Creating University Spaces of Inspiration

2018 ◽  
pp. 59-101
Author(s):  
Iain Densten
Keyword(s):  
Learning Environment ◽  
Case Studies ◽  
Environmental Influences ◽  
Power Bases ◽  
Learning Space ◽  
Scarce Resources ◽  
The Core ◽  
University Spaces ◽  
University Lecturers ◽  
Influence Tactic

Our review and research examines the power bases and influences university lecturers can deploy to motivate their students to learn. Lecturers are in similar situations as leaders, that is, to be successfully they must secure scarce resources. In other words, lecturers must convince students to deploy their scarce resources of time and effort to the task of learning. The research examines which (a) workplace ideas can be applied to a university learning space, (b) key environmental influences, (c) the core influence tactic to gain and influence the attention of students, (d) the supplementary tactics to gain and influence the attention of students, and finally, (e) five case studies are present which demonstrate how space for inspiration can be created. This research attempts to provide an in-depth understanding of how power and influence exist in the learning environment and can be used to create university space for inspiration. Simply put, for inspiration to occur the politics and environment must be enabling rather than inhibiting.

scholarly journals The core components of education 4.0 in higher education: Three case studies in engineering education

2021 ◽  
Vol 93 ◽  
pp. 107278
Author(s):  
Jhonattan Miranda ◽  
Christelle Navarrete ◽  
Julieta Noguez ◽  
José-Martin Molina-Espinosa ◽  
María-Soledad Ramírez-Montoya ◽  
...  
Keyword(s):  
Higher Education ◽  
Engineering Education ◽  
Case Studies ◽  
The Core ◽  
Core Components

scholarly journals Young children’s language-based agency in multilingual contexts in Luxembourg and Israel

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Mila Schwartz ◽  
Claudine Kirsch ◽  
Simone Mortini
Keyword(s):  
Learning Environment ◽  
Case Studies ◽  
Research Methods ◽  
Language Policies ◽  
Educational Settings ◽  
Structured Interviews ◽  
Self Monitoring ◽  
Teachers And Parents ◽  
Linguistic Backgrounds ◽  
Longitudinal Case Studies

AbstractDrawing on two longitudinal case-studies, this study aimed to identify some salient characteristics of the agentic behaviour of two young emergent multilinguals in two different multilingual contexts: Luxembourg and Israel. Despite the fact that the studies were conducted independently, the two cases were analysed together owing to the similarities in the research methods such as video-recorded observations, and semi-structured interviews with teachers and parents. The data were analysed through thematic and conversational analyses. Findings showed that a boy who learned Luxembourgish in Luxembourg and a girl who learned Hebrew in Israel, were outgoing and active learners who influenced their learning environment. We identified 10 types of agentic behaviour, including engaging in repetition after peers and the teacher, creatively producing language, translanguaging, and self-monitoring. Despite differences of the children’s sociocultural and linguistic backgrounds, and the language policies of their educational settings, we found a striking overlap in their language-based agentic behaviours. We suggest that the identified types can encourage further research in this field. Although our study with talkative children allowed us to observe many types of agentic behaviours, we cannot claim that less outgoing children or children who do not show the same behaviours do not have ways of expressing their agency.

scholarly journals Redefining the learning space: Developing peer mentoring in the enterprise curriculum

2020 ◽  
pp. 095042222098126
Author(s):  
Andrew P Hird
Keyword(s):  
Learning Environment ◽  
Peer Mentoring ◽  
Learning Space ◽  
Hygiene Factors ◽  
Multi Level ◽  
Considerable Strain

This account of practice seeks to demystify the entrepreneurship classroom and to provide practical insights into the successful introduction and embedding of a multi-level peer mentoring scheme. Over a 5-year period, peer mentoring has been embedded in an undergraduate enterprise curriculum. This has posed challenges to a number of taken-for-granted assumptions about the enterprise classroom. The role of the tutor in the classroom was redefined; the roles of both colleagues and students were questioned. The accepted rules and norms of the learning environment were placed under considerable strain. It was found that both colleagues and students had very clearly defined expectations of one another and their respective roles: these proved difficult to change. The article recounts the journey, and how the organisers learned to accept and embrace the difficulties faced. Hygiene factors such as timetabling and communication were highly important in allowing the interactions to take place, as were socialisation and facilitation. The mistakes made are also recounted so that they can be avoided by other practitioners.

The Oxford Handbook of Grammatical Number

2021 ◽  
Keyword(s):  
Case Studies ◽  
Mental Representation ◽  
Noun Phrases ◽  
Numeral Classifiers ◽  
Number Marking ◽  
The Core ◽  
Grammatical Number ◽  
The Relationship ◽  
Linguistic Means

This volume offers an overview of current research on grammatical number in language. The chapters Part i of the handbook present foundational notions in the study of grammatical number covering the semantic analyses of plurality, the mass–count distinction, the relationship between number and quantity expressions and the mental representation of number and individuation. The core instance of grammatical number is marking for number distinctions in nominal expressions as in English the book/the books and the chapters in Part ii, Number in the nominal domain, explore morphological, semantic, and syntactic aspects of number marking within noun phrases. The contributions examine morphological marking of number the relationship between syntax and nominal number marking, and the interactions between numeral classifiers with semantic number and number marking. They also address cases of mismatches in form and meaning with respect to number displayed by lexical plurals and collective nouns. The final chapter reviews nominal number processing from the perspective of language pathologies. While number marking on nouns has been the focus of most research on number, number distinctions can also be found in the event domain. Part iii, Number in the event domain, presents an overview of different linguistic means of expressing plurality in the event domain, covering verbal plurality marking, pluractional modifiers of the form Noun preposition Noun, frequency adjectives and dependent indefinites. Part iv provides fifteen case studies examining different aspects of grammatical number marking in a range of typologically diverse languages.

scholarly journals Use of scenario development and personal learning environment and networks (PLE&N) to support curriculum co-creation

2018 ◽  
Vol 13 (2) ◽  
pp. 848-858 ◽  
Author(s):  
Eric Tsui ◽  
Nikolina Dragicevic
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Design Methodology ◽  
Working Environment ◽  
Scenario Development ◽  
Learning Space ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Business Environments ◽  
Constant Change

AbstractIn much of the current discussions on business environments, a recurring theme both for academics and practitioners is that it is marked by inherent uncertainty (unknown unknowns). Hence, knowledge workers must have skills and understanding of the possible ways to navigate through and adapt to constant change. However, the tendency of prevailing approaches to curriculum development to focus on (static) learning outcomes, we argue, is not appropriate to train young people to adapt to the unpredictable working environment. Instead, more dynamic approaches to curriculum are required, which would instead focus on learning as a continuous relearning and emergent process of adaptation and stimulate students' inquiry and intellectual and creative skills. This paper approaches the issue by discussing the opportunities of using scenario thinking and development together with a personal learning environment and network (PLE&N) for co-creating a curriculum with students, teachers, and practitioners in higher education. In short, the methodology underpinning scenario development recognizes that uncertainty can be best dealt with and understood from the perspective of a range of possibilities and multiple futures through a facilitated, coherently structured process. PLE&N, on the other hand, serves as a learning space which stimulates self-regulated and network-based learning. The paper contends that curriculum informed by such a design methodology would lead to more frequent and appropriate updates as well as equip students with skills to work in a volatile, uncertain, complex, and ambiguous (VUCA) environment.

scholarly journals Creating Ergonomic Learning Environment: the conceptual Apparatus

2020 ◽  
pp. 83-91
Author(s):  
Л.П. Окулова
Keyword(s):  
Learning Environment ◽  
Personality Development ◽  
Educational Environment ◽  
Learning Space ◽  
Theoretical Substantiation ◽  
Conceptual Apparatus ◽  
Academic Activities ◽  
Educational Environments ◽  
Educational Ergonomics ◽  
Educational Potential

В статье исследуется проблема формирования понятийного аппарата нового раздела педагогики — эргономики образования. Актуальность обусловливается необходимостью обеспечить комфортность и безопасность процесса обучения, что достижимо посредством формирования эргономической образовательной среды. Целью является теоретическое обоснование процесса формирования эргономической образовательной среды, обеспечивающей развитие личности и сохранение здоровья при наличии образовательного потенциала. Рассматриваются разработки отечественными и зарубежными авторами терминологической структуры эргономической образовательной среды. В работе в качестве методологического выступает эргономический подход, а также применяется анализ и обобщение научных исследований по проблеме формирования эргономической образовательной среды в системе образования. Исследуя формирование эргономической образовательной среды, мы выявляем, что данный феномен в педагогике не изучен. Лишь фрагментарно представлены положения педагогической эргономики как раздела педагогики. Нами сформулировано несколько понятий: «эргономическая образовательная среда», «эргономическая образовательная система», «эргономичность», «эргономическое образовательное пространство», «эргономизация». Раскрыта их сущностная характеристика и наполняемость, дана характеристика эргономической компоненты образовательной среды, отмечены этапы, принципы, параметры, требования и показатели процесса формирования эргономической образовательной среды, а также указан компонентный состав технологии создания и применения комфортной среды в образовательном процессе. Делается вывод, что при формировании эргономической образовательной среды на основе эргономического подхода учет учебной деятельности обучающихся и трудовой деятельности педагога обеспечит развитие личности и сохранение здоровья. The article investigates the issue of creating the conceptual apparatus of a new branch of pedagogy, namely educational ergonomics. The relevance of the research is accounted for by the necessity to ensure comfortable and safe education, which can only be achieved through an ergonomic educational environment. The aim of the research is to provide a theoretical substantiation of the necessity to create an ergonomic educational environment which ensures learners’ harmonious development and health preservation coupled with learners’ educational potential. The article investigates Russian and foreign scholars’ works devoted to the investigation of terminology related to educational ergonomics. Having researched the formation of ergonomic educational environments, we can maintain that the phenomenon is largely underinvestigated. Pedagogical ergonomics is only treated as a branch of pedagogy. We have formulated a number of notions such as ergonomic educational environment, ergonomic educational system, ergonomics, ergonomic learning space, ergonomization. The article characterizes the essence and the content of the notions, characterizes the ergonomic components of educational environments, speaks about the stages, principles, parameters, requirements and indices of the process of ergonomic educational environment formation. It also discusses the components of the technology of creating a comfortable learning environment. The author concludes that when an ergonomic educational environment is created, the analysis of teachers’ and learners’ academic activities can ensure both personality development and health preservation.

scholarly journals ALGORITHM FOR THE FORMATION OF A PERSONAL LEARNING ENVIRONMENT BY MEANS OF STRUCTURING THE EDUCATIONAL SPACE OF THE UNIVERSITY BASED ON OFFICE365 AND MS TEAMS SERVICES

2020 ◽  
pp. 26-40
Author(s):  
Natalya Ivankova ◽  
Oleksii Ryzhov ◽  
Oleksii Androsov
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Cloud Services ◽  
Main Element ◽  
Learning Space ◽  
Flexible Tool ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
The University

The algorithm of formation of a personal learning environment (PLE) and learning group environment for the organization of electronic distance learning in medical higher education institutions is offered. It was noted that the introduction of the COVID-19 quarantine raised the issue of reorganization of the learning space and accelerated the process of introducing the distance learning model. The experience gained by the authors during quarantine made it possible to form the stages of deploying the learning environment in the medical higher education institution and to define the educational space of the group as the main element of this environment. The main technological steps of creating subsystems of the educational space of the university for using cloud services MSO365 were considered using the example of Zaporizhzhia State Medical University. The conditions that allow creating a hierarchy of the learning environment were defined, namely: a project of the structure of the learning environment with the coordination of departments; registration of all participants of the learning process and creation of their accounts in Active Directory of the university; automated procedure of transferring group members to AD MSO365. The paper provides an example of a hierarchy of names, which is a reflection of the structure of university departments in terms of staffing and determines the rights of access to the usage of services that ensure the implementation of the corresponding functions. The authors found that the user account is the first integrating service that allows the user to form a personal learning environment using OneDrive, web-site MS SharePoint, MS Forms and other office applications. It was noted that the user account is the lowest level of the hierarchy of the learning environment, the usage of which provides a learning space for groups. According to the authors, it is reasonable to use MS Groups to form academic groups. Using MS Teams, a teacher gets a flexible tool to form a learning environment for various organizational forms, namely: lectures, seminars, practical classes, independent work, etc. The authors proposed rules for forming group names in MS Groups and MS Teams. They presented an algorithm for deploying the department's learning environment and proposed a suggestion of structuring the subject's learning environment using MS Teams channels for a small number of groups in the department.

scholarly journals EMERGENCE OF INFORMAL LEARNING SPACE IN UNIVERSITY CAMPUS: A COMPARATIVE SCENARIO IN THE CONTEXT OF KHULNA CITY

2021 ◽  
Author(s):  
Z. Sourav ◽  
◽  
D. Afroz ◽  
Keyword(s):  
Learning Environment ◽  
Informal Learning ◽  
Formal Education ◽  
Outdoor Environment ◽  
Formal Learning ◽  
University Campus ◽  
Learning Spaces ◽  
Learning Space ◽  
Informal Learning Environment

Ancient education system was developed from a semi-outdoor environment. While developing the learning spaces it developed into indoor environment to ensure controlled environment, focus, discipline and compactness. These properties lead to formal education and formal learning space which replaced the informal learning environment. Formal learning space usually drive students towards a single expertise or knowledge. The limitations and boredom of formal education often causes depression and annoy towards education that result in limited learning and one-sided education. This research indicates the role of “informal learning environment” which helps university students to achieve multi-disciplinary knowledge through a simple, contextual and informal way. To establish the emergence, we tried to do a quantitative analysis among the students studying different universities in Khulna city. We have tried to understand the perspective of the students whether they feel the importance of informal learning or not in their daily life. While working on this paper, we have experienced unique scenario for each university but by any means Khulna University and Khulna University of Engineering & Technology serves their student the environment where students can meet and share knowledge with their natural flow of gossiping with food or drinks while Northern University of Business & technology and North-Western University have shown different scenario.

The E’s of TNHE and EMI

2021 ◽  
Vol 44 (2) ◽  
pp. 253-259
Author(s):  
Dudley Reynolds
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Case Studies ◽  
Language Practices ◽  
Policy And Practice ◽  
Transnational Higher Education ◽  
Critical Awareness ◽  
English Medium Instruction ◽  
Instructor Perceptions

Abstract Questions asked as part of phenomenographic research are used to critically synthesize findings from the case studies in this issue of English-medium instruction (EMI) in transnational higher education (TNHE). With respect to whether EMI in TNHE can be considered a phenomenon, it is suggested that the phenomenon is more discursive than empirical. Student and instructor perceptions of the phenomenon reveal a critical awareness of the policies that structure the learning environment and agency that takes advantage of the policies’ discursive nature to create alternative, multilingual language practices and improve learning. A gap between policy and practice that allows for negotiation of the E’s in EMI and TNHE, English and education, is hence called for.

Legitimating Global Governance in a Post-National World

2019 ◽  
pp. 232-266
Author(s):  
Klaus Dingwerth
Keyword(s):  
Case Studies ◽  
Global Governance ◽  
International Organizations ◽  
State Sovereignty ◽  
The Core ◽  
Norms And Values ◽  
International Authority ◽  
Normative Change

The chapter summarizes and reflects upon the core findings of our study. Compared to the 1970s and 1980s, how have the norms and values that underpin the justification, appraisal, and critique of international organizations shifted in the post-1990 world? The chapter argues that legitimacy standards of the national constellation are increasingly complemented by the legitimacy standards of the ‘post-national constellation’. While the legitimacy standards of the national constellation emphasize state sovereignty, functional cooperation, and non-coerciveness, the legitimacy standards of the post-national constellation conceptualize individuals as rights holders and are guided by a cosmopolitan ideal of inclusive global governance. More specifically, the case studies reveal a rise of people-based legitimation norms and a rise of procedural legitimacy standards. As the study shows, the politicization of expanded international authority is one important source of normative change. Other sources include the rise of new legitimation constituencies and self-reinforcing dynamics of normative change.

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