Culture, Identity, Difference

2010 ◽  
Vol 17 (2-3) ◽  
pp. 87-104
Author(s):  
Paul Basu ◽  
Simon Coleman
Keyword(s):  
Public Engagement ◽  
Teaching And Learning ◽  
University Education ◽  
Public Communication ◽  
Museum Collections ◽  
Learning Resource ◽  
The Public ◽  
Strategic Review ◽  
The Future ◽  
Teachers And Students

In its 2002-3 Strategic Review, the Royal Anthropological Institute reasserted the importance of the public communication of anthropology for the future of the discipline. Two significant venues for public engagement activity were identified: museums and pre-university education contexts. We present an account of the development and piloting of an anthropology teaching and learning resource that bridges these two arenas. Complementing efforts to introduce an anthropology A-Level, the Culture, Identity, Difference resource uses museum collections as a way of introducing anthropological perspectives on topics such as belief, ethnicity, gender and power to enhance students' studies across a range of different A-Level subjects. We reflect on some of the lessons learnt during the process, including the value of developing resources that can be used flexibly and creatively by teachers and students, and the need to approach the museum as a space of encounter, exploration and experimentation rather than as a didactic educational venue.

Producing a Radio Show About Psychological Science

2011 ◽  
Vol 39 (1) ◽  
pp. 42-44 ◽  
Author(s):  
Emily Stark ◽  
Daniel Sachau ◽  
Dawn N. Albertson
Keyword(s):  
Faculty Development ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Learning Resource ◽  
The Public ◽  
Psychological Science

The authors describe the development of a campus-based radio show about psychological science. The authors’ goals in creating the show were to inform the public about the science of psychology and to create a teaching and learning resource for faculty members and students. The show, Psychological Frontiers, airs twice a week and consists of 2-minute summaries of research and theory. Issues related to show format, medium, and script writing are discussed. The authors also present ways in which they have used this show as an activity in their courses as well as for faculty development.

Ideas on the Future of Intelligent Web-Based E-Learning

2018 ◽  
pp. 2274-2287
Author(s):  
Utku Kose
Keyword(s):  
Artificial Intelligence ◽  
Teaching And Learning ◽  
Current Status ◽  
Learning Approaches ◽  
Learning Tools ◽  
Web Based ◽  
The Future ◽  
Teachers And Students ◽  
Important Approach ◽  
E Learning

With the outstanding improvements in technology, the number of e-learning applications has increased greatly. This increment is associated with awareness levels of educational institutions on the related improvements and the power of communication and computer technologies to ensure effective and efficient teaching and learning experiences for teachers and students. Consequently, there is a technological flow that changes the standards of e-learning processes and provides better ways to obtain desired educational objectives. When we consider today's widely used technological factors, Web-based e-learning approaches have a special role in directing the educational standards. Improvements among m-learning applications and the popularity of the Artificial Intelligence usage for educational works have given great momentum to this orientation. In this sense, this chapter provides some ideas on the future of intelligent Web-based e-learning applications by thinking on the current status of the literature. As it is known, current trends in developing Artificial Intelligence-supported e-learning tools continue to shape the future of e-learning. Therefore, it is an important approach to focus on the future. The author thinks that the chapter will be a brief but effective enough reference for similar works, which focus on the future of Artificial Intelligence-supported distance education and e-learning.

scholarly journals Expert communication on Twitter: Comparing economists and scientists’ social networks, topics and communicative styles

2020 ◽  
pp. 096366252095725
Author(s):  
Marina Della Guista ◽  
Sylvia Jaworska ◽  
Danica Vukadinović Greetham
Keyword(s):  
Social Media ◽  
Public Engagement ◽  
Expert Knowledge ◽  
Semantic Network ◽  
Public Communication ◽  
Communicative Practices ◽  
The Public ◽  
Multimedia Contents ◽  
Language Analysis ◽  
Use Of Social Media

Experts increasingly use social media to communicate with the wider public, prompted by the need to demonstrate impact and public engagement. While previous research on the use of social media by experts focused on single topics and performed sentiment analysis, we propose to extend the scope by investigating experts’ networks, topics and communicative styles. We perform social and semantic network as well language analysis of top tweeting scientists and economists. We find that economists tweet less, mention fewer people and have fewer Twitter conversations with members of the public than scientists. Scientists use a more informal and involved style and engage wider audiences through multimedia contents, while economists use more jargon, and tend to favour traditional written media. The results point to differences in experts’ communicative practices online, and we propose that disciplinary ways of ‘talking’ may pose obstacles to an effective public communication of expert knowledge.

scholarly journals Visualising the Intended Practical Doing: Future-Oriented Movements in Swedish Vocational School Workshop Settings

2021 ◽  
Vol 8 (2) ◽  
pp. 160-185
Author(s):  
Stig-Börje Asplund ◽  
Nina Kilbrink ◽  
Hamid Asghari
Keyword(s):  
Vocational Education ◽  
Teaching And Learning ◽  
Vocational School ◽  
General Nature ◽  
General Level ◽  
Variation Theory ◽  
Learning Content ◽  
The Future ◽  
Teachers And Students ◽  
Vocational Learning

Context: This article focus on teaching and learning processes in a vocational classroom in Swedish vocational education. There are few studies within the field of vocational education that have a focus on how vocational learning is done in interaction in the vocational classroom/workshop, and what vocational learning content is displayed in the interaction between teacher and student, and thus made possible to learn. This article aims to fill this gap by exploring the future-oriented movements that take shape when a vocational teacher and vocational students negotiate how a practical task could, and should, be handled and solved in vocational teaching situations in vocational plumbing school workshop settings. An increased understanding of these processes can help to improve the actual teaching of a specific subject content to support students in their vocational learning, aiming for learning a professional trade.Methods: The data consists of video recorded lessons from the Sanitary, Heating and Property Maintenance Programme in Swedish upper secondary school. Through concrete empirical examples from video recorded lessons the article explores the interaction between teachers and students in vocational school workshop settings using CAVTA. CAVTA is based on Conversation Analysis (CA) and Variation Theory (VT) and is a theoretical and methodological framework that can be used together and integrated to reach understanding of both how- and what-aspects of the learning process in practice, when analysing teaching and interaction.Findings: Findings shows how aspects concerning a specific vocational learning content that revolves around a vocational practical doing compete for the space with a vocational learning content of a more general nature. These general objects of learning are also related to work-specific vocational learning and knowledge in relation to the future profession, but on a more general level than the task specific vocational knowledge. Altogether, this illuminates how different layers of work-specific vocational learning are made visible in the interaction, and how they mutually contextualise each other in the here and now.Conclusion: This article illustrates that the specific and the general vocational learning content can complement each other and open up for a more in-depth vocational learning. In conclusion, this article emphasises the importance for vocational teachers to develop teaching strategies to navigate between helping the students in their problem solving here and now, and contextualising the specific vocational learning content and making vocational learning relevant for future vocational occupation and working life.

Ideas on the Future of Intelligent Web-Based E-Learning

2015 ◽  
pp. 285-297
Author(s):  
Utku Kose
Keyword(s):  
Artificial Intelligence ◽  
Teaching And Learning ◽  
Current Status ◽  
Learning Approaches ◽  
Learning Tools ◽  
Web Based ◽  
The Future ◽  
Teachers And Students ◽  
Important Approach ◽  
E Learning

With the outstanding improvements in technology, the number of e-learning applications has increased greatly. This increment is associated with awareness levels of educational institutions on the related improvements and the power of communication and computer technologies to ensure effective and efficient teaching and learning experiences for teachers and students. Consequently, there is a technological flow that changes the standards of e-learning processes and provides better ways to obtain desired educational objectives. When we consider today's widely used technological factors, Web-based e-learning approaches have a special role in directing the educational standards. Improvements among m-learning applications and the popularity of the Artificial Intelligence usage for educational works have given great momentum to this orientation. In this sense, this chapter provides some ideas on the future of intelligent Web-based e-learning applications by thinking on the current status of the literature. As it is known, current trends in developing Artificial Intelligence-supported e-learning tools continue to shape the future of e-learning. Therefore, it is an important approach to focus on the future. The author thinks that the chapter will be a brief but effective enough reference for similar works, which focus on the future of Artificial Intelligence-supported distance education and e-learning.

Public communication and the role of social media in enhancing democratic innovation: the case of the City of Bologna

2021 ◽  
pp. 109-126
Author(s):  
Giulia Allegrini ◽  
Stefano Spillare
Keyword(s):  
Social Media ◽  
Public Administration ◽  
Public Engagement ◽  
Public Communication ◽  
The Public ◽  
Substantial Form ◽  
Communication Practices ◽  
The City

Social media represents for public administration an important area to experi-ment forms of democratic innovation, however this potentiality is often unex-plored. This article, with a focus on the case of the city of Bologna aims to explore 1) whether and how public communication practices enhanced in local participa-tory processes can support a substantial form of participation; 2) which roles so-cial media specifically play in enhancing a participatory environment; 3) which kind of dynamics of interaction emerge between public administration and citizens and the challenges which need to be addressed by a public communication orient-ed to the public engagement.

Why public administration is needed now more than ever: Advancing the scholarship of teaching and learning in public administration: First Public Lecture sponsored by Teaching Public Administration (delivered at the Public Administration Conference, University of Northumbria 12 September 2018)

2019 ◽  
Vol 37 (2) ◽  
pp. 127-134
Author(s):  
Pamela T Dunning
Keyword(s):  
Public Administration ◽  
Teaching And Learning ◽  
Scholarship Of Teaching ◽  
The Public ◽  
The Future ◽  
Current Events ◽  
Public Lecture

First Public Lecture sponsored by Teaching Public Administration (delivered at the Public Administration Conference, University of Northumbria 12 September 2018). The author provided views on why public administration is needed now more than ever, outlining how current events necessitate the need for research to inform our teaching and learning. She also discussed some of the barriers to this task, and her views of the future.

Mutable Matter: Using Sensory Methods in Public Engagement with Nanotechnology

Leonardo ◽  
2012 ◽  
Vol 45 (2) ◽  
pp. 132-139 ◽  
Author(s):  
Angela Last
Keyword(s):  
Public Engagement ◽  
Science Communication ◽  
Scientific Information ◽  
Public Realm ◽  
Pilot Program ◽  
Art Practice ◽  
The Public ◽  
Starting Point ◽  
The Future

Mutable Matter is an experimental public engagement pilot program that seeks to enable non-scientists to explore and co-imagine the future of nanotechnology. Located at the intersection of geography, science communication and art practice, Mutable Matter is intended as a starting point for examining playful sensory engagement methods bridging tangible public and intangible scientific spaces. The project both challenges the role of non-scientists as mere commentators on pre-decided innovation trajectories and draws attention to the way scientific information is creatively encountered in the public realm.

scholarly journals “The Changing of the Guards”?

Museum Worlds ◽  
2016 ◽  
Vol 4 (1) ◽  
pp. 33-50 ◽  
Author(s):  
Catherine. J. Frieman ◽  
Neil Wilkin
Keyword(s):  
Special Reference ◽  
Public Engagement ◽  
British Museum ◽  
Digital Platforms ◽  
The Public ◽  
The Past ◽  
Large Numbers ◽  
The Future ◽  
Museums And Collections ◽  
Dynamic Presentation

ABSTRACTOver the past 30 years, Britain’s large archaeological museums and collections have shifted their focus away from academic visitors exploring their stores and collections and toward the dynamic presentation of permanent and temporary displays. These are arranged to emphasize compelling and relevant interpretative narratives over the presentation of large numbers of objects. The shift to digitization and the online presentation of collections is a major feature of public engagement activities at many museums but also might open older and less accessible collections up to research. In this article, we consider what role digital platforms may have in the future of British museum-based archaeology, with special reference to initiatives at the British Museum. We suggest that online collections have the potential to mediate between engaging the public and allowing professional archaeologists to develop sophisticated research programs, since these platforms can present multiple narratives aimed at different audiences.

scholarly journals Head teachers and students opinions about classroom factors that affect performance of students in integrated science at the Junior High Schools in Kumasi Metropolis

2018 ◽  
Vol 6 (08) ◽  
Author(s):  
Charles Agyei Amoah ◽  
Michael Owusu ◽  
Laud Teye Nartey ◽  
Richard Akwasi Frimpong
Keyword(s):  
Public Schools ◽  
High Schools ◽  
Private School ◽  
Teaching And Learning ◽  
Junior High ◽  
Junior High Schools ◽  
Head Teachers ◽  
Integrated Science ◽  
The Public ◽  
Teachers And Students

The purpose of the study is to find out the opinions of head teachers and students on classroom factors that affect performance of students in integrated science at the Junior High Schools in Kumasi Metropolis. The study used a descriptive survey. The sampling procedure employed for the study was both random and purposive sampling. A sample of two hundred and twenty (220) subjects participated in the study. The instruments that were used in the study were questionnaire and interview schedule. It was found out that most of the students in the public schools have greater access to integrated science text books as against their private school counterparts. Supervision is regularly carried out in the private schools by the head teachers but not much can be seen at the public schools and this has the tendency of improving teaching and learning of science at the private school. It was recommended that effective supervision must be performed regularly by heads of schools during integrated science lessons.

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