The role of community‐based learning in teaching about industrial ecology and sustainability in the context of engineering education: A case study from the field

This research attempts to identify the existing condition of the community managed forest based on the assumption that it will serve as a proxy for the condition of other forests in the mid hills region of Nepal. The research area has an atypical variation in altitude and diverse pattern of vegetation. This study mainly focuses on estimating carbon content in the forest and identifying the species that has more carbon storage capacity. The research signifies the role of forests in mitigation of ‘Global warming’ and ‘Climate change’ by storing carbon in tree biomass. These types of community based forest management programs are significant for their additional carbon sequestration through the avoidance of deforestation and degradation. The carbon sequestration have a significant contribution to environmental benefits, any shrinkage of forests have an enormous impact on CO2 emission with long term consequences. Thus, the development and expansion of community managed forests provide many benefits to the adjacent community and globally at large.DOI: http://dx.doi.org/10.3126/njst.v12i0.6490 Nepal Journal of Science and Technology 12 (2011) 127-32

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On the Role of Learning Theories in Furthering Software Engineering Education

Instructional Design ◽

10.4018/978-1-60960-503-2.ch709 ◽

2011 ◽

pp. 1645-1666 ◽

Cited By ~ 2

Author(s):

Emily Oh Navarro

Keyword(s):

Software Engineering ◽

Engineering Education ◽

Large Body ◽

Learning Theories ◽

Valuable Resource ◽

Software Engineering Education ◽

Role Learning ◽

How People Learn

Learning theories describe how people learn. There is a large body of work concerning learning theories on which to draw, a valuable resource of which the domain of software engineering educational research has thus far not taken full advantage. In this chapter, we explore what role learning theories could play in software engineering education. We propose that learning theories can move the field of software engineering education forward by helping us to categorize, design, evaluate, and communicate about software engineering educational approaches. We demonstrate this by: (1) surveying a set of relevant learning theories, (2) presenting a categorization of common software engineering educational approaches in terms of learning theories, and (3) using one such approach (SimSE) as a case study to explore how learning theories can be used to improve existing approaches, design new approaches, and structure and guide the evaluation of an approach.

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Crossing the Digital Divide in a Women's Community ICT Centre

Information Communication Technologies ◽

10.4018/978-1-59904-949-6.ch061 ◽

2008 ◽

pp. 904-910

Author(s):

Clem Herman

Keyword(s):

Digital Divide ◽

Growth And Development ◽

Skills Training ◽

Shared Vision ◽

Community Based ◽

Strategic Plans ◽

Underrepresentation Of Women ◽

The Impact

This article examines the role of community-based training initiatives in enabling women to cross the so-called digital divide and become confident users of ICTs. Drawing on a case study of the Women’s Electronic Village Hall (WEVH) in Manchester, United Kingdom, one of the first such initiatives in Europe offering both skills training and Internet access to women, the article will illustrate the impact that community-based initiatives can have in challenging and changing prevailing gendered attitudes toward technology. Gendered constructions of technology in dominant discourse suggest that women must also cross an internal digital divide, involving a change in attitude and self–identification, before they can see themselves as technically competent. Learning about technology is intimately linked to learning about gender, and the performance of skills and tasks that are culturally identified as masculine can be an empowering step for women, successfully challenging preconceived gendered relationships with technology. The WEVH occupied a unique position, acting as a model for other women’s ICT initiatives and influencing the development and proliferation of other community-based ICT access projects. There were two main motivating forces behind its setting up in 1992. The first was a shared vision of the potential for ICTs to be used as a tool to combat social exclusion. The second was a feminist commitment to redressing the inequalities and underrepresentation of women in computing. Both these perspectives formed an important backdrop to the growth and development of the organisation and have continued to inform its strategic plans.

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Crossing the Digital Divide in a Women's Community ICT Centre

Global Information Technologies ◽

10.4018/978-1-59904-939-7.ch155 ◽

2008 ◽

pp. 2151-2158

Author(s):

Clem Herman

Keyword(s):

Digital Divide ◽

Growth And Development ◽

Skills Training ◽

Shared Vision ◽

Community Based ◽

Strategic Plans ◽

Underrepresentation Of Women ◽

The Impact

This article examines the role of community-based training initiatives in enabling women to cross the so-called digital divide and become confident users of ICTs. Drawing on a case study of the Women’s Electronic Village Hall (WEVH) in Manchester, United Kingdom, one of the first such initiatives in Europe offering both skills training and Internet access to women, the article will illustrate the impact that community-based initiatives can have in challenging and changing prevailing gendered attitudes toward technology. Gendered constructions of technology in dominant discourse suggest that women must also cross an internal digital divide, involving a change in attitude and self–identification, before they can see themselves as technically competent. Learning about technology is intimately linked to learning about gender, and the performance of skills and tasks that are culturally identified as masculine can be an empowering step for women, successfully challenging preconceived gendered relationships with technology. The WEVH occupied a unique position, acting as a model for other women’s ICT initiatives and influencing the development and proliferation of other community-based ICT access projects. There were two main motivating forces behind its setting up in 1992. The first was a shared vision of the potential for ICTs to be used as a tool to combat social exclusion. The second was a feminist commitment to redressing the inequalities and underrepresentation of women in computing. Both these perspectives formed an important backdrop to the growth and development of the organisation and have continued to inform its strategic plans.

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Supporting Learner Social-Emotional Learning and Literacy in Virtual Environments

Handbook of Research on Supporting Social and Emotional Development Through Literacy Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-7464-5.ch003 ◽

2021 ◽

pp. 50-72

Author(s):

Minkie O. English ◽

Rozanne Dioso-Lopez ◽

Salika A. Lawrence

Keyword(s):

Latin America ◽

Virtual Environments ◽

Social Emotional Learning ◽

Community Of Learners ◽

Social Emotional ◽

Community Based ◽

Descriptive Case Study ◽

Community Based Learning ◽

The Caribbean

An exploratory and descriptive case study of the experiences of secondary learners at a community-based learning center on the Caribbean coast in Latin America, this study explores how the Casa Morpho Community of Learners (CoL) model met the socio-emotional (SEL) and literacy needs of adolescents within various virtual environments during the quarantine in Costa Rica. Using lesson plans, teachers' reflective notes, and a developed Learners reflective survey, the following questions were addressed: 1) How did Casa Morpho's curriculum support learners in virtual environments, and with their SEL and literacy needs during the COVID-19 pandemic? 2) What practices were used and how do learners perceive those experiences?

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Antiviral Marketing: The Informationalization of HIV Prevention

Canadian Journal of Communication ◽

10.22230/cjc.2019v44n2a3331 ◽

2019 ◽

Vol 44 (2) ◽

Cited By ~ 2

Author(s):

Margaret MacAulay

Keyword(s):

Hiv Prevention ◽

Gay Men ◽

San Francisco ◽

Information Technologies ◽

Participatory Process ◽

Community Based ◽

Immunodeficiency Virus ◽

Virus De L’Immunodéficience Humaine

Background Leveraging the affordances of technology to enhance human immunodeficiency virus (HIV) prevention efforts has become an increasing public health priority. Grounded in a case study examining the role of networked information technologies in reshaping the HIV prevention landscape for gay men in San Francisco and Vancouver, this article proposes that HIV prevention has become informationalized. Analysis The informationalization of HIV prevention is a convergent and participatory process where networked information technologies not only mediate but also produce HIV risk subjectivities, discourses, and practices in ambivalent ways.Conclusion and implications This article argues that although informationalization creates many important opportunities to revitalize HIV prevention, the binary logic of data and code can unwittingly reproduce hierarchies of guilt/innocence and perpetrator/victim that pose challenges for community-based HIV advocacy efforts.Contexte L’utilisation des dernières technologies pour contrer le virus de l’immunodéficience humaine (VIH) est devenue de plus en plus prioritaire en santé publique. Cet article se fonde sur une étude de cas portant sur comment les technologies de l’information en réseau ont modifié la prévention du VIH parmi les hommes gais à San Francisco et Vancouver. L’étude suggère que dans ces circonstances la prévention du VIH est devenue informationnalisée. Analyse Cette informationnalisation est un processus convergent et participatif où les réseaux informationnels ne font pas que transmettre les subjectivités, pratiques et discours relatifs au risque du VIH mais aussi produisent ceux-ci de manières ambivalentes.Conclusions et implications Cet article soutient que, bien que l’informationnalisation crée de nombreuses occasions pour améliorer la prévention du VIH, la logique binaire de « données » et « codes » peut par inadvertance reproduire certaines hiérarchies (culpabilité/innocence, agresseur/victime) qui entravent les efforts de la communauté pour prévenir le VIH.

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