scholarly journals Personal principles for a roadmap to educational recovery in the 'Covid decade'

FORUM ◽  
2021 ◽  
Vol 63 (3) ◽  
pp. 37-45
Author(s):  
Agnieszka Bates ◽  
Bryan Slater
Keyword(s):  
Public Life ◽  
Moral Duty ◽  
Learning Needs ◽  
Teaching Online ◽  
Seven Principles ◽  
Alternative Approach ◽  
New Learning ◽  
Catch Up ◽  
Conceptual Underpinning

The Government's roadmap to recovery from the educational deficit caused by Covid-19 appears to pivot, primarily, on 'catch-up' plans and 'discipline hubs'. Despite continuous teaching online and in Covid-restricted classroom formats, teachers have been urged to act like 'absolute heroes' and abide by their 'moral duty' to keep schools open. However, neither appeals to 'heroic' duty nor Nolan's Seven Principles of Public Life, are likely to provide the conceptual underpinning required of a roadmap to meet the complex challenges of children's new learning needs or enhance their wellbeing. This article offers an alternative approach to educational principles for navigating the unchartered territory of the 'Covid decade' now unfolding.

New Personal Learning Ecosystems

2019 ◽  
pp. 1-19
Author(s):  
Helene Fournier ◽  
Rita Kop ◽  
Heather Molyneaux
Keyword(s):  
Learning Experience ◽  
Learning Needs ◽  
Experience Design ◽  
Privacy Concerns ◽  
Personal Learning ◽  
Open Networks ◽  
Opportunities For Learning ◽  
New Learning ◽  
Challenges And Opportunities ◽  
Research Findings

This chapter highlights over a decade of literature and research findings related to new learning ecosystems such as personal learning environments including MOOCs. New structures and environments are now in place that provide opportunities for learning in open networks, but important challenges and issues persist. This chapter also highlights challenges and opportunities in the design and development of MOOC learning experience design, conditions that must exist for people to be involved and engaged in a connectivist learning environment, challenges related to personalization and support of individual learning needs, along with new ethical and privacy concerns related to the safeguarding of data in networked environments. In conclusion, further research in areas of machine-learning AI in data-driven learning systems is discussed with emphasis on human factors such as motivation, incentives, and support that encourage course participation and learning.

scholarly journals A Shore Thing - Flipping the Coast

2021 ◽  
Author(s):  
◽  
Thomas Inwood
Keyword(s):  
Future Development ◽  
Landscape Architecture ◽  
Public Life ◽  
Rural Landscape ◽  
Natural Process ◽  
Infrastructural Development ◽  
Landscape Urbanism ◽  
Alternative Approach ◽  
Growing Region

<p>A Shore Thing explores an alternative approach to the way future development can occur within New Zealand’s coastal hinterland regions.  As global cities continue to expand in size and population, the desire and necessity to move ‘away’ is becoming increasingly prevalent. Wellington is a city that is densifying, yet due to its natural topography, it cannot expand. Townships within the Greater Wellington region are already growing and developing with a lack of developmental strategies to deal with more ermanent residents. As part of this growth, Transmission Gully motorway is a major infrastructural development occurring within the region to improve the connection between the Kapiti Coast and Wellington. Questions are raised…How will this infrastructure affect the townships? Can they withstand an influx of residents? What will happen to the natural process within this landscape?  The main intention of this thesis is to develop a scheme for how people could settle within hinterland regions, specifically Paekakariki on the Kapiti Coast. The implementation of Transmission Gully stimulates Kapiti’s potential as a satellite region to Wellington city. This thesis will explore how infrastructure and landscape urbanism can be employed within a rural landscape to achieve a considered strategy that mitigates future pressures on a growing region. The role of landscape architecture plays an important role when exploring and understanding the varying scales within the scheme to ensure a legible framework is generated that integrates ecology, infrastructure, housing and public life.</p>

If You Build It Will They Come?

2018 ◽  
pp. 433-452
Author(s):  
Cinthya Ippoliti
Keyword(s):  
Library Services ◽  
Learning Needs ◽  
Research Experience ◽  
Learning Spaces ◽  
Building Relationships ◽  
University Of Maryland ◽  
Learning Commons ◽  
New Learning ◽  
The Commons ◽  
The University

The notion of the learning commons has become the benchmark for service delivery in academic libraries. Current best practices inform the broadening of library services by building relationships with campus academic support units to create a synergistic combination that redefines the research experience of our students by meeting them where they are. This concept expands the boundaries of the traditional library and calls for a reconfiguration of spaces, resources and services focused on supporting the learning needs of the community. The commons becomes a catalyst for new learning and interaction opportunities for students. This chapter will detail the process the University of Maryland underwent to establish this culture of inclusion and innovation in the Terrapin Learning Commons (TLC) which began as an empty new floor of the McKeldin Library (the undergraduate library) in 2010 and has since expanded to become a hub of activity surrounding learning spaces, programming, and a host of cutting edge technological services and resources.

Change of the Learning Cycle After Blockchain

2020 ◽  
pp. 42-79 ◽  
Author(s):  
Gaye Topa Ciftci
Keyword(s):  
Critical Theory ◽  
Lifelong Learning ◽  
21St Century ◽  
Focal Point ◽  
Learning Activities ◽  
Learning Cycle ◽  
Learning Needs ◽  
Digital Learning ◽  
New Learning

The purpose of this chapter is to create a foresight related to the role of using blockchain to meet the learning needs and how it may change learning cycle in 21st century. In this context, firstly explanation of the development of digital learning was given by describing the paradigm changes in lifelong learning activities. Learning needs of the 21st century were explained within the framework of constructivism and connectivism in terms of changes in learning tendencies. The problems encountered in the new learning tendencies were examined in the context of critical theory. Then to determine how the blockchain can respond to problems in learning, blockchain was defined, with its usage areas and the innovations it can bring to the field were interpreted. Finally learning and blockchain issues were synthesized, which are the focal point of this section, and how these can be used in learning applications, how they can respond to learning needs were discussed.

If You Build It Will They Come?

2015 ◽  
pp. 322-341
Author(s):  
Cinthya Ippoliti
Keyword(s):  
Library Services ◽  
Learning Needs ◽  
Research Experience ◽  
Learning Spaces ◽  
Building Relationships ◽  
University Of Maryland ◽  
Learning Commons ◽  
New Learning ◽  
The Commons ◽  
The University

The notion of the learning commons has become the benchmark for service delivery in academic libraries. Current best practices inform the broadening of library services by building relationships with campus academic support units to create a synergistic combination that redefines the research experience of our students by meeting them where they are. This concept expands the boundaries of the traditional library and calls for a reconfiguration of spaces, resources and services focused on supporting the learning needs of the community. The commons becomes a catalyst for new learning and interaction opportunities for students. This chapter will detail the process the University of Maryland underwent to establish this culture of inclusion and innovation in the Terrapin Learning Commons (TLC) which began as an empty new floor of the McKeldin Library (the undergraduate library) in 2010 and has since expanded to become a hub of activity surrounding learning spaces, programming, and a host of cutting edge technological services and resources.

6. The executive: central, devolved, and local government

2017 ◽  
Author(s):  
Colin Faragher
Keyword(s):  
Northern Ireland ◽  
Civil Service ◽  
Public Life ◽  
Armed Forces ◽  
Executive Branch ◽  
Essential Information ◽  
Seven Principles ◽  
Head Of State ◽  
Service Commission ◽  
Legal Accountability

Each Concentrate revision guide is packed with essential information, key cases, revision tips, exam Q&As, and more. Concentrates show you what to expect in a law exam, what examiners are looking for, and how to achieve extra marks. This chapter discusses the executive branch of government. The executive consists of the reigning monarch who is legally the head of state, the Prime Minister, Cabinet, unanimity of advice and collective cabinet responsibility; Secretaries of State, ministers of the Crown, departments of state, non-departmental public bodies, the civil service, the civil service commission, parliamentary accountability, the ministerial code, the seven principles of public life, legal accountability devolved administrative organizations, in Scotland, Wales, Northern Ireland, and London, local authorities, the police, and the armed forces, the effect of the Localism Act 2011, the Scotland Acts 2012 and 2016, and the Cities and Devolution Act 2016.

Evo Morales, the ‘Two Bolivias’ and the Third Bolivian Revolution

2007 ◽  
Vol 39 (1) ◽  
pp. 133-166 ◽  
Author(s):  
JAMES DUNKERLEY
Keyword(s):  
Early Modern ◽  
Public Life ◽  
Political Crisis ◽  
Recent Experience ◽  
Recent Period ◽  
The Third ◽  
Alternative Approach ◽  
Made In

This essay, written in September 2006, considers the first months of the MAS government headed by Evo Morales in the light of the virtually constant political crisis in Bolivia since 2000. The first part asks why the turbulent course of public life in Bolivia has proved so difficult to explain. It seeks to show that the recent period has been depicted in rather narrow interpretations that stress institutional failings, poverty and oppression, or civic heroism, but do not try to find the linkages between these phenomena. The second section proposes an alternative approach, treating the recent experience of conflict as a revolutionary episode in which the idea of ‘Two Bolivias’ needs to be qualified by appreciation of past revolutionary experiences. The final sections suggest that the ardour and complexities of the current conflict might seem more comprehensible if the MAS and its supporters are viewed as essentially plebeian in both condition and ideological disposition. Such a classical and early modern allusion provides a fuller analytical palate for understanding the current conjuncture and the socio-political propositions being made in a ‘semi-modern’ environment.

Towards supply chain maturity in construction

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Rafaella Dana Broft ◽  
Sulafa Badi ◽  
Stephen Pryke
Keyword(s):  
Supply Chain ◽  
Construction Projects ◽  
Design Methodology ◽  
Maturity Model ◽  
Seven Principles ◽  
Alternative Approach ◽  
The Subject ◽  
Direct Inter ◽  
Practical Implications

Purpose Several studies have underlined the potential of Supply Chain Management (SCM) in meeting the formidable challenges associated with fragmentation, adversarial relationships and insufficient customer focus in the delivery of construction projects. However, properly documented examples of successfully implemented SCM initiatives, particularly at the lower tiers of the supply chain, are scarce. This paper aims to extend the existing debates by adopting an alternative approach focusing specifically on the internal SCM organisation of both main contractor and subcontractor organisations, and their direct inter-relationships. Design/methodology/approach This study sets out to explore the enablers and barriers to the implementation of SCM at the lower tiers of the construction supply chain, particularly the problematic collaboration between main contractors and subcontractors. SC Maturity levels are formulated according to relevant SCM concepts and based on Holti et al.’s (2000) seven principles of SCM organisation, and transformed into a conceptual model. An explorative study is conducted based on interviews from eight large main contractor and subcontractor organisations in the Dutch construction industry. Findings Discouragingly, across the organisations, more barriers than enablers to SCM are identified. Organisations are found to be particularly struggling to compete through superior value, manage costs collaboratively, and develop continuous improvement within their supply chains. The findings also underline the low SC Maturity of main contractors and their inability to play the essential role of supply chain managers. Practical implications The study underlines the need for a greater degree of contractor leadership and improved internal organisation of both types of firms in order to achieve greater collaboration at the lower tiers of the construction supply chain. Originality/value The study contributes to the subject of SCM in construction in two respects. First, the findings should prove valuable to both policymakers and industry practitioners interested in the delivery of performance improvement in construction. Second, the developed SC Maturity Model can form the conceptual basis for the development of an applicable improvement framework towards successful SCM implementation.

Strategies for Teaching Online Higher Education Courses With an Eye Towards Retention

2021 ◽  
pp. 371-389
Author(s):  
Annette Baron ◽  
Kelly McNeal
Keyword(s):  
Higher Education ◽  
Culturally Relevant Pedagogy ◽  
Multimedia Learning ◽  
Online Courses ◽  
Learning Needs ◽  
Online Classroom ◽  
Teaching Online ◽  
Online Higher Education ◽  
Education Courses ◽  
Relevant Pedagogy

Online courses and programs have increased in enrollment across diverse demographics due to their accessibility and flexibility. Faculty roles currently include a commitment to meeting the learning needs of a diverse online classroom in order to positively impact student outcomes and retention. Engagement and retention are fostered when online communities support culturally relevant pedagogy that includes multimedia learning and assessment, choice, and interactive, guided dialoguing where students can express their personal cultural discourse and integrate their learning with their own cultural stance.

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