scholarly journals Accelerating the Energy Transition Through Serious Gaming: Testing Effects on Awareness, Knowledge and Efficacy Beliefs

2020 ◽  
Vol 18 (5) ◽  
Author(s):  
Tania Ouariachi ◽  
Wim Elving
Keyword(s):  
Young People ◽  
Formal Education ◽  
Critical Role ◽  
Real Life ◽  
Energy Transition ◽  
Clean Energy ◽  
Efficacy Beliefs ◽  
Point Of View ◽  
Serious Gaming ◽  
Content Development

To have sustainable societies, we need to accelerate the energy transition towards clean energy solutions, however, awareness and understanding of the process as well as intentions to change behaviors are still limited, especially among young people. An optimal balance considering the point of view from all parties involved is out of sight without a focus on social structures and a dialogue among all parties. In this context, universities have a critical role to play: these institutions build capacity through the development of new knowledge, new understanding and new insights, and can therefore provide effective solutions to complex societal challenges. In search of innovative approaches to reach young people, whose communicative paradigm has become more interactive and participatory, the use of serious gaming in formal education is gaining attention among scholars and practitioners: they can foster skills and abilities, contribute to content development of complex issues by integrating insights from different disciplines, and permit learning experiences that are not possible in real life. In this paper, we introduce “We‑Energy Game”, a serious game that address the urgency and complexities in the provision of affordable energy from renewable sources for an entire town. During the game, players negotiate, from their respective roles, which energy source they want to employ and on which location, with the goal to make a village or city energy neutral. Then, we present findings from a pretest and posttest completed by a hundred university students in The Netherlands to analyze the effects of the game on players awareness, understanding and efficacy beliefs. Results reveal positive outcomes on all variables.

scholarly journals Inclusion, Diversity, Equality in Non-Formal Education through the Optic of Youth and Youth Workers

2018 ◽  
Vol 8 (3) ◽  
pp. 94-108
Author(s):  
Martin Brestovanský ◽  
Janette Gubricová ◽  
Kristína Liberčanová ◽  
Naďa Bizová ◽  
Zuzana Geršicová
Keyword(s):  
Young People ◽  
Informal Education ◽  
Formal Education ◽  
Leisure Activities ◽  
Data Gathering ◽  
Point Of View ◽  
Youth Workers ◽  
Youth Organizations ◽  
The Social ◽  
Group Members

AbstractIntroduction: The aim of the study was to find out what is the understanding of relatively new terms coming into the cultures of Middle-European countries – inclusion, diversity, and equality (hereinafter referred to as IDE) – from the point of view of young people (n=30) and youth workers (n=16) in Slovakia.Methods: For data gathering, we used a method of focus groups (4 meetings). Data analysis was based on three criteria: consistency in understanding the terms, an overview of types of obstacles that keep young people from self-realisation and an explicit or implicit expression of understanding the basic principles of inclusion in education. The content of IDE terms was mostly from the area of the social field. The term diversity was closely explained in the psychological-personal fields.Results: The most frequent obstacles for applying IDE approaches were seen in the social, health and religious spheres. From the pedagogical and methodological point of view, the problem is also in the difficulty of preparing the projects based on the principles of IDE while the youth workers proclaim autonomy in solutions and do not trust the possibilities of using general methods because of specific need resulting from the specific context of their work. Also, they proclaim natural applying of the IDE principles and the existence of specific needs in the informal education does not represent any problem for the inclusion of the group members in the activities of the organisation.Limitations: Work with youth is very varied. Performs in different areas of life and also involves working with different groups of young people. The selected research sample consists of youth and youth workers who are only a partial sample of the sample. It is assumed that in a larger group of respondents (both youth workers and youths themselves), respondents' views may differ somewhat in some of the areas studied.Conclusions: This research provides information on understanding, implementation and obstacles to applying the principles of inclusion, equality and diversity in practice. We believe that the information we receive is very valuable as it opens the imaginative door to the specific kitchens of individual youth organizations where these principles are directly implemented. They show their nature of application in practice, they suggest some risks, as well as a certain bias towards the application of the terms emerging (probably?) from theory. As can be seen from the results of our research, the emergence of specific needs in non-formal education in practice does not pose a problem in the inclusion of group members in leisure activities.

Designing and implementing virtual exchange – a collection of case studies

2020 ◽  
Keyword(s):  
Higher Education ◽  
Young People ◽  
Case Studies ◽  
Mediterranean Region ◽  
Formal Education ◽  
Real Life ◽  
Pedagogical Practices ◽  
Youth Work ◽  
The South ◽  
The World

Virtual exchange is gaining popularity in formal and non-formal education, partly as a means to internationalise the curriculum, and also to offer more sustainable and inclusive international and intercultural experiences to young people around the world. This volume brings together 19 case studies (17 in higher education and two in youth work) of virtual exchange projects in Europe and the South Mediterranean region. They span across a range of disciplines, from STEM to business, tourism, and languages, and are presented as real-life pedagogical practices that can be of interest to educators looking for ideas and inspiration.

An Information Technological Specification of Abstract Prototyping for Artifact and Service Combinations

2011 ◽  
Author(s):  
Imre Horva´th ◽  
Zolta´n Rusa´k ◽  
Eva Hernando Martin ◽  
Wilhelm F. van der Vegte ◽  
Adrie Kooijman ◽  
...  
Keyword(s):  
Interface Design ◽  
Information Structure ◽  
Real Life ◽  
General Information ◽  
Point Of View ◽  
Practical Implementation ◽  
Specific Information ◽  
User Centered Design ◽  
Content Development ◽  
Aggregation Of Information

Various early prototyping techniques have been proposed for specific purposes and products, for instance for user-centered design of software tools, or interface design of consumer durables. Our research focuses on the development of a comprehensive approach, called abstract prototyping, to support a rich and complete prototyping of artifact-service combinations (ASCs). In this paper we present the concept and implementation of abstract prototypes (APs) from an information system point of view, and discuss both the general information structure and the specific information constructs used in our approach. First, the main constituents of APs are identified. Then, formal definitions of the involved information constructs are introduced. Afterwards, the practical implementation of the information constructs is discussed. As an information processing activity, abstract prototyping decomposes to four stages: (i) aggregation of information about the innovated ASCs, (ii) compilation and testing of the technical contents for abstract prototype(s), (iii) demonstration of the abstract prototype(s) to stakeholders, and (iv) refinement of the contents towards a final abstract prototype. It is assumed that ideation and elaboration of the concepts of the new artifact-service combinations precedes and produces input for abstract prototyping. It is proposed that APs should demonstrate real life manifestation of all characteristic operation and interaction/use processes, including the operation of the conceptualized artifact-service combination, the actions of the human actors, and the happenings in the surrounding environment. This can be achieved through the inclusion and proper instantiation of the necessary information constructs in the APs. The real life processes established by the existence and operations of ASCs is modeled and represented by scenarios. The contents of the abstract prototype are designed and demonstrated taking the interests and needs of the stakeholders into consideration. Eventually, an abstract prototype consists of two main constituents, namely narration and enactment, which enable the presentation of the technical contents. The former conveys a story about the manifestation of the ASCs and highlights the accompanying processes, and the latter visualizes the components, actors, arrangements, procedures, and happenings involved in them. The presented approach of information content development has been tested in master graduation projects, certain cycles of PhD research, and a company orientated process innovation project. The follow up research focuses on the development of a dedicated tool for abstract prototyping, and on the validation of proposed development and application methodology in complex industrial cases.

Rehabilitation of Inmate Young Offenders and the Education system:Offenders’ Perspective in South Africa

2021 ◽  
pp. 43-59
Keyword(s):  
South Africa ◽  
Young People ◽  
Formal Education ◽  
Critical Role ◽  
Young Offenders ◽  
Non Profit ◽  
Educational Programmes ◽  
Phenomenological Research Method ◽  
Qualitative Phenomenological ◽  
The University

Unemployment, lack of education and few opportunities are, but few of the factors that lead to young people in South Africa and elsewhere turning to crime. These young people face the law after being caught and they get incarcerated inthe correctional service centres. It seems that many of educational programmes aimed at rehabilitating young inmate offenders seem not being effective as some of these young inmate offenders become hardened criminals through institutionalization in correctional service centres. This paper thus, explored the views of inmate young offenders of the benefits of educational programmesthey derived while incarcerated in South Africa. The young inmate offenders‟ age ranged from 17 years to 27years, 5 females and8 males. A qualitative phenomenological research method was used with a sample of 6 inmate young offenders to describe young inmate offenders‟ views of benefits they derive from educational programmes in correctional centres. Based on the available and access to the participants a purposive sample was employed for this research study.An open-ended questionnaire instrument which contained a set of a variety of questions on benefits of educational programmes were completed by the research participants. Toconduct this study in line with ethical considerations, permission was given by the university‟s ethical committee and later the Department of Correctional Services allowed the study to be conducted in their correctional centres. Data that was thematically analysed discovered educational programmes offered and availed to inmate young offenders to be beneficial. The study showed that although formal education was offered,the educational programmes faced many other challenges which were also mentioned in other studies and even in this study the offenders pointed them out, e.g.lack of resources and shortage of staff.The study also revealed that the rehabilitation programme played a critical role inreducing gangformation and fights in the entire inmate community. The collaboration of the state, community, family members of the offenders, churches, traditional leaders and non-profit organisations is required in rehabilitation of the IYO.

Formacja prawnika wyzwaniem czasów

2017 ◽  
Vol 15 (2) ◽  
pp. 267-286
Author(s):  
Stanisław Leszek Stadniczeńko
Keyword(s):  
Higher Education ◽  
Human Capital ◽  
Young People ◽  
Personality Traits ◽  
Point Of View ◽  
Job Market ◽  
Social Lives ◽  
New Vision ◽  
Political Disputes

The author considers the questions relating to the formation of lawyers’ professional traits from the point of view of the significance which human capital and investment in this capital hold in contemporary times. It follows from the analyses, which were carried out, that the dire need for taking up actions with the aim to shape lawyers appears one of the most vital tasks. This requires taking into account visible trends in the changing job market. Another aspect results from the need for multilevel qualifications and conditions behind lawyers’ actions and their decisions. Thus, colleges of higher education which educate prospective lawyers, as well as lawyers’ corporations, are confronted by challenges of forming, in young people, features that are indispensable for them to be valuable lawyers and not only executors of simple activities. The author points to the fact that lawyers need shaping because, among others, during their whole social lives and realization of professional tasks their personality traits and potential related to communication will constantly manifest through accepting and following or rejecting and opposing values, principles, reflexions, empathy, sensitivity, the farthest-fetched imagination, objectivism, cooperation, dialogue, distancing themselves from political disputes, etc. Students of the art of law should be characterized by a changed mentality, new vision of law – service to man, and realization of standards of law, as well as perception of the importance of knowledge, skills, attitudes and competences.

Bleak Weather for Sun-Shine AG: A Case Study of Impairment of Assets

2014 ◽  
Vol 30 (2) ◽  
pp. 113-126 ◽  
Author(s):  
Dominic Detzen ◽  
Tobias Stork genannt Wersborg ◽  
Henning Zülch
Keyword(s):  
Real Life ◽  
Accounting Standards ◽  
Point Of View ◽  
Professional Judgment ◽  
Economic Point ◽  
Instructional Resource

ABSTRACT This case originates from a real-life business situation and illustrates the application of impairment tests in accordance with IFRS and U.S. GAAP. In the first part of the case study, students examine conceptual questions of impairment tests under IFRS and U.S. GAAP with respect to applicable accounting standards, definitions, value concepts, and frequency of application. In addition, the case encourages students to discuss the impairment regime from an economic point of view. The second part of the instructional resource continues to provide instructors with the flexibility of applying U.S. GAAP and/or IFRS when students are asked to test a long-lived asset for impairment and, if necessary, allocate any potential impairment. This latter part demonstrates that impairment tests require professional judgment that students are to exercise in the case.

The Influence of Assessment on Learning and Teaching

2019 ◽  
pp. 166-185
Author(s):  
Susan Hallam
Keyword(s):  
Communities Of Practice ◽  
Teaching And Learning ◽  
Formal Education ◽  
Peer Assessment ◽  
Real Life ◽  
Summative Assessment ◽  
Learning And Teaching ◽  
The Arts ◽  
Assessment Procedures ◽  
Assessment Research

It is debatable whether it is appropriate to assess performance in the arts. However, formal education institutions and the systems within which they operate continue to require summative assessment to take place in order to award qualifications. This chapter considers the extent to which such summative assessment systems in music determine not only what is taught but also what learners learn. The evidence suggests that any learning outcome in formal education that is not assessed is unlikely to be given priority by either learners or teachers. To optimize learning, the aims and the processes of learning, including formative, self-, and peer assessment procedures, should be aligned with summative assessment. Research addressing the roles, methods, and value of formative, self-, and peer assessment in enhancing learning is considered. A proposal is made that the most appropriate way of enhancing learning is to ensure that summative assessment procedures are authentic and have real-life relevance supporting the teaching and learning process, to ensure that learners are motivated and see the relevance of what they are learning. This might take many forms depending on musical genre, communities of practice, and the wider cultural environment.

Configurations to Superior Environmental Innovation Strategy: A Both–And Approach

2021 ◽  
pp. 108602662110316
Author(s):  
Tiziana Russo-Spena ◽  
Nadia Di Paola ◽  
Aidan O’Driscoll
Keyword(s):  
Climate Change ◽  
Value Chain ◽  
Critical Role ◽  
Well Being ◽  
Point Of View ◽  
Future Generations ◽  
Innovation Strategy ◽  
Environmental Innovation ◽  
Data Set

An effective climate change action involves the critical role that companies must play in assuring the long-term human and social well-being of future generations. In our study, we offer a more holistic, inclusive, both–and approach to the challenge of environmental innovation (EI) that uses a novel methodology to identify relevant configurations for firms engaging in a superior EI strategy. A conceptual framework is proposed that identifies six sets of driving characteristics of EI and two sets of beneficial outcomes, all inherently tensional. Our analysis utilizes a complementary rather than an oppositional point of view. A data set of 65 companies in the ICT value chain is analyzed via fuzzy-set comparative analysis (fsQCA) and a post-QCA procedure. The results reveal that achieving a superior EI strategy is possible in several scenarios. Specifically, after close examination, two main configuration groups emerge, referred to as technological environmental innovators and organizational environmental innovators.

scholarly journals The Learning to Learn Competence in Early Childhood Preservice Teachers: An Outdoor and e/m-Learning Experience in the Museum

2021 ◽  
Vol 13 (2) ◽  
pp. 25
Author(s):  
Daniel Abril-López ◽  
Hortensia Morón-Monge ◽  
María del Carmen Morón-Monge ◽  
María Dolores López Carrillo
Keyword(s):  
Social Sciences ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Teaching And Learning ◽  
Formal Education ◽  
Learning Experience ◽  
Point Of View ◽  
Learning To Learn ◽  
Outdoor Experience ◽  
Outdoor Experiences

This study was developed with Early Childhood Preservice Teachers within the framework of the Teaching and Learning of Social Sciences over three academic years (2017–2018, 2018–2019, and 2019–2020) at the University of Alcalá. The main objective was to improve the learning to learn competence during teacher training from an outdoor experience at the Museum of Guadalajara (Spain), using e/m-learning tools (Blackboard Learn, Google Forms, QR codes, and websites) and the inquiry-based learning approach. To ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—before and after—of the outdoor experience was assessed through a system of categories adapted from the European Commission. The results show a certain improvement in this competence in Early Childhood Preservice Teachers. Additionally, this outdoor experience shows the insufficient educational adaptation of the museum to the early childhood education stage from a social sciences point of view. Finally, we highlight the importance of carrying out outdoor experiences from an inquiry-based education approach. These outdoor experiences should be carried out in places like museums to encourage contextualized and experiential learning of the youngest in formal education.

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