scholarly journals Three Types of Architectural Educational Strategies (AES) in Sustainable Buildings for Learning Environments in Canada

2021 ◽  
Vol 13 (15) ◽  
pp. 8166
Author(s):  
Jean-Pierre Chupin ◽  
Morteza Hazbei ◽  
Karl-Antoine Pelchat
Keyword(s):  
Learning Environments ◽  
Formal Language ◽  
Quantitative Approach ◽  
Practical Approach ◽  
Future Research ◽  
Educational Strategies ◽  
Sustainable Buildings ◽  
Sustainable Architecture ◽  
Distinctive Features ◽  
Advanced Knowledge

This article explores a trend provisionally called “eco-didacticism” observable for nearly 15 years in art, design and architecture. The corpus concentrates on learning centres as buildings meant to diffuse advanced knowledge in the field of sustainable architecture. We found evidence of additional educational intentions to the pedagogical or scientific programs that these buildings have already been mandated to host and support. A variety of practices or devices have sometimes been added to the architecture, sometimes integrated, while others determine the overall structuring of these educational buildings. Seven cases of “learning centres” built in Canada between 2004 and 2018 have been screened through three epistemological filters distinguishing forms of “architectural didactics”: 1—a labeling often quantitative approach, 2—an experiential or practical approach, 3—a visually narrative or iconic approach. While outlining definitions of these Architectural Educational Strategies (AES), we offer initial explanations for their distinctive features. It appears that architects, designers and critics altogether operate on the belief that forms of architectural communication can operate as elements of a language that would be accessible to non-experts. Our conclusion indicates how future research could question the very possibility of giving lessons through formal language and aesthetic features.

scholarly journals Music, Politics, and History: An Introduction

2021 ◽  
Vol 60 (2) ◽  
pp. 362-374
Author(s):  
David Kennerley
Keyword(s):  
Sound Studies ◽  
The Body ◽  
Future Research ◽  
Short Article ◽  
Distinctive Features ◽  
Music And Politics ◽  
Introductory Article ◽  
History Of ◽  
Eighteenth And Nineteenth Centuries ◽  
The Relationship

AbstractMusic has been steadily rising up the historical agenda, a product of the emergence of sound studies, the history of the senses, and a mood of interdisciplinary curiosity. This introductory article offers a critical review of how the relationship between music and politics has featured in extant historical writing, from classic works of political history to the most recent scholarship. It begins by evaluating different approaches that historians have taken to music, summarizes the important shifts in method that have recently taken place, and advocates for a performance-centered, contextualized framework that is attentive to the distinctive features of music as a medium. The second half examines avenues for future research into the historical connections between music and politics, focusing on four thematic areas—the body, emotions, space, and memory—and closes with some overarching reflections on music's use as a tool of power, as well as a challenge to it. Although for reasons of cohesion, this short article focuses primarily on scholarship on Britain and Ireland in the eighteenth and nineteenth centuries, its discussion of theory and methods is intended to be applicable to the study of music and political culture across a broad range of periods and geographies.

Firm size and workplace learning processes: a study of the restaurant sector

2020 ◽  
Vol 44 (2/3) ◽  
pp. 305-320
Author(s):  
Daniel Bishop
Keyword(s):  
Informal Learning ◽  
Human Resource Development ◽  
Learning Environments ◽  
Workplace Learning ◽  
Firm Size ◽  
Learning Processes ◽  
Future Research ◽  
Structured Learning ◽  
Individual Choice ◽  
Content Type

Purpose The purpose of this paper asks how workplace learning environments change as firm size increases, and how employees respond to this. In doing so, it looks beyond an exclusive focus on formal training and incorporates more informal, work-based learning processes. Design/methodology/approach The study uses a comparative, qualitative research design, using semi-structured interviews with an under-researched group of workers – waiting for staff in restaurants. The data were collected from six restaurants of different sizes. Findings As formally instituted human resource development (HRD) structures expand as firm size increases are more extensive in larger firms, this leaves less room for individual choice and agency in shaping the learning process. This does not inevitably constrain or enhance workplace learning, and can be experienced either negatively or positively by employees, depending on their previous working and learning experiences. Research limitations/implications Future research on HRD and workplace learning should acknowledge both formal and informal learning processes and the interaction between them – particularly in small and growing firms. Insights are drawn from the sociomaterial perspective help the authors to conceptualise this formality and informality. Research is needed in a wider range of sectors. Practical implications There are implications for managers in small, growing firms, in terms of how they maintain space for informal learning as formal HRD structures expand, and how they support learners who may struggle in less structured learning environments. Originality/value The paper extends current understanding of how the workplace learning environment – beyond a narrow focus on “training” – changes as firm size increases.

scholarly journals Review on Magnetohydrodynamic flow of nanofluids past a Vertical plate under the influence of Thermal Radiation

2021 ◽  
Vol 850 (1) ◽  
pp. 012037
Author(s):  
J ShanthaSheela ◽  
A David Maxim Gururaj ◽  
Mohammed Ismail ◽  
S Dhanasekar
Keyword(s):  
Thermal Radiation ◽  
Vertical Plate ◽  
Physical Nature ◽  
Industrial Applications ◽  
Future Research ◽  
Nano Materials ◽  
Governing Equations ◽  
Distinctive Features ◽  
Highly Nonlinear ◽  
Nano Fluids

Abstract Nanofluids are the fluids containing nano materials, with interesting properties, and the distinctive features have shown unprecedented potential for many Industrial applications. Nano fluids have been receiving great attention in recent years for heat transfer applications in industrial processes. In literature, the highly nonlinear governing equations involved in the study of MHD nanofluids flow with thermal radiation past a vertical plate under varying physical nature are solved using numerical and analytical schemes. It is noted that due to the complexity of the governing equations, numerical schemes are more preferable than analytical schemes. The authors have taken effort in registering various forms of governing equations involved in the above studies, its impact on velocity and temperature field. This paper also tries to identify the research gaps and pave way for future research.

scholarly journals Cultural Variables and Instructional Engineering

2011 ◽  
pp. 274-295
Author(s):  
Christine Simard ◽  
Josianne Basque
Keyword(s):  
Learning Environments ◽  
Future Research ◽  
Future Trends ◽  
Review Of The Literature ◽  
Computer Based Learning ◽  
Cultural Variables ◽  
Computer Based ◽  
Future Research Directions ◽  
The Subject ◽  
Diverse Cultures

This chapter discusses how cultural variables can be taken into account when designing computer-based learning environments (CLEs). Its purpose is to identify concrete recommendations to guide instructional engineering of computer-based learning for diverse cultures through a review of the literature on the subject. First, this chapter describes the background in which such recommendations have emerged, and identifies some of the issues underlying instructional design for diverse cultures. Then it introduces models and guidelines on how cultural variables can be taken into account when designing CLEs. Specific recommendations are organized using a method of instructional engineering for CLEs called MISA (Paquette, 2003) as a frame of reference. This is followed by a discussion on future trends and future research directions.

The Integration of Culturally Relevant Pedagogy and Project-Based Learning in a Blended Environment

2015 ◽  
pp. 359-384 ◽  
Author(s):  
Daniel Kelvin Bullock
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Project Based Learning ◽  
Future Research ◽  
Authentic Instruction ◽  
Teacher Interviews ◽  
Relevant Pedagogy

The use of blended learning environments is rapidly expanding in education. This chapter examines a teacher's enactment of the New Tech Network educational model, which utilizes a blended learning environment, and the teaching strategies she used to engage students and gauge student achievement. Detailed teacher interviews, classroom observations, and analyses of student assignments were the sources of data for the study. The findings centered on the integration of culturally relevant pedagogy and authentic instruction within this learning environment and the implications of this integration. Recommendations for future research include a more expansive study of the use of blended learning in social studies and different means of integrating culturally relevant pedagogy and authentic instruction into blended learning.

Augmented Reality in Informal Learning Settings

2018 ◽  
pp. 804-825
Author(s):  
Eric G. Poitras ◽  
Jason M. Harley ◽  
Timothy Compeau ◽  
Kevin Kee ◽  
Susanne P. Lajoie
Keyword(s):  
Augmented Reality ◽  
Cultural Heritage ◽  
Informal Learning ◽  
Case Studies ◽  
Learning Environments ◽  
Role Playing ◽  
Design Guidelines ◽  
Future Research ◽  
Heritage Sites ◽  
Important Challenge

Cultural heritage sites and museums are faced with an important challenge – how best to balance the needs of engaging visitors in meaningful and entertaining experiences, while at the same time exploiting the affordances of exhibits for instructional purposes. In this chapter, we examine the use of augmented reality in the context of informal learning environments, and how this type of technology can be used as a means to enhance learning about history. The research case studies are reviewed in terms of the use of historical locations, experience mechanics, narrative/plot, and role-playing (the later two representing game-based elements) in the design guidelines of instructional activities and applications (Dunleavy & Dede, 2014). In doing so, we critique the theoretical, methodological, and instructional underpinnings of studies that evaluate augmented reality applications and draw several recommendations for future research in this field.

Directions and Trends in Knowledge Management Research

2003 ◽  
pp. 1-15
Author(s):  
George M. Giaglis
Keyword(s):  
Knowledge Management ◽  
Information Management ◽  
Learning Environments ◽  
Pattern Matching ◽  
Future Research ◽  
Research Projects ◽  
Knowledge Repositories ◽  
Accurate Definition ◽  
Research Themes ◽  
Definition Of

Knowledge and Information Management (KIM) has existed as a separate field of scientific research for almost a decade. It is therefore surprising that very few studies to date have been concerned with the identification of the scope and boundaries of the field, as well as the sub-topics and research themes that constitute it. This chapter reports on the results of an empirical analysis of more than 200 research projects in Knowledge and Information Management. Using an inductive methodology of pattern matching analysis, a more accurate definition of knowledge management is attempted, and an innovative taxonomy of research sub-themes within the ‘umbrella’ area of Knowledge and Information Management is proposed. Furthermore, a trend towards a gradual maturation of the presently prevailing research paradigm is identified, indicating a need for a ‘paradigm shift’ that will provide a new direction and vision for future research in the area. We suggest that targeted future research efforts in the area of knowledge technologies will contribute to the development of the ‘next generation’ knowledge management systems that will transform the existing ‘passive’ knowledge repositories into ‘active’ learning environments.

Private Interactions in Online Discussions

2020 ◽  
pp. 351-379
Author(s):  
Lesley Wilton ◽  
Rubaina Khan ◽  
Clare Brett ◽  
Paul C. Alexander
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Social Presence ◽  
Online Discussions ◽  
Future Research ◽  
Private Communication ◽  
Online Learning Environments ◽  
Building Trust ◽  
Discussion Threads ◽  
Education Courses

Private discussion entries (called “notes” in this chapter) provide opportunities for instructors to engage with students for social and cognitive support in discussion-based online learning environments. Situated within discussion threads, embedded private communication allows for personalized engagement with students to support learning through in-place feedback, redirection, and encouragement. Nine themes of the affordances of private notes were identified through the collection and analysis of quantitative and qualitative data gathered from four instructors and the activities of 278 students in 11 online graduate education courses. The benefits of private, in-place interactions identified by the instructors include encouraging authentic participation, building trust and social presence, redirecting conversation, providing advice about learning online, and more. A discussion of the importance of in-place private communications in online learning for providing feedback, reassurance, and guidance is supported by examples and followed by suggestions for future research.

Directions and Trends in Knowledge Management Research

2011 ◽  
pp. 1438-1449
Author(s):  
George M. Giaglis
Keyword(s):  
Knowledge Management ◽  
Information Management ◽  
Learning Environments ◽  
Pattern Matching ◽  
Future Research ◽  
Research Projects ◽  
Knowledge Repositories ◽  
Accurate Definition ◽  
Research Themes ◽  
Definition Of

Knowledge and Information Management (KIM) has existed as a separate field of scientific research for almost a decade. It is therefore surprising that very few studies to date have been concerned with the identification of the scope and boundaries of the field, as well as the sub-topics and research themes that constitute it. This chapter reports on the results of an empirical analysis of more than 200 research projects in Knowledge and Information Management. Using an inductive methodology of pattern matching analysis, a more accurate definition of knowledge management is attempted, and an innovative taxonomy of research sub-themes within the ‘umbrella’ area of Knowledge and Information Management is proposed. Furthermore, a trend towards a gradual maturation of the presently prevailing research paradigm is identified, indicating a need for a ‘paradigm shift’ that will provide a new direction and vision for future research in the area. We suggest that targeted future research efforts in the area of knowledge technologies will contribute to the development of the ‘next generation’ knowledge management systems that will transform the existing ‘passive’ knowledge repositories into ‘active’ learning environments.

Adult Learner Characteristics Important for Successful Learning in Cross-Cultural Web-Based Learning Environments in Higher Education

2021 ◽  
pp. 436-469
Author(s):  
Joseph George M. Lutta
Keyword(s):  
Higher Education ◽  
Social Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Individual Characteristics ◽  
Cross Cultural ◽  
Future Research ◽  
Web Based ◽  
Research And Practice ◽  
Web Based Learning

For more than 40 years, cognitive psychological perspectives have dominated pedagogical frameworks and models for designing technology-mediated teaching and learning environments. Social learning perspectives are increasingly becoming viable or even desirable frames for research and practice as pertains to teaching and learning, particularly in web-based learning environments (WBLEs). The author considers these social learning perspectives and how they relate to the design and implementation of curricula that are delivered in web-based learning environments in higher education. The author further reviews the foundational theories of adult learning that enhance adult learners' experiences in cross-cultural web-based learning environments. This review and analysis of the research related to social learning perspectives on WBLEs have three implications for future research and practice: (1) examining learners' individual characteristics in WBLEs, (2) identifying strategies for promoting social interaction in WBLEs, and (3) developing effective design principles for WBLEs. The author presents recommendations for future research.

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