The future of religion and belief literacy: reconnecting a chain of learning

2020 ◽  
pp. 153-166
Author(s):  
Adam Dinham ◽  
Alp Arat ◽  
Martha Shaw
Keyword(s):  
Public Sphere ◽  
Learning Spaces ◽  
Learning Space ◽  
The Future ◽  
A Chain ◽  
Difficult Subject

This chapter summarises what each learning sphere suggests about religion and belief. Religion and belief continue in a public sphere that largely thinks of itself as post-Christian, post-religious, and secular, while having limited understanding of either religion and belief or the secular. This makes it a particularly difficult subject for discussion and learning. As the previous chapters show, messages about religion and belief are messy and often contradictory within learning spaces, as well as between one learning space and another. While this might be said of all sorts of topics, this one has some particular features that single it out. First, the woolly secular-mindedness at its root often stops the conversation before it begins. Second, what is being discovered in this space is a lack of ability to talk about religion and belief. Third, at their core, religion and belief engage with existential questions in which everybody has a stake, regardless of how they answer them. Fourth, religion and belief deal in both certainty and doubt. These characteristics of religion and belief both strain the chain of learning and make it more difficult to reconnect. The chapter then applies a religion and belief literacy analysis to explore how the chain of learning might be reconnected.

Analisis Pemenuhan Standar Sarana dan Prasarana Sekolah

PEDAGOGIKA ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 59-71
Author(s):  
Nina Lamatenggo ◽  
Irun Abubakar ◽  
Intan Abdul Razak
Keyword(s):  
Data Collection ◽  
Observation Data ◽  
Learning Spaces ◽  
Learning Space ◽  
Computer Lab ◽  
Descriptive Research ◽  
Work Area ◽  
Technical Drawing ◽  
Space Infrastructure ◽  
Drawing Practice

The purpose of this study was to determine the fulfillment of facilities and infrastructure of general learning spaces, supporting spaces and special learning spaces at SMK Almamater Telaga. This type of research is quantitative with the type of descriptive research. Data collection techniques using interviews, observation, data collection instruments and documentation. The results of the study are 1) the facilities and infrastructure of the general learning space are met according to the standards, and not according to the standards namely Biology Lab, Physics Lab, Chemistry Lab, Natural Sciences, Language Lab and technical drawing practice room. Whereas the facilities for 2 classrooms are in accordance with the standard and 13 classrooms, the library, and the computer lab are not yet in accordance with the standard, 2) the supporting facilities and infrastructure are met according to the standard, toilets, counseling rooms, UKS, and circulation rooms not according to standards, 3) facilities and special learning space infrastructure are not yet up to standard. Suggestions in this research are to pay more attention to the development of LAB infrastructure in Chemistry, Biology, Physics, Science, Technical Drawing Practice Room, Counseling Room, UKS Room and circulation room. In addition, the area of special learning space for all majors is adjusted according to the work area of each department.

Write–Reach–Repeat

2020 ◽  
pp. 1083-1093
Author(s):  
Robin M. Boylorn
Keyword(s):  
Qualitative Research ◽  
Public Sphere ◽  
The Internet ◽  
The Public ◽  
The Future ◽  
Private And Public ◽  
The Relationship

This chapter considers the role, importance, and impact of public intellectualism on the future of qualitative research. The chapter argues that the move toward technology and the public dissemination of information via the internet requires a shift in how and what we research with an expressed intention of reaching a broader and nonacademic audience. The chapter considers the relationship between the private and public sphere, and the so-called “bastardization” of intellectualism to explain the role and rise of public intellectualism in qualitative research. By considering issues such as personal subjectivity, accountability, representation, and epistemological privilege, the chapter discusses how public contexts inform qualitative research and, conversely, how qualitative research can inform the public.

scholarly journals The Effect of Perceptions: Instructor–Student Dynamics in the Spanish Heritage Classroom

Languages ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 46
Author(s):  
Patricia González Darriba ◽  
Benjamin Kinsella ◽  
Crystal Marull ◽  
Nathan Campbell
Keyword(s):  
Latin America ◽  
Language Attitudes ◽  
Learning Spaces ◽  
Heritage Speakers ◽  
Learning Space ◽  
Classroom Dynamics ◽  
Five Dimensions ◽  
University Courses ◽  
The Us ◽  
Attitudes And Perceptions

The rising population of heritage speakers (HS) in university courses in the US has increased the need for instructors who understand the linguistic, social, and cultural profiles of their students. Recent research has discussed the need for specialized courses and their differentiation from second-language (L2) classes, as well as the intersection between HS and language attitudes. However, prior studies have not examined HS students’ language attitudes toward the sociolinguistic background of the instructors and their effect on classroom interactions. Therefore, this study explores HS students’ overall language attitudes and perceptions of their instructors’ sociolinguistic background. In a survey, HS university students (N = 92) across the US assessed four instructor profiles along five dimensions. Results showed that students rated more favorably instructors born and raised in Latin America, followed by those from Spain. Furthermore, HS favored these two profiles over HS or L2 profiles as their course instructors. However, preferences were less marked in the online context. These findings demonstrate that to design supportive learning spaces with—rather than for—HS students, programs must first acknowledge how classroom dynamics are shaped by the perspectives brought into the learning space and by the context of the learning space itself.

scholarly journals Studying Collaboration Dynamics in Physical Learning Spaces: Considering the Temporal Perspective through Epistemic Network Analysis

Sensors ◽  
2021 ◽  
Vol 21 (9) ◽  
pp. 2898
Author(s):  
Milica Vujovic ◽  
Ishari Amarasinghe ◽  
Davinia Hernández-Leo
Keyword(s):  
Collaborative Learning ◽  
Temporal Analysis ◽  
Learning Design ◽  
Learning Spaces ◽  
Limited Evidence ◽  
Temporal Perspective ◽  
Learning Space ◽  
Collaboration Dynamics ◽  
Collaborative Activities

The role of the learning space is especially relevant in the application of active pedagogies, for example those involving collaborative activities. However, there is limited evidence informing learning design on the potential effects of collaborative learning spaces. In particular, there is a lack of studies generating evidence derived from temporal analyses of the influence of learning spaces on the collaborative learning process. The temporal analysis perspective has been shown to be essential in the analysis of collaboration processes, as it reveals the relationships between students’ actions. The aim of this study is to explore the potential of a temporal perspective to broaden understanding of the effects of table shape on collaboration when different group sizes and genders are considered. On-task actions such as explanation, discussion, non-verbal interaction, and interaction with physical artefacts were observed while students were engaged in engineering design tasks. Results suggest that table shape influences student behaviour when taking into account different group sizes and different genders.

scholarly journals Verification of Outstanding Claim Provisions—Separation Technique

1977 ◽  
Vol 9 (1-2) ◽  
pp. 26-32 ◽  
Author(s):  
R. E. Beard
Keyword(s):  
Distribution Function ◽  
Automatic Verification ◽  
Separation Technique ◽  
Implicit Assumption ◽  
Subjective Judgment ◽  
Constant Rate ◽  
The Future ◽  
Average Distribution ◽  
Chain Ladder ◽  
A Chain

In reference [1] Dr. G. C. Taylor has described a useful advance in the techniques available for verification of outstanding claims estimates when the data provided is the cohort development of numbers and amounts of claims. In this note it is assumed that the numbers relate to settled claims and that the amounts relate to claim payments, so there is an implicit assumption that the pattern of partial payments is constant. If the amounts of settled claims were to be used, there would be a one/one relationship between the numbers and amounts, but the effect of the exogeneous factor would be blurred because the settlements in a year other than the first include partial payments made some time previously, and, by hypothesis, based on different factors. If information relating to partial payments is available the data can be examined for any major fluctuation in the pattern and allowance made accordingly.In paragraph (2) of reference [1] a brief description is given of a standard routine calculation in which the average distribution function of claim payments in time is estimated from the triangle of payments by a chain ladder technique. This distribution function is then used to estimate the expected development of the incomplete cohorts, the implicit assumption being made that the function was stable in time. With a constant rate of inflation the results obtained by this technique were found to be satisfactory but with a rapid increase in the rate of inflation the distribution function changed so that projection led to underestimates of the future claims payments. Various methods of adjusting the projections to allow for the change in the rate of inflation have been investigated, but they all involve an important element of subjective judgment and so far no generally suitable basis for “automatic” verification by this particular technique has been discovered. See however reference [2].

Considerations for creating library learning spaces within a hierarchy of learning space attributes

2021 ◽  
Vol 47 (6) ◽  
pp. 102458
Author(s):  
Deborah Lynn Christoffersen ◽  
Clifton B. Farnsworth ◽  
Evan D. Bingham ◽  
James P. Smith
Keyword(s):  
Learning Spaces ◽  
Learning Space

scholarly journals The Influence of Learning Styles on Perception and Preference of Learning Spaces in the University Campus

Buildings ◽  
2021 ◽  
Vol 11 (12) ◽  
pp. 572
Author(s):  
Shiqi Wang ◽  
Chenping Han
Keyword(s):  
Learning Styles ◽  
Influence Factors ◽  
Individual Preference ◽  
Subjective Assessment ◽  
Two Dimensions ◽  
Learning Needs ◽  
University Campus ◽  
Traditional Classrooms ◽  
Learning Spaces ◽  
Learning Space

Good academic performance will occur when learning spaces match or support individual preference and needs. This effect depends on environmental characteristics and individual attributes. Learning styles (LSs) have been used as a tool to capture the behavioral and psychological characteristics of learners in the process of learning activities, which provide instructions to address their learning needs. However, few have focused on the perceptual characteristics of learning space from the view of distinct learning styles. The research aims to identify which kinds of learning spaces in university campus have been preferred by students with different learning styles respectively and the spatial characteristics which have significant influence on the distinct evaluation results; the research consists of 178 college students’ LSs measurement conducted by the Index of Learning Styles questionnaire and their subjective assessment to five typical learning spaces obtained by 5-point Likert-type scale. Then, the key spatial influencing factors were identified by the focus group interviews; the results firstly ranked the learning spaces according to their satisfaction evaluation and restorative potential. The self-study rooms are rated highest, followed by professional classroom, traditional classroom, and multimedia classroom. Then, two dimensions of learning styles were proved as having considerable effects on perception. Specifically, there are significant differences between visual and verbal learners’ evaluations of multimedia classrooms and traditional classrooms, and between global and sequential learners’ evaluations of multimedia classrooms, informal learning spaces, and learning buildings. The other two dimensions including perceiving and remembering have no obvious impacts on learners’ perception of any learning spaces. At last, the important influence factors of perceptions of five typical learning spaces were identified, respectively, and their different effects on various groups were discussed. For example, the serious atmosphere in traditional classrooms was regarded as a motivation for sensing learners but a stress for intuitive learners. The studies emphasize the perceptual difference on learning space in terms of students’ unique learning styles and key points for each kind of learning space with regard to satisfaction of personalized needs. However, before it can be used by designers as tools, more research is needed.

scholarly journals When the Experimental Lab is Itself the Experiment: Making Someone Else’s Design Work

2021 ◽  
Vol 12 (2) ◽  
pp. 59-78
Author(s):  
Jesse Strycker
Keyword(s):  
Higher Education ◽  
Faculty Member ◽  
Learning Spaces ◽  
Design Work ◽  
The Future ◽  
Multi Stakeholder

The redesign of learning spaces has been a growing trend in education, especially higher education. The redesign of such spaces takes time and involves a variety of stakeholders, sometimes resulting in ill-defined designs. This can be exacerbated when individuals leading such efforts depart and there is not a consensus on the design, sometimes leading to vendors having a disproportionate say in final implementations. Understanding these differences and finding a way forward can fall on new stakeholders who are tasked with supporting such spaces after most of the foundational decisions have been made and/or carried out. This case explores one faculty member and designer’s experiences with helping to both design for and define such an ill-defined space. Included in this case are the story of the design of the space pieced together from before the author started his employment and the story since he became a stakeholder, stumbling blocks encountered after the space was built, strategies employed in the interim, discussing a path forward, and finally sharing realizations made during the process which will help his future efforts with designing such multi-stakeholder spaces in the future.

scholarly journals EMERGENCE OF INFORMAL LEARNING SPACE IN UNIVERSITY CAMPUS: A COMPARATIVE SCENARIO IN THE CONTEXT OF KHULNA CITY

2021 ◽  
Author(s):  
Z. Sourav ◽  
◽  
D. Afroz ◽  
Keyword(s):  
Learning Environment ◽  
Informal Learning ◽  
Formal Education ◽  
Outdoor Environment ◽  
Formal Learning ◽  
University Campus ◽  
Learning Spaces ◽  
Learning Space ◽  
Informal Learning Environment

Ancient education system was developed from a semi-outdoor environment. While developing the learning spaces it developed into indoor environment to ensure controlled environment, focus, discipline and compactness. These properties lead to formal education and formal learning space which replaced the informal learning environment. Formal learning space usually drive students towards a single expertise or knowledge. The limitations and boredom of formal education often causes depression and annoy towards education that result in limited learning and one-sided education. This research indicates the role of “informal learning environment” which helps university students to achieve multi-disciplinary knowledge through a simple, contextual and informal way. To establish the emergence, we tried to do a quantitative analysis among the students studying different universities in Khulna city. We have tried to understand the perspective of the students whether they feel the importance of informal learning or not in their daily life. While working on this paper, we have experienced unique scenario for each university but by any means Khulna University and Khulna University of Engineering & Technology serves their student the environment where students can meet and share knowledge with their natural flow of gossiping with food or drinks while Northern University of Business & technology and North-Western University have shown different scenario.

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