A Review of E-Textiles in Education and Society

2016 ◽  
pp. 268-290 ◽  
Author(s):  
Kylie Peppler
Keyword(s):  
Teaching And Learning ◽  
Physical World ◽  
Societal Implications ◽  
Textile Design ◽  
High Profile ◽  
Do It Yourself ◽  
Underrepresentation Of Women ◽  
Conductive Fibers ◽  
Professional Fields ◽  
Education And Society

The recent emergence of digital creativity that extends beyond the screen and into the physical world, engendering new forms of creative production, has transformed educational and professional fields. From AT&T's bio-tracking clothing to Lady Gaga's smart-hydraulic “Living Dress,” e-textiles infuse fashion with electronics to produce unique and aesthetic effects using new conductive materials, including thread, yarn, paint, and fabrics woven from copper, silver, or other highly conductive fibers. This chapter outlines both the educational and societal implications of these new materials in the field of e-textile creation like consumer-ready e-textile toolkits, high-profile displays of imaginative e-textile creations and an increasing body of Do-It-Yourself (DIY) literature on e-textile design that have emerged in the past decade. It also looks at ways in which e-textiles are transforming new solutions to old and persistent problems of underrepresentation of women and minorities in STEM fields and providing a vehicle in which to rethink teaching and learning in these disciplines.

scholarly journals The Use of Decorative Styles of Woven Songket as a Source of Learning in the Course Textile Design and Decoration

2018 ◽  
Vol 42 ◽  
pp. 00108
Author(s):  
I Dewa Ayu Made Budhyani
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Human Beings ◽  
Textile Design ◽  
Natural Objects ◽  
Quality Product ◽  
Geometric Elements ◽  
Aesthetic Values

The use of learning sources in the learning process greatly contributes to the achievement of its goal. The use of learning sources greatly affects the teaching and learning process. It is necessary to use different learning sources when creating a textile design in order to produce a quality product. The decorative style of woven songket can be used as one of the learning sources. The different decorative types of the woven songket contain aesthetic values. The decorative type of woven songket is a product of the crafter’s feeling, creativity, and intention inspired by the environment. The natural objects such as plants, animals, human beings, and geometric elements are stylized into the decorative forms. The decorative style used on the woven songket can be used as the learning source in order to create the decorative style in the course Textile Design and Decoration. There are several aesthetic elements which inspire where the decorative style is placed; they are composition, rhythm, balance, the harmonious layout of the decorative style, and the variation of the decorative style on the textile design. In general, the composition of the placement of the main object of the decorative style is more dominant on the piece of fabric. Rhythm and how the decorative style is composed are shown through the composition of the decorative motive forms such as how big and small they are, how high and low they are and how long and short they are. The ways in which the decorative motives and colors are entirely shown contribute to the harmony and placement of decorative style. The symmetric balance is used to create balance and avoid the impression of being biased. The placement of what the motives contain and how they are composed are used to determine the variation of the decorative style used. The placement of objects and the marginal decoration of the fabric also determine the variation used.

Ubiquitous Computing Applications in Education

2007 ◽  
pp. 94-117 ◽  
Author(s):  
Kostas Kolomvatsos
Keyword(s):  
Ubiquitous Computing ◽  
Teaching And Learning ◽  
Physical World ◽  
Information Resources ◽  
Student Centered ◽  
Advantages And Disadvantages ◽  
Learning Procedure ◽  
Interesting Idea ◽  
Pedagogical Goals ◽  
Gain Access

With the development of technology, new roads have been opened in education. An interesting idea is to use computers in teaching and learning procedure. Students will have the opportunity to gain access to information resources in a timeless and limitless way. Teachers will be able to transform their classes in a student-centered environment, avoiding the drawbacks of the traditional teacher-centered model. In this direction, ubiquitous computing has significant advantages. Ubiquitous means that computational devices are distributed into the physical world, giving us boundless access to communication and information channels. Now, knowledge can be built based on collaboration, communication, experimentation, and on students’ experiences. Research has shown positive impacts on learning. This chapter deals with issues directly connected to ubiquitous computing, such as its features, types of devices used, and pedagogical goals. The advantages and disadvantages of ubiquitous environments are fully examined and some initiatives are referred.

scholarly journals A Novel Approach of IoT Services Orchestration Based on Multiple Sensor and Actuator Platforms Using Virtual Objects in Online IoT App-Store

2019 ◽  
Vol 11 (20) ◽  
pp. 5859 ◽  
Author(s):  
Sehrish Malik ◽  
Shabir Ahmad ◽  
DoHyeun Kim
Keyword(s):  
Response Times ◽  
Physical World ◽  
Revolutionary Era ◽  
Virtual Objects ◽  
App Store ◽  
Novel Approach ◽  
Multiple Sensor ◽  
Do It Yourself ◽  
Services Orchestration ◽  
Virtual Services

The information and communication technology (ICT) is witnessing a revolutionary era with the advancements in the Internet of Things (IoT). An IoT network is a combination of sensor and actuator networks, connected and communicating in certain ways to design and provide IoT services to the end users. These IoT services are created by mapping physical-world objects into virtual-world objects. In this work, we propose a novel approach of IoT services orchestration based on multiple sensor and actuator platforms using virtual objects in online IoT application-store (app-store). In this work, we focused on combining the concepts of do-it-yourself (DIY) IoT marketplace, virtual objects (VOs), and virtual services. We built a fusion IoT services platform on a previously proposed IoT application store. The IoT application store enables the sharing and discovery of IoT VOs, along with micro-services associated with each VO uploaded into the application store. The fusion IoT services platform enables the user to fetch the desired or all VOs from the IoT app store and map the available VOs to form the fusion IoT services. The user can either select all the available VOs and see all the possible services’ combinations or select the desired (DIY) services and customize the virtual services scope. The performance of the proposed fusion IoT services platform was evaluated on the basis of the service connection times, service response times with varying load of VOs, virtual users, and active platforms. The proposed idea also offers a sustainable solution by proposing the reuse of existing resources and reducing duplicate deployments, which can lessen the total cost of the physical networks’ deployment and maintenance. To the best of our knowledge, the proposed work is the first of its kind.

Comparison of Two Instructional Strategies for Teaching the Solution of Verbal Problems

1975 ◽  
Vol 6 (3) ◽  
pp. 170-178
Author(s):  
Otto C. Bassler ◽  
Morris I. Beers ◽  
Lloyd I. Richardson
Keyword(s):  
Problem Solving ◽  
Instructional Strategies ◽  
Teaching And Learning ◽  
Physical World ◽  
Significant Part ◽  
Classroom Activity ◽  
Subject Areas ◽  
Looking Back

Few topics in mathematics present as much difficulty or elicit as many conflicting opinions as the teaching of problem solving. Problem solving occupies a central role in the teaching and learning or mathematics and helps to relate mathematics to other subject areas as well as to the physical world. The importance of problem solving should mean that a significant part of classroom activity is aimed at developing the student's ability to solve problems. Yet Stilwell (1967) found that only 3% of all time spent on problem-solving activity was devoted to developing a method for solving problems. Stilwell also found that only 7% of problem-solving activity was devoted to looking back at a problem or ahead to its implications.

scholarly journals A Study of the Challenges and design perspectives Affecting Physical Computing Teaching and Digital Education

2019 ◽  
Vol 3 (3) ◽  
Author(s):  
Mohammed Hani Mohanna
Keyword(s):  
Interaction Design ◽  
Teaching And Learning ◽  
Physical Computing ◽  
Computing Education ◽  
High Profile ◽  
Younger Age ◽  
Computing Skills ◽  
Recent Trends ◽  
The Internet Of Things

The shift towards physicality and materiality in interaction design and the rise of the Internet of Things is likely to lead to a high demand for physical computing devices and experiences in the coming years. Previous researches have argued that design and development for physical computing require on a diversity of skills including physical design, electronics, computational logic and programming and collaboration. Recent trends in computing education (e.g., initiatives that seek to encourage engagement with computer science topics from a younger age) have the potential to make schools a highly promising site for the development of physical computing skills. Yet, we hypothesize that teaching and learning physical computing is likely to present a range of unique challenges that aren’t addressed by programs that are primarily focused on topics of computing and computer programming alone. In this paper, we present a study that explores the extent and nature of physical computing teaching in the context of one high-profile computing education program: the UK’s Computing at School initiative. Our study comprised a questionnaire that was distributed to teachers, and follow-up interviews with selected respondents. Our findings suggested that physical computing concepts aren't commonly taught in schools, despite physical computing tools being prevalent.

scholarly journals Gender representation in EFL course books explored through a corpus-based study: A case study

2020 ◽  
Vol 10 (6) ◽  
pp. 238-251
Author(s):  
Gresa Bujupaj ◽  
◽  
Valbona Gashi-Berisha ◽  
Keyword(s):  
Foreign Language ◽  
Numerical Data ◽  
Contextual Analysis ◽  
Gender Representation ◽  
Do It Yourself ◽  
Underrepresentation Of Women ◽  
Mixed Approach ◽  
Future Of Education ◽  
Action Verbs

Introduction. Through this corpus-based case study, the authors examine gender representation in four English as a Foreign Language (ELF) course books, “Exploring English”, through a grammatical perspective. Particularly, the study observes the frequencies of pronouns ‘he’ and ‘she’, the association of fourteen action verbs with a certain gender, and differences in gender representation between Course book 3 and 4. To analyse the issue, a Do-It-Yourself (DIY) corpus is compiled with texts selected and stored individually from each course book. Materials and Methods. A mixed approach is used to collect and analyse the data for this study. By using AntConc, the study firstly retrieves the numerical data which are further analysed and interpreted qualitatively. Results. The findings suggest underrepresentation of women. In addition, certain actions were associated with a particular gender. More specifically, noticeable was the positioning of feminine pronouns with domestic activities or chores such as cooking, while masculine pronouns were linked with actions such as paying bills or repairing cars. Although both genders participated equally in dialogues, the contextual analysis of pronouns suggests that the order of mention in sentences reflects masculine supremacy. Nevertheless, the last two levels of the course books suggest a similar representation of gender as hypothesised. Conclusions. The pronoun and verb analysis in this study revealed the uneven and biased representation of gender in textbooks which is concerning for the future of education. Yet, this is only a case study and findings cannot be generalized. Lastly, the authors consider that further analysis on gender representation in the course books from other grammatical aspects would provide even more comprehensive results. Keywords Gender representation; DIY corpus; EFL course books; Pronouns; Action verbs

scholarly journals Ibn Khaldun and the Good Madina

ICR Journal ◽  
2013 ◽  
Vol 4 (4) ◽  
pp. 529-547
Author(s):  
Syed Farid Alatas
Keyword(s):  
Teaching And Learning ◽  
Muslim World ◽  
Social Solidarity ◽  
Human Society ◽  
Ibn Khaldun ◽  
City Life ◽  
Learning Capacity ◽  
The Government ◽  
Universal Applicability ◽  
Education And Society

Ibn Khaldun’s theory of the rise and decline of states, and the key concept of social solidarity, ‘asabiya, provides rich source material for elaborating normative or prescriptive discussions on the nature of a good polity or civilised society. This renders him extremely relevant to the study of modern societies, even those that lack the nomadic-sedentary dynamic that furnished the material for Ibn Khaldun’s original science of human society. Ibn Khaldun’s concepts of authority are of great relevance to the modern Muslim world, not least because of the prevalence today of mulk tabi’i or unbridled kingship in Muslim realms. In line with his overall science of human society was his interest in the relationship between education and society. The relevance of his outlook on education lies more in the area of the philosophy of education and displays timeless and universal applicability. Ibn Khaldun covered the proper methods of teaching and learning and discussed learning capacity, memorisation, curriculum, teacher strictness and the breadth and depth of education.  The madina, the form of social organisation which he saw all around him, was not all bad, in his view, but there was an inevitable movement towards degeneration and decay. In the early stages of the up cycle, the madina displayed numerous political, economic and social dimensions that are worthy of emulation, and Ibn Khaldun expounds on these in his discussions of the nature of authority, the role of the government in the economy, and the nature of education. Life in the madina is founded on certain universal values such as the rule of law, justice, accountability, responsibility, and the quest for knowledge and truth. Unfortunately such values do not inform many modern societies of the Muslim world today and should be given more emphasis in our discussions on civilisational renewal. At the heart of the problem is perhaps education. Ibn Khaldun’s reflections on education take into account politics, language, city life and social class. He also dealt with the methods and procedures of education and can be seen to be an innovator in pedagogy. For Ibn Khaldun, the way to the good madina is through an holistic education that produces not just competent but moral individuals. This view implies an entire corpus of practical recommendations in the educational realm in Muslim nations today.

Nonregulated Assessment in Music Education

2019 ◽  
pp. 494-511
Author(s):  
Nasim Niknafs
Keyword(s):  
Music Education ◽  
Teaching And Learning ◽  
Music Teaching ◽  
Top Down ◽  
Proactive Approach ◽  
Self Organized ◽  
Music Making ◽  
Local Activism ◽  
Do It Yourself

Without access to official state-sanctioned, public music education, Iranian youth, specifically rock and alternative musicians, follow a self-organized and anarchistic path of music making. Expertly negotiating between the act of music making and the unpredictable situations they face daily, they have become creative in finding new ways to propagate their music and learn the rules of their profession. Meanings attached to assessment in these circumstances become redefined and overshadow the quality of music being created. Assessment becomes a local activism that countervails the top-down, summative model. This chapter provides some characteristics of assessment in music teaching and learning in urban Iran that follow Nilsson and Folkestad’s (2005) ecocultural perspective, consisting of four elements: (a) Gibson’s (1979) concept of affordances, (b) orality, (c) theories of play, and (d) theories of chance. Consequently, assessment in urban Iranian music education can be categorized as follows: (1) do-it-yourself (DIY) and do-it-with-others (DIWO), (2) interactive and decentralized, (3) local anarchism, and (4) lifestyle. This chapter concludes that the field of music education should take a “slightly outside perspective” (Lundström, 2012, p. 652) and proactive approach toward assessment, rather than the reactionary approach to music teaching and learning in which assessment becomes an end goal rather than an approach embodied within learning.

Reflections on the Role of Self-Paced, Online Resources in Higher Education or How YouTube is Teaching Me How to Knit

2013 ◽  
pp. 330-353
Author(s):  
Cath Ellis
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
English Literature ◽  
Face To Face ◽  
University Teachers ◽  
High Profile ◽  
On Demand ◽  
Pedagogy And Curriculum

In higher education sectors around the world, lecturing remains the mainstay of teaching and learning practice (see Bligh, 1998; Jones, 2007). This is despite the fact that countless high-profile and widely read scholars have shown that the pedagogic value of lecturing is questionable (see Bligh, 1998; Gibbs, 1981; Laurillard, 2002). How it has come to be that lecturing persists remains the focus of much speculation (see Jones, 2007). It may be the case, however, that lectures have finally met their match in the form of online, self-paced, on-demand resources. As the availability and number of these resources grows, the viability of face-to-face lecturing as a teaching and learning strategy becomes increasingly tenuous. In this chapter, the authors outline the impact that these resources are having on pedagogy and curriculum design in general and in higher education in particular. They offer a case study of the use of this strategy in a higher education context within an English Literature module. The authors conclude by offering some reflections on their own experiences as on-demand learners and offer some suggestions as to how university teachers and the institutions for which they work may need to rethink the way they operate.

Ubiquitous Computing Applications in Education

2009 ◽  
pp. 1503-1520
Author(s):  
Kostas Kolomvatsos
Keyword(s):  
Ubiquitous Computing ◽  
Teaching And Learning ◽  
Physical World ◽  
Information Resources ◽  
Student Centered ◽  
Advantages And Disadvantages ◽  
Learning Procedure ◽  
Interesting Idea ◽  
Pedagogical Goals ◽  
Gain Access

With the development of technology, new roads have been opened in education. An interesting idea is to use computers in teaching and learning procedure. Students will have the opportunity to gain access to information resources in a timeless and limitless way. Teachers will be able to transform their classes in a student-centered environment, avoiding the drawbacks of the traditional teacher-centered model. In this direction, ubiquitous computing has significant advantages. Ubiquitous means that computational devices are distributed into the physical world, giving us boundless access to communication and information channels. Now, knowledge can be built based on collaboration, communication, experimentation, and on students’ experiences. Research has shown positive impacts on learning. This chapter deals with issues directly connected to ubiquitous computing, such as its features, types of devices used, and pedagogical goals. The advantages and disadvantages of ubiquitous environments are fully examined and some initiatives are referred.

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