scholarly journals Technology giants, educational policy and a preliminary mapping of networks and channels of influence in a Norwegian context

Seminar.net ◽  
2021 ◽  
Vol 17 (2) ◽  
Author(s):  
Geir Haugsbakk
Keyword(s):  
Educational Policy ◽  
Teaching And Learning ◽  
New Technology ◽  
General Level ◽  
Educational Systems ◽  
Relevant Research ◽  
Policy Agendas ◽  
And Function ◽  
Improving Teaching And Learning

The article looks at the debate regarding the influence of the technology giants on educational policy. What strategies have existed on the part of the technology giants? Who have been the major actors within education? What kind of relations and networks have been established? The first part of the article focuses on relevant research internationally showing that the technology giants have taken the lead and that their objectives are to develop new long-term policy agendas. The development has been significantly intensified and to some extent changed during the pandemic. This has resulted in the emergence of new multisector coalitions and more complex networks which have potentially profound pedagogical implications. The second part accounts for a preliminary mapping of networks and channels of influence in a Norwegian context. Despite the differences between countries, political and educational systems, traditions and values, there are a number of the similarities in the field of educational technology. These include on a general level how the use of new technology is valued as a way of improving teaching and learning, but also how networks and relations are developed and function. The project that precedes the article is based on literature studies and inspired by network ethnographic approaches.

Pedagogical Explanation Methods of Teaching Matrix Programming Operations: Effects on Students’ Achievements in IPCs

2015 ◽  
Vol 1 (3) ◽  
pp. 69
Author(s):  
Arjan Skuka
Keyword(s):  
Programming Languages ◽  
Teaching And Learning ◽  
Computer Programming ◽  
General Level ◽  
Control Group ◽  
Group Model ◽  
Computer Engineering ◽  
Success Rates ◽  
Engineering Department ◽  
Students Success

Despite the fact that introductory programming courses (IPCs) are taught at universities for more than thirty years, students still find computer programming very difficult to learn. Programming pedagogy deals with the methods and principles of teaching and learning computer programming. The programming pedagogical approaches that have been proposed to increase the efficiency of teaching and learning computer programming mostly focus on the tools, paradigms, programming languages and environments used in IPCs. To increase significantly the students’ success rates in IPCs, these approaches should be complemented with pedagogical explanation (PE) methods. This research is focused on a PE method of teaching sequential search of a matrix row (SSMR). The research was designed as experimental study with pretest-posttest control group model, involving students of Computer Engineering department Izmir University. While the experimental group was subjected to a pedagogical explanation method, a traditional explanation method was applied in the control group. To collect the research data, an achievement pretest, posttest and a questionnaire were developed and applied. The research findings showed the effectiveness of teaching SSMR by using a PE method. This method positively influenced students’ level of topic comprehension, which consequently improved their achievements. In order for students to understand better the other matrix programming operations, similar PE methods should be developed and used in IPCs. On a more general level, the results of this research suggested that PE methods should be developed and used for other topics that students usually find difficult to understand in IPCs. Using these methods can be a very important factor in significantly increasing students’ success in IPCs.

The Implementation Of Make A-Match Model In Social Science Learning To Improve Student Learning Outcomes In Class IV SDN 115 Manado

2019 ◽  
Vol Volume 2 Nomor 2 ◽  
Keyword(s):  
Social Science ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Science Learning ◽  
Design Activity ◽  
Test Results ◽  
Match Model ◽  
Fourth Grade Students ◽  
Improve Student Learning

There is a tendency in the education field today to return to the idea that children will learn better if the environment is created naturally. Learning will be more meaningful if children "experience" themselves what they are learning, not 'knowing' it. Target-oriented learning of material mastery proves to be successful in short-term 'remembering' competitions, but fails to equip children to solve problems in long-term life. The problems that would to be studied in this study are: (a) how is the improvement of Social Science learning outcomes by applying the Make A-Match Model to it? (b) how does the Make A-Match Model apply towards the learning motivation? The objectives of this study are: (a) want to know the improvement in Social Science learning achievement after the implemetation of the Make A-Match Model. (b) want to know the effect of Make A-Match Model towards students’ motivation of the subject after it is applied. This research is used two rounds of action research. In each round consists of four stages, namely: design, activity and observation, reflection and revision. The target of this research is the fourth grade students of Mongodow. The data obtained in the form of formative test results, observation sheets of teaching and learning activities. From the results of analysts obtained student achievement has increased from cycle I to cycle II namely, cycle I (65%), cycle II (83%). The conclusion of this research is the Make A-Match Model of Social Science learning could positively influence the motivation of learning of central students, and this learning model could be used as an alternative to Social Science learning.

Lime kiln conversion from coke to natural gas operation – an option in direction of sustainable energy

2020 ◽  
pp. 431-434
Author(s):  
Oliver Arndt
Keyword(s):  
Natural Gas ◽  
New Technology ◽  
Exhaust Gas ◽  
Gas Temperature ◽  
Gaseous Fuels ◽  
Lime Kiln ◽  
Lime Kilns ◽  
Co2 Balance ◽  
Exhaust Gas Temperature

This paper deals with the conversion of coke fired lime kilns to gas and the conclusions drawn from the completed projects. The paper presents (1) the decision process associated with the adoption of the new technology, (2) the necessary steps of the conversion, (3) the experiences and issues which occurred during the first campaign, (4) the impacts on the beet sugar factory (i.e. on the CO2 balance and exhaust gas temperature), (5) the long term impressions and capabilities of several campaigns of operation, (6) the details of available technologies and (7) additional benefits that would justify a conversion from coke to natural gas operation on existing lime kilns. (8) Forecast view to develop systems usable for alternative gaseous fuels (e.g. biogas).

scholarly journals Climate Mobility and Development Cooperation

2021 ◽  
Author(s):  
Robert Stojanov ◽  
Sarah Rosengaertner ◽  
Alex de Sherbinin ◽  
Raphael Nawrotzki
Keyword(s):  
Climate Adaptation ◽  
Human Mobility ◽  
Climate Impacts ◽  
Development Cooperation ◽  
Climate Variability And Change ◽  
Policy Frameworks ◽  
And Migration ◽  
And Function ◽  
Role And Function

AbstractDevelopment cooperation actors have been addressing climate change as a cross-cutting issue and investing in climate adaptation projects since the early 2000s. More recently, as concern has risen about the potential impacts of climate variability and change on human mobility, development cooperation actors have begun to design projects that intentionally address the drivers of migration, including climate impacts on livelihoods. However, to date, we know little about the development cooperation’s role and function in responding to climate related mobility and migration. As such, the main aim of this paper is to outline the policy frameworks and approaches shaping development cooperation actors’ engagement and to identify areas for further exploration and investment. First, we frame the concept of climate mobility and migration and discuss some applicable policy frameworks that govern the issue from various perspectives; secondly, we review the toolbox of approaches that development cooperation actors bring to climate mobility; and third, we discuss the implications of the current Covid-19 pandemic and identify avenues for the way forward. We conclude that ensuring safe and orderly mobility and the decent reception and long-term inclusion of migrants and displaced persons under conditions of more severe climate hazards, and in the context of rising nationalism and xenophobia, poses significant challenges. Integrated approaches across multiple policy sectors and levels of governance are needed. In addition to resources, development cooperation actors can bring data to help empower the most affected communities and regions and leverage their convening power to foster more coordinated approaches within and across countries.

scholarly journals Secondary School Teachers’ Professional Development in Australia and Shanghai: Needs, Support, and Barriers

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110269
Author(s):  
Guangbao Fang ◽  
Philip Wing Keung Chan ◽  
Penelope Kalogeropoulos
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
New Technology ◽  
Development Program ◽  
Future Research ◽  
Information And Communication ◽  
Using Data ◽  
Teachers Professional Development ◽  
Scheduled Time

Using data from the Teaching and Learning International Survey (TALIS; 2013), this article explores teachers’ needs, support, and barriers in their professional development. The research finds that Australian teachers expressed greater needs in information and communication technology (ICT) use and new technology training for teaching, while Shanghai teachers required more assistance to satisfy students’ individual learning and pedagogical competencies. More than 80% of Australian and Shanghai teachers received scheduled time to support their participation in professional development, whereas less than 20% of Australian and Shanghai teachers received monetary or nonmonetary support. In terms of barriers, Australian and Shanghai teachers reported two significant barriers that conflicted with their participation in professional development: “working schedule” and “a lack of incentives to take part.” This article reveals implications of the study in the design of an effective professional development program for Australian and Shanghai teachers and ends with discussing the limitations of the research and future research directions.

scholarly journals Conceiving Socioscientific Issues in STEM Lessons from Science Education Research and Practice

2021 ◽  
Vol 11 (5) ◽  
pp. 238
Author(s):  
Silvia Alcaraz-Dominguez ◽  
Mario Barajas
Keyword(s):  
Science Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Socioscientific Issues ◽  
Educational Systems ◽  
Group Discussions ◽  
Inquiry Based Learning ◽  
Teaching And Learning Strategies ◽  
Assessment Of Student Learning ◽  
Method Of Assessment

This paper aims to elicit the different conceptions of Socioscientific Issues (SSI) in formal, non-tertiary STEM lessons. An examination of recent publications in the field of science education was conducted to elicit the most common conceptions of SSI as per the components of STEM lessons, namely: purpose, contents, teaching and learning strategies and assessment. As for purpose, the conceptions elicited have been organized in terms of contributing to citizenship goals, or to scientific competence. As for contents, it was found that SSI are related both to knowledge of science and knowledge about science and linked to skills such as argumentation. In terms of teaching and learning strategies, SSI are mainly associated with Inquiry-Based Learning; and with student engagement techniques such as dilemmas and group discussions. Lastly, performance assessment of student learning processes and results is typical when SSI are conceived as a method of assessment of STEM lessons. This conception sets up strong foundations for the design and evaluation of innovative SSI teaching. It shall also help to open new lines of research establishing connections among applications of SSI in different subjects, cultural contexts and educational systems.

Inclusion of L2 (Basque) learners in Dialogic Literary Gatherings in a linguistically diverse context

2021 ◽  
pp. 136216882199414
Author(s):  
Maite Santiago-Garabieta ◽  
Rocío García-Carrión ◽  
Harkaitz Zubiri-Esnaola ◽  
Garazi López de Aguileta
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Educational Systems ◽  
Language Of Instruction ◽  
Dialogic Teaching ◽  
Collaborative Interactions ◽  
Diverse Context

The increasing linguistic diversity of the students in schools poses a major challenge for inclusive educational systems in which everyone can learn the language of instruction effectively and, likewise, can have access to contents, being language the necessary tool to the latter end. Research suggests that there is a robust connection between interaction and language acquisition. Therefore, there is a need to identify the forms of interaction that are most effective for that purpose. In this sense, a greater emphasis on dialogic teaching and learning that increases quality interactions among students may facilitate the learning process. The present study analyses the implementation of a dialogue-based educational action called Dialogic Literary Gatherings (DLG) to promote teaching and learning Basque, a minority language, in a linguistically diverse context. Our research is an exploratory case study: 9 lessons were video-recorded and 2 interviews were conducted with a group of students and their teacher respectively. Results suggest that the DLG creates affordances for encouraging participation in collaborative interactions in the second language, promoting the inclusion of L2 learners, and fostering literature competence as well as a taste for the universal literature. We discuss the implications of these findings for second language learning.

scholarly journals Shoulder arthroplasty for juvenile idiopathic arthritis

2020 ◽  
Vol 28 (1) ◽  
pp. 230949901989061
Author(s):  
Suroosh Madanipour ◽  
Aditya Prinja ◽  
Marcus Lee ◽  
Abbas Rashid
Keyword(s):  
Juvenile Idiopathic Arthritis ◽  
Shoulder Arthroplasty ◽  
Preoperative Evaluation ◽  
Implant Design ◽  
Significant Heterogeneity ◽  
Post Operative Pain ◽  
Inflammatory Arthropathy ◽  
Long Term Follow Up ◽  
And Function

There is limited literature to guide shoulder surgeons in the management of juvenile idiopathic arthritis (JIA). We aim to help clinicians to formulate an approach to the surgical management of the condition through a review of the available literature on arthroplasty in JIA, general considerations when operating on patients with inflammatory arthropathy and recommendations based on the authors’ experience. Four articles report formal data on arthroplasty in JIA with favourable improvements in post-operative pain and function scores after the long-term follow-up. Significant heterogeneity in treatment and a lack of standardisation in quantitative outcomes highlights the need for further larger scale and higher quality research. The aim of this study is to review the evidence and provide information on preoperative evaluation of surgical candidates, operative techniques, choice of implant design and to evaluate functional outcomes in patients who undergo shoulder arthroplasty.

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