Teaching as the emergent event of an ecological process: Complexity and choices in one-to-one programmes

2020 ◽  
Vol 19 (4) ◽  
pp. 503-519 ◽  
Author(s):  
Lyana Thédiga de Miranda ◽  
Magda Pischetola
Keyword(s):  
Knowledge Production ◽  
Teaching And Learning ◽  
Evolutionary Process ◽  
Ecological Approach ◽  
Ecological Process ◽  
Marshall Mcluhan ◽  
Gregory Bateson ◽  
One To One ◽  
Living Organisms ◽  
Process Complexity

The article argues that the ecological approach can offer a viewpoint that comprises more educational complexity. If we accept that the observer and object of observation are in a constant relationship, that technology, context and culture are constituting forces of knowledge production, and that theory/practice is another binary divide to overcome, we are forced to address the intertwined emergence of teaching and learning as part of a co-evolutionary process. As part of ecological pedagogy, communication choices focus on feedback, interconnectedness and in-between-ness among living and non-living organisms. By drawing from the encounter between the complex perspective of Gregory Bateson and the thinking of media ecologist Marshall McLuhan, this article focuses on communication choices in teaching. It presents a comparative study on one-to-one programmes in schools in Italy and Brazil and shows the importance of existing connections and communicative exchanges between the elements of a dynamic system.

Establishing a New Information Paradigm

2011 ◽  
Vol 3 (4) ◽  
pp. 18-24 ◽  
Author(s):  
Dail DeWitt Doucette
Keyword(s):  
Information Science ◽  
Evolutionary Process ◽  
Scientific Discipline ◽  
Arts And Humanities ◽  
New Information ◽  
Chinese Association ◽  
Academic Information ◽  
Complex Forms ◽  
Living Organisms ◽  
Beijing China

This paper suggests a new information paradigm and recommends the establishment of a new academic and scientific discipline, or a metaphysics of information, to be built on the premise that information is also a part of all the universes, elements, systems, and conditions. Therefore, it is also an integral part of all the other individual disciplines and sciences. It is essential to look beyond the limitations of how humans use and perceive information, or even how other living organisms use information. It is proposed that information is in a continuous and dynamic evolutionary process that ranges from simple to complex forms, at every level, across all scientific and academic domains, as well as being a significant element in everything that exists. Information is a trigger mechanism, an emphasis and a nutrient, not only for information activities, but also all physical, and biological elements, systems and activities. Each existing discipline has within it a significant core informational element, which helps formulate and define that discipline. The science of information will bring together core science and academic information elements to correlate, compare and assemble a combined theoretical base. This new discipline should coexist equally with traditional scientific and academic categories such as physical, social science, arts, and humanities. It should not compete with or replace other disciplines but should stand alongside them and assist them to build comparisons and consolidations amongst multiple disciplines regarding information theories, methodologies, practices—by adding new perspectives, resources, and developments. This paper is adapted from a presentation to the Fourth International Conference on the Foundation of Information Science, held in conjunction with the Chinese Association for Artificial Intelligence at the Huazhiong University of Science and Technology in August 2010 in Beijing, China.

The Scholarship of Knowledge in the Modernised University

2014 ◽  
pp. 218-234
Author(s):  
Gregory Heath
Keyword(s):  
Knowledge Production ◽  
Teaching And Learning ◽  
Charles Sanders Peirce ◽  
Production Mode ◽  
American Pragmatism ◽  
Research And Teaching ◽  
Mode 2 ◽  
Traditional Discipline ◽  
Mode 2 Knowledge Production

This chapter investigates how the modernised university might be transformed by the wider adoption of Mode-2 knowledge production. Mode-2 knowledge production, production of dispersed, team-based knowledge, as distinct from the traditional discipline-based Mode-1 knowledge production, was first identified and discussed by Gibbons et al. in 1994. Since then, the terminology has found its way into more general discourse about research and teaching and learning, but in that discourse, Mode-2 knowledge production has struggled to find the legitimacy and acceptance accorded to Mode-1. This is in spite of the fact that knowledge today is most often produced in collaboration, is transmitted in multi-mediated modalities, and utilised in transformative ways very often not envisioned by the generators of that knowledge. It is argued that the reason for the lack of acceptance lies in the fact that a supporting epistemology for Mode-2 knowledge has not, to date, been adequately developed. Thus, the chapter proposes that an epistemology based in philosophical or “American” pragmatism founded by Charles Sanders Peirce can be adopted to provide an articulated and well-grounded epistemology to support Mode-2 as a legitimate form of knowledge production.

Future Directions of Course Management Systems

2011 ◽  
pp. 307-330
Author(s):  
David Mills
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Data Exchange ◽  
Evolutionary Process ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
Future Directions ◽  
The Core ◽  
Core Mission

Course management systems will unquestionably become one of the most critical enterprise systems in higher education. This is because these systems are more closely aligned with the core mission of teaching and learning than any others. Although these systems have already undergone extraordinary transformation in just a few short years, we are at only the very beginning of the evolutionary process. It is critical that CMS vendors look to the students, educators, and administrators that interact with these systems to identify what new tools and features they need. Consequently, the next stage of innovation in course management systems should therefore focus more on features specifically related to promoting better and more efficient processes for teaching and learning online. More flexible administration options should make these systems easier to maintain. Emerging standards will continue to simplify communications and data exchange with other systems. Finally, the infusion of sound principles of instructional design and learning theory into the tools themselves promises to transform today’s course management systems into tomorrow’s expert systems for teaching and learning.

scholarly journals Nordic Student Teachers’ Views on the Most Efficient Teaching and Learning Methods for Species and Species Identification

2019 ◽  
Vol 11 (19) ◽  
pp. 5231 ◽  
Author(s):  
Irmeli Palmberg ◽  
Sirpa Kärkkäinen ◽  
Eila Jeronen ◽  
Eija Yli-Panula ◽  
Christel Persson
Keyword(s):  
Experiential Learning ◽  
Student Teachers ◽  
Species Identification ◽  
Teaching And Learning ◽  
Project Work ◽  
Learning Methods ◽  
Chi Square ◽  
Identification Test ◽  
Living Organisms ◽  
Outdoor Experiential Learning

Teachers need knowledge of species and species identification skills for teaching the structure and function of ecosystems, and the principles of biodiversity and its role in sustainability. The aim of this study is to analyze Nordic student teachers’ views on the most efficient methods and strategies to teach and learn species and species identification, and to find some trends about how well their views are reflected in a species identification test. Student teachers in Finland, Norway, and Sweden (N = 426) answered a questionnaire consisting of fixed and open-ended questions, and a species identification test. An analysis of variance, Chi-Square, and t-test were used for quantitative data and an inductive content analysis for qualitative data. Results showed that outdoor teaching and learning methods are more efficient than indoor methods. The majority of student teachers considered outdoor experiential learning with living organisms as the most efficient teaching and learning method. Student teachers who highlighted outdoor experiential learning and outdoor project work as their most efficient methods received significantly better results in the species identification test than the others. Field trips and fieldwork were emphasized as the most important sources in schools and universities, while the Internet was the most important source among media. The student teachers underlined teachers’ expertise in the form of in-depth understanding of subjects and supervising skills for efficient teaching both outdoors and indoors. Therefore, teaching and learning of species and species identification as the practical part of biodiversity and sustainability education is emphasized as an integral part of teacher education programs.

scholarly journals Internationalisation through South-North mobility: Experiences and outcomes of research capacity-building programmes for African scholars in Denmark

2021 ◽  
Vol 5 (1) ◽  
pp. 46
Author(s):  
Hanne Kirstine Adriansen ◽  
Lene Møller Madsen
Keyword(s):  
Capacity Building ◽  
International Development ◽  
Knowledge Production ◽  
Teaching And Learning ◽  
Qualitative Interviews ◽  
Research Capacity ◽  
Global South ◽  
Research Capacity Building ◽  
Geographical Mobility ◽  
The Impact

Internationalisation of higher education in the global South manifests in different ways through different modalities. Using a multi-disciplinary mobility-lens, this paper discusses outcomes of geographical mobility practiced by African scholars going to universities in the global North as part of research capacity-building programmes. Over the past 30 years, Danida (Danish International Development Assistance) has provided financial assistance – including research visits at Danish universities – to academics in the global South, who would work with problems in their home countries. This type of internationalisation through research capacity building is used in many European countries and is interesting because it facilitates geographical mobility across the North-South socio-economic divide. Based on a survey sent to 499 current and former African scholars as well as 15 qualitative interviews, the aim of this paper is to analyse the reflections from African academics being involved in this type of internationalisation practice. Thereby we give voice to scholars from the global South who are the practitioners of South-North mobility. More specifically, we analyse the role of different locations for becoming an academic and for their knowledge production. Thus, the paper critically examines the impact made by ‘internationalisation as mobility’ on the personal and professional development of African academics. Key words: Internationalisation, Academic mobility, Knowledge production, Africa, Capacity building How to cite this article: Adriansen, H.K. & Madsen, L.M. 2021. Internationalisation through South-North mobility: Experiences and outcomes of research capacity-building programmes for African scholars in Denmark. Scholarship of Teaching and Learning in the South. 5(1): 46-65. DOI: 10.36615/sotls.v5i1.166. This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/  

scholarly journals Bioquímica e Função Renal: Utilizações de Sequências Didáticas com Enfoque Investigativo para Reaproximação de Conceitos Específicos

2019 ◽  
Vol 43 (1 suppl 1) ◽  
pp. 404-413
Author(s):  
Prislaine Pupolin Magalhães ◽  
Rodrigo Cardoso Oliveira ◽  
Daniela Ponce ◽  
Silvia Regina Quijadas Aro Zuliani
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
Chemical Properties ◽  
Evolutionary Process ◽  
First Year ◽  
Medical Sciences ◽  
Pedagogical Design ◽  
Acute Kidney Disease ◽  
Causes Of Errors

ABSTRACT Current teaching proposals involve teaching strategies that seek to assist and encourage the construction of knowledge by the students, turning them into active participants during the learning process and these have been the subject of several researches. This article reports a didactic sequence carried out with students of applied training for the first year Medical Sciences USP – Bauru, and proposes, as part of its pedagogical design, Problem Based Learning (PBL) as the main teaching strategy. In this didactic sequence we used experimental investigative activities. A didactic sequence that includes investigative activities can be characterized as a gradual evolutionary process, with the objective of intertwining the scientific perspective and the students’ conceptions, through well-planned teaching and learning activities contextualized and empirically adapted to the student’s reasoning. The objective of this work is to share an assertive experience of the application of a contextualized research didactic sequence that involved concepts ranging from the simplest chemical properties of biomolecules and ions to the association and discussion of a hypothetical clinical case involving proteinuria. Its pathophysiology consists of the excretion of protein in the urine, mainly albumin, and occurs when there is some damage to the kidneys. Therefore, the dosage of the protein fraction in urine (albuminuria) is mainly used for the early detection of chronic or acute kidney disease and can also be an instrument for the diagnosis of cardiovascular diseases. Therefore, one should be aware of the possible interferences and the various causes of errors inherent to this examination. In this way, through a didactic resource involving contextualized research experimental activities, having proteinuria as the key problem, we were able to re-approximate specific concepts and to value procedural and attitudinal knowledge, which is important for students in this training phase. In this proposal, the students were protagonists of the learning process, where they were able to raise and test their hypotheses, interconnecting knowledge, acquiring specific skills and competences, allowing reflection on the importance of fundamentals and applications of the basic sciences. The purpose of the investigative and contextualized didactic sequences is to form autonomous subjects, who know how to make decisions and work in teams and have a sound and critical understanding of how scientific knowledge evolves and is related.

One-to-One Technology in the K-12 Classroom

Education ◽  
2020 ◽  
Author(s):  
Andrea H. Parrish
Keyword(s):  
Public Schools ◽  
Learning Environments ◽  
Teaching And Learning ◽  
The United States ◽  
Dynamic Learning ◽  
Computing Device ◽  
Access To Technology ◽  
One To One ◽  
K 12 ◽  
The Impact

In Toward a New Learning Ecology: Teaching and Learning in 1:1 Environments (cited under General Overviews), one-to-one learning environments are described as classrooms in which every student has access to a personal computing device (such as a laptop or a tablet) and continuous access to the Internet. This model for student computing was first discussed in educational research beginning in the 1980s, most notably in the Apple Classrooms of Tomorrow (ACOT) project, a research collaborative among public schools, universities, and research teams funded by Apple and outlined in The Evolution of Teachers’ Instructional Beliefs and Practices in High-Access-to-Technology Classroom: First-fourth Year Findings (cited under Origins of One-to-One Technology: Apple Classrooms of Tomorrow [ACOT]). The original premise, based on the work of computer scientist and mathematician Seymour Papert, is rooted in the idea that ubiquitous access to technology can create more dynamic learning environments. In recent years, the proliferation of mobile technology has caused a renewed interest in one-to-one computing, as the improved portability and functionality of technology tools coupled with advances in wireless Internet capability makes one-to-one computing attainable for many schools and districts. Despite the continued debate about the impact of technology on learning, the U.S. Department of Education elevated the concept of a one-to-one technology ratio from unique innovation to moral imperative in its document, Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update (cited under Resources). Even before this, the prevalence of one-to-one computing initiatives increased, both in the United States is discussed in The New Digital Learning Playbook: Understanding the Spectrum of Students’ Activities and Aspirations (cited under General Overviews) and around the world in Large-Scale 1:1 Computing Initiatives: An Open Access Database (cited under International Perspectives on One-to-One Technology). The growth of these initiatives has been accompanied by an increase in peer-reviewed research and evaluation reports that document the impact of one-to-one technology on teaching and learning. A topic that was once dominated by white papers and evaluation reports now boasts a growing body of peer-reviewed studies, research syntheses, and government reports. The references cited in this article provide a cross-section of these various forms of literature that depict the use of one-to-one technology in K-12 classrooms, including implementation resources for districts and key empirical findings.

scholarly journals Listening out and dealing with otherness. A postcolonial approach to higher education teaching

2019 ◽  
Vol 19 (3) ◽  
pp. 227-243
Author(s):  
Angelika Thielsch
Keyword(s):  
Higher Education ◽  
Knowledge Production ◽  
Teaching And Learning ◽  
Individual Learning ◽  
University Teaching ◽  
Teaching Staff ◽  
Academic Teaching ◽  
Higher Education Teaching ◽  
Cultural Musicology ◽  
Definition Of

Postcolonial pedagogy invites academic teaching staff to create situations, in which hegemonic modes of knowledge production can be critically reflected and one’s own entanglement as disciplinary socialised member of (western) academia experienced. Such a postcolonial approach has been applied to a seminar in the context of cultural musicology and its impact on teaching and learning analysed. In this paper, the findings of the accompanying research are presented and discussed in relation to the concept of Bildung, theories on individual learning (in higher education) and current processes to internationalise the curricula. Throughout the argumentation, I will demonstrate how postcolonial pedagogy may cause the construction of otherness and why this simultaneously constitutes the biggest challenge as well as the profoundest reward when applying such an approach to university teaching. In addition to that, this paper introduces a definition of postcolonial pedagogy and offers recommendations to foster its implementation in higher education contexts.

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