Special Issue ◽  
Analytic Tool ◽  
The Social ◽  
Geologic Condition

The Anthropocene has emerged in philosophy and social science as a geologic condition with radical consequence for humankind, and thus, for the social institutions that support it, such as higher education. This essay introduces the special issue by outlining some of the possibilities made available for social/philosophical research about higher education when the Anthropocene is taken seriously as an analytic tool. We provide a patchwork of discussions that attempt to sketch out different ways to consider the Anthropocene as both context and concept for the study of higher education. We conclude the essay with brief introductory remarks about the articles collected for this special issue dedicated to “The Anthropocene and Higher Education.”

tti2002: Introduction and Conference Overview

2003 ◽  
Vol 17 (1) ◽  
pp. 9-14 ◽  
Author(s):  
E. H. Robson
Keyword(s):  
Higher Education ◽  
Technology Transfer ◽  
Special Issue ◽  
International Convention ◽  
International Conference ◽  
Introductory Paper ◽  
Personal Reflections ◽  
Selection Of

This special issue of Industry and Higher Education is devoted to a selection of papers and reports from tti2002, an international conference on technology transfer and innovation held at the International Convention Centre, Birmingham, UK in July 2002. In this introductory paper, the author provides the context of the conference, summarizes the presentations given by invited speakers and offers personal reflections on the event.

From the Guest Editors: Canadian Perspectives on and Applications of Applied Sociology

2021 ◽  
pp. 193672442110021
Author(s):  
Emily Milne ◽  
Sara J. Cumming
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Education Sector ◽  
Public Confidence ◽  
Applied Sociology ◽  
Application Research ◽  
Special Issue ◽  
The Future ◽  
Sociological Approaches

Public confidence and trust in higher education has declined (Johnson and Peifer 2017) and the future of the higher education sector has been questioned (AGB 2020). More specifically, the discipline of sociology is considered to be in “crisis” and applied sociological approaches are offered as a solution (Graizbord 2019; Weinstein 1997). The purpose of this introduction article as well as the broader special issue is to explore the nature and state of applied sociology in Canada. With a collection of seven articles authored by Canadian sociologists on topics including application research, reflections on process, and teaching practice, this special issue provides a platform to discuss and showcase the distinct nature and contributions of applied sociology in Canada as well as highlight the work of Canadian applied sociologists.

Liberate our Library: doing decolonisation work at Goldsmiths Library

2020 ◽  
Vol 45 (4) ◽  
pp. 148-154
Author(s):  
Marilyn Clarke
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
Study Skills ◽  
Racial Inequality ◽  
Ngugi Wa Thiong'o ◽  
The Self ◽  
Hierarchical Systems ◽  
Special Issue ◽  
Race Theory ◽  
The Mind

Library work now has a role to play when it comes to decolonisation. This article outlines what Goldsmiths Library, University of London is doing, through the Liberate our Library initiative, to diversify and decolonise its collections and practices against the backdrop of worldwide movements for education and social justice led by both students and academics to challenge the dominance of the ‘Westernised university’.2Examples of how we are doing this work are explained using critical librarianship as our guide, whilst recognising that we are still developing expertise in this evolving field of practice. This decolonisation work also uses critical race theory (CRT) as a means to dismantle racial inequality and its impact on higher education.Here, I would like to acknowledge the excellent and inspirational content of ALJ, Critical Librarianship: Special Issue (v.44, no.2) and I see this article as an ongoing companion piece.Goldsmiths Library's liberation work endeavours to empower its users with critical thinking and study skills whilst conducting their research using hierarchical systems and resources which in themselves are in the process of being decolonised.Decolonising a library collection and a profession must of course always begin or at least happen in tandem with the self, through a process that Kenyan author Ngũgĩ wa Thiong'o describes as ‘decolonising the mind.’3

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