Makerspaces

2017 ◽  
pp. 211-230 ◽  
Author(s):  
Marguerite Koole ◽  
Jean-François Dionne ◽  
Evan Todd McCoy ◽  
Jordan Epp
Keyword(s):  
21St Century ◽  
Library Science ◽  
Assessment Practices ◽  
Process Map ◽  
Post Secondary ◽  
Communications Technologies ◽  
Learner Activity

The emergence of the makerspace movement offers tremendous potential to transform learning. Learning by making, while ancient in practice, has evolved due to the development and confluence of developments in computing, communications technologies, pedagogy, and library science. In particular, online networking has enabled learners to share and engage with ideas and materials in a uniquely 21st century fashion. The makerspace activity process (MAP) framework illustrates how makerspace activities—curating, relating, and creating—are intertwined through networking practices. Makerspaces are highly contingent and transformative; both the nature of the makerspace and the participants transform each other through interaction. For those educators who find it difficult to integrate within formal curricula and assessment practices, the MAP framework provides a guide for facilitating and assessing learner activity in educational makerspaces. The framework is useful for educators at all levels from kindergarten to post-secondary.

scholarly journals Online Remote Proctoring Software in the Neoliberal Institution: Measurement, Accountability, and Testing Culture

in education ◽  
2021 ◽  
Vol 27 (1) ◽  
pp. 23-40
Author(s):  
Cristyne Hébert
Keyword(s):  
Virtual Environments ◽  
Alternative Assessment ◽  
Faculty Members ◽  
Assessment Practices ◽  
Testing Environment ◽  
Post Secondary ◽  
Contemporary Research ◽  
Canadian Provinces ◽  
Remote Learning

As COVID-19 spread in early 2020, a lockdown was implemented across Canadian provinces andterritories, resulting in the shuttering of physical post-secondary campuses. Universities quicklypivoted to remote learning, and faculty members adjusted their instructional and assessmentapproaches to align with virtual environments. Presumably to aid with this process, a number ofinstitutions acquired licenses to remote online proctoring services. This paper examines theresearch around online remote proctoring, examining the justification offered for the adoption ofonline remote proctoring, and contemporary research on assessment practices in higher education.Throughout the paper, I demonstrate a lack of research that speaks to the efficacy of this mode ofassessment while also acknowledging shifts in the testing environment, and an increase in studentanxiety. I argue that online remote proctoring is not only embedded within neoliberalism and auditculture, but supports a continued reliance on testing culture. It concludes with a discussion ofassessment culture, offering some alternative assessment approaches that might disrupt the veryneed for online remote proctoring. Keywords: Online remote proctoring, assessment, testing

An Assessment of Digital Library Functions and Services in Nigerian Academic Libraries

2015 ◽  
pp. 229-241 ◽  
Author(s):  
Jerome Idiegbeyan-Ose ◽  
Stella C. Nduka ◽  
Olalekan A. Adekunjo ◽  
Innocent Okoedion
Keyword(s):  
Information Sharing ◽  
21St Century ◽  
Digital Library ◽  
Digital Libraries ◽  
Academic Libraries ◽  
Information And Communications Technologies ◽  
Information Preservation ◽  
Communications Technologies ◽  
Digital Contents

This chapter critically assess digital library functions and services in Nigeria academic libraries. It highlighted the roles of Information and Communications Technologies (ICTs) that brought about digital libraries. It is a collection of digital contents that is housed electronically and made available to users. The advantages of digital library were also discussed such as improved access, improved information preservation, it improved information sharing, it enhances library functions and services. Nigerian academic libraries has benefited from the enormous benefits of digital library. The chapter stressed that effort should be improved consortium building so as to improve the services Nigerian libraries render to their patrons. The chapter concludes that Digital library has come a long way in Nigeria, and 21st century libraries cannot afford to render services to users without digital contents added to the prints resources. Therefore, Nigeria libraries and information centres must cooperate in a formal consortia building; this will go a long way to reduce the burden of all participating libraries.

Curriculum Development and Open Distance E-Learning for the 21st Century

2021 ◽  
pp. 201-222
Author(s):  
Elize M. Harris ◽  
Leila Goosen
Keyword(s):  
Curriculum Development ◽  
Technology Education ◽  
21St Century ◽  
Learning Management Systems ◽  
Practical Investigations ◽  
Natural Sciences ◽  
Assessment Practices ◽  
Online Classroom ◽  
Pedagogical Content ◽  
E Learning

The purpose of the study reported on here was the curriculum development of suitable natural sciences and technology education modules, including practical investigations to complement the theoretical content of these for open and distance e-learning (ODeL) in the 21st century. In light of this purpose, the chapter will especially mention assessment practices and tools, curriculum development, multimedia use, student engagement, learning management systems, and multiculturalism and diversity in the online classroom. The objectives were related to establishing the aspects that must be considered during the curriculum development of well-designed natural sciences and technology education modules, which will include practical investigations, and that students should be able to have opportunities to reflect on their engagement with practical investigations to complement the theoretical content of the modules for ODeL purposes in the 21st century and demonstrate their pedagogical content knowledge after having successfully completed natural sciences and technology education modules.

21st-Century Assessment Practices

2021 ◽  
pp. 1-24
Author(s):  
Stephanie Smith Budhai
Keyword(s):  
21St Century ◽  
Assessment Practices

Quality Assurance and Online Higher Education

2011 ◽  
pp. 3073-3083
Author(s):  
Edward D. Garten ◽  
Tedi Thompson
Keyword(s):  
21St Century ◽  
Role Models ◽  
Teaching Profession ◽  
Teaching Competencies ◽  
Post Secondary ◽  
Motivation For Learning ◽  
Curriculum Instruction ◽  
Critical Competencies ◽  
K 12 ◽  
The Way

This is an urgently needed topic. It is the author’s conviction that, currently, there are no 21st century schools and, even worse, there is no substantive and widely held vision about what such schools should look like, and what the role and competencies of teachers in those schools should be. So, the tendency of most educators writing about needed 21st century teaching competencies will be to pretty much “rearrange the deck chairs on the Titanic.” Most will be driven by another equally repugnant cliché, “Technology is only a tool,” and they will try to determine how this misunderstood tool can best enhance out-of-date and fast-aging approaches to K-12 curriculum, instruction, and assessment. This is not to say that the wonderful array of traditional teaching competencies and skills that have enabled teachers to have generally done such an impressive job of teaching our children over the last century will cease to be important. The ability of teachers to understand and connect with students; to impart considerable knowledge and wisdom about their subject; to provide them with good adult role models; to cultivate their motivation for learning; to encourage their sensitivity toward, and appreciation of, individual and cultural differences; to prepare them for post-secondary education and/or the world of work; and even, to sometimes be “the sage on the stage,” will remain critical competencies as long as there is a teaching profession. But just as technology has dramatically transformed society, the way we work, the way we live, even the way we think about things, schools must be dramatically transformed in the way they work, in the way content is processed, and maybe most importantly, in the way teachers teach and students learn.

The Most Dramatic Changes in Education Since Socrates

2011 ◽  
pp. 1307-1309
Author(s):  
Allen Schmieder
Keyword(s):  
21St Century ◽  
Role Models ◽  
Teaching Profession ◽  
Teaching Competencies ◽  
Post Secondary ◽  
Motivation For Learning ◽  
Curriculum Instruction ◽  
Critical Competencies ◽  
K 12 ◽  
The Way

This is an urgently needed topic. It is the author’s conviction that, currently, there are no 21st century schools and, even worse, there is no substantive and widely held vision about what such schools should look like, and what the role and competencies of teachers in those schools should be. So, the tendency of most educators writing about needed 21st century teaching competencies will be to pretty much “rearrange the deck chairs on the Titanic.” Most will be driven by another equally repugnant cliché, “Technology is only a tool,” and they will try to determine how this misunderstood tool can best enhance out-of-date and fast-aging approaches to K-12 curriculum, instruction, and assessment. This is not to say that the wonderful array of traditional teaching competencies and skills that have enabled teachers to have generally done such an impressive job of teaching our children over the last century will cease to be important. The ability of teachers to understand and connect with students; to impart considerable knowledge and wisdom about their subject; to provide them with good adult role models; to cultivate their motivation for learning; to encourage their sensitivity toward, and appreciation of, individual and cultural differences; to prepare them for post-secondary education and/or the world of work; and even, to sometimes be “the sage on the stage,” will remain critical competencies as long as there is a teaching profession. But just as technology has dramatically transformed society, the way we work, the way we live, even the way we think about things, schools must be dramatically transformed in the way they work, in the way content is processed, and maybe most importantly, in the way teachers teach and students learn.

Community Thinkers' Tournaments for Coordinating other Community Resources to Complement the Educational Function of Schools

1978 ◽  
Vol 6 (4) ◽  
pp. 271-283
Author(s):  
Layman E. Allen
Keyword(s):  
Scientific Reasoning ◽  
Educational Institutions ◽  
Community Resources ◽  
Post Secondary ◽  
Learning Network ◽  
Language Structure ◽  
Powerful Learning ◽  
Communications Technologies ◽  
Reasoning Skills ◽  
Direct Teaching

Existing computer, educational, and communications technologies can be combined in the form of a Community Thinkers' Tournament to supplement current educational institutions at the elementary, secondary and post-secondary levels with a powerful learning network that can be made available widely and inexpensively to any persons in the community interested in enhancing their fundamental reasoning skills. Classroom and home components of a Community Thinkers' Tournament are described, involving highly-developed instructional gaming courseware by computer-managed programs using touch-tone and ordinary dial phones as terminals as well as direct teaching by humans. Present efforts are directed at instruction in mathematics, logic, scientific reasoning, and language structure.

scholarly journals Education and Vocational Training in Kosovo, A Challenge and Objective of the 21st Century

2021 ◽  
Vol 12 (6) ◽  
pp. 1970-1982
Author(s):  
Ph.D. Safet Krasniqi
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Vocational Training ◽  
Department Of Education ◽  
Educational Institutions ◽  
Ministry Of Education ◽  
Post Secondary ◽  
Radical Reform ◽  
Private And Public ◽  
The Eu

Classes in Kosovo are held in private and public educational institutions. Education in Kosovo went through very hard phases and challenges especially in the years 1990/1999 since differences and the need for change made us not entirely prepared. After the establishment of Kosovo Institutions, the Department of Education and Science (DES) was established within the Ministry of Education. The primary aim was to establish the legal and professional basis as a frontline of the reform of our education system, especially the acceptance of the Bologna processes that facilitate the radical reform of general and vocational education. This paper will address the aspects of reforming and progression of vocational secondary education, vocational schools, and correspondence to the needs of the EU market and the possibility of implementing in post-secondary and university higher education.

Work-Integrated Learning

2022 ◽  
pp. 157-177
Author(s):  
Ross H. Humby ◽  
Rob Eirich ◽  
Julie Gathercole ◽  
Dave Gaudet
Keyword(s):  
Learning Environments ◽  
Integrated Learning ◽  
Work Experiences ◽  
Information And Communications Technologies ◽  
Post Secondary ◽  
Southern Alberta ◽  
Communications Technologies ◽  
Real Work ◽  
Institute Of Technology ◽  
Work Integrated Learning

Work-integrated learning (WIL) continues to be an essential topic of conversation among governments, educators, employers, and students. By various names and definitions, WIL attempts to inject the realism of workplace employment tasks into the post-secondary learning environment. The COVID-19 pandemic has forced stakeholders to innovate in the WIL space often using the advances in information and communications technologies (ICT) to build further bridges between learners and real work experiences. The chapter provides an overview of WIL followed by three specifics cases from marketing faculty at the Southern Alberta Institute of Technology (SAIT). In each of the three cases, faculty used different ICT to provide engaging learning environments linking business, industry, consumers, and the learners.

Relevance of Dr. S.R. Ranganathan’s Five Laws of Library Science in the 21st Century: A Clear Perspective

2019 ◽  
Vol 9 (2) ◽  
pp. 111-114
Author(s):  
R. Nalinakshi
Keyword(s):  
21St Century ◽  
Information Science ◽  
Library Science ◽  
Technological Innovations ◽  
Library And Information Science ◽  
Information Products ◽  
Study Methodology ◽  
Effectiveness And Efficiency ◽  
Basic Learning

This study intends to discuss the interrelationships and impacts of Dr. S.R. Ranganathan’s five laws with those enhancements and changes in the field and also their research content for further study. Latest developments of information products and services in field of LIS are considered emanated from the ongoing technological innovations and compared effectiveness and efficiency of those innovations with his basic learning of Five Laws. So the study methodology chiefly involves studying his publications and examining the contents in perspective with contemporary changing profile of library and information science.

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