BIM-enabled learning for building systems and technology

This paper presents a series of educational case studies for the BIM-enabled pedagogical approaches for learning building systems and technology in the early stages of architectural education and provides evidence-based arguments about the influence of BIM on the students’ learning processes. Using a dual-channel pedagogical framework the study employed an object-oriented ontological approach tightly integrated with the parameterization of building components and their behaviors. Students experienced a fully BIM-enhanced course for learning fundamental concepts of building systems and technology where the creation of parametric BIM models was the main vessel for comprehensive understanding. The results show significant conceptual and practical advantages of BIM-enabled learning as well as the observed challenges in an educational context. The study also suggests positive educational transformations due to carefully devised BIM-based pedagogical frameworks for the understanding of building systems through parametric thinking and modeling. Based on a grounded theory approach, the findings are synthesized in a theoretical learning model including the systemic relationships between building technology content and parametric BIM methodology.

Centering Justice in a Sustainable Food Systems Master's Program

The new Master of Science in Sustainable Food Systems (MSFS) program at Prescott College was re-envisioned as part of the preferred teach out partnership with Green Mountain College that closed in 2019. In collaboration with faculty from both colleges, the new MSFS program was developed to intentionally center social justice and offer students a Food Justice concentration. Food justice is a growing movement that seeks to shift global, industrial food systems toward more equitable, just, and sustainable foodways. Using this definition, students in the Food Justice core course uncovered how forms of institutional oppression prevent certain communities from accessing healthy and culturally appropriate food. This course was designed and taught from an anti-racist, anti-colonial, and culturally sustaining pedagogical framework. The Food Justice course frames students' investigation of the current food system and how issues of privilege, access, and identity relate to food justice throughout the MSFS program. Through experiential learning, students were asked to develop and implement a project that aligns with social justice values. In this perspective paper, we describe our experiences as sustainable food systems educators in making structural changes to the master's program. We share the values and assumptions that led to the development of the Food Justice concentration and course; detail our pedagogical frameworks; and highlight students' projects as a manifestation of the student experience.

Linguistic Landscape Signs in E-Textbooks: Teaching Language as a Compass for Exploring Multimodal Texts, Multilingualism, and Digital Resources

Rapid technological development and the growth of educators’ and students’ digital skills have allowed e-textbooks to take root in different school subjects’ pedagogical practices. This article’s aim is to compare two e-textbooks – A Guide for Exploring City Texts (Berra (Burr), 2020) and Linguistic Landscapes in English Language Teaching: A Pedagogical Guidebook (Solmaz & Przymus, 2021) – in terms of their technological and pedagogical frameworks and to discuss the benefits and disadvantages of using a language e-textbook which heavily utilizes linguistic landscape signs. The comparison shows that the e-textbooks’ main technological advantages are hyperlinking, bookmarking, highlighting, annotating, and searching. Their content uncovers pedagogical concepts they both share: (1) authenticity, (2) resourcefulness, (3) connectivism, (4) a focus on text genres. Language in both textbooks is understood in the context of semiotic resources, so knowledge and skills in one language are inextricably linked to awareness of other languages, semiotic consciousness, and multiliteracies. The learning process in both e-textbooks is designed in a way that students interactively create and contribute knowledge and apply them in various real-life situations. There are a few drawbacks of the e-textbooks. First, their current technological do not allow for changing the order, length, or content of chapters, subchapters, or sections. Second, a lack of space for writing answers in e-textbooks, which can be frustrating for students. Third, none of the e-textbooks provides content for the entire study year/course, language level, or national subject standard.

The Qualitative Landscape of Information Literacy Research

The last 46 years have witnessed a deep and continued interest in information literacy. This interest has resulted in an extensive range of research being undertaken and a burgeoning corpus of literature created by academic researchers, library practitioners and other researchers who explore information literacy through their own disciplinary lens. <i>The Qualitative Landscape of Information Literacy Research</i> is a landmark publication that will develop and support readers’ understanding of how information literacy research and teaching is framed, developed and produced. Written by a leading expert in the field, it introduces and describes the key approaches taken by qualitative researchers, identifying core and specialist methods, techniques and theories. In each chapter, examples will illustrate how theory, types of pedagogical frameworks, methods and tools have been used. Coverage includes:<ul> <li>theory and key concepts of information literacy</li> <li>social theory framework and their application to information literacy research</li> <li>exploration of the pedagogical frameworks that inform information literacy</li> <li>a range of qualitative methods that shape information literacy research</li> <li>data collection techniques</li> <li>research design.</li> </ul> This book will be valuable to researchers in information literacy, students who are developing or undertaking research or simply interested in identifying approaches to information literacy and practitioners who want to investigate the practice of information literacy to create an evidence base to support information literacy in their workplaces or institutions.

A Critical Review of Mobile Learning: Phoenix, Fossil, Zombie or …..?

The established mobile learning paradigm is now two decades old; it grew out of the visions and resources of e-learning research communities in universities in the world’s more economically developed regions. Whilst it has clearly been able to demonstrate many practical, pedagogic and conceptual achievements, it is now running out of steam. It has failed to adapt to a world where mobile technologies are pervasive, ubiquitous and intrusive and where people and communities can now own their own learning. This paper looks at the evolution of the established mobile learning paradigm and explores the current global, demographic, social and technical environment in order to develop a new paradigm more suited to the changed and changing realities and priorities. This is mobile learning2.0. The paper looks at the axioms and values of this paradigm and its possible tools and techniques. The treatment is discursive and critical. The paper reimagines the concepts and practices of learning with mobiles. It embraces many significant themes at a high level, including inclusive and equitable education; learning theories and design; pedagogical frameworks and methodologies; digital and media literacies; social media and learning environments; online collaboration and communities; Informal and formal learning.

Review of Recent Research on L2 Digital Multimodal Composing

This article reviews 26 empirical studies on digital multimodal composing (DMC) published in well-established journals between 2010 and 2020. It provides a holistic overview of these studies in terms of context and participants, multimodal tasks, technology, and research data. Research strands and themes are also identified. This review shows that most studies on DMC were conducted in tertiary ESL/EFL contexts. The research was informed by various theoretical/pedagogical frameworks across multiple disciplines. The multimodal writing tasks included digital storytelling, digital video production, and multimodal presentation. Data were analyzed to address three main strands: 1) L2 students' DMC process, 2) students' perceptions of DMC, and 3) effects of DMC. Of note, DMC practices were reported to have benefited L2 students, such as enhancing audience and genre awareness, learner autonomy, language learning investment, identity development, multimodal communicative competence, and L2 competence. This article ends with pedagogical recommendations and directions for future research.

Problematizando a masculinidade hegemônica no ensino/treino do futebol: relato de um projeto socio-esportivo liderado por uma entidade estudantil

INTRODUÇÃO: As práticas esportivas são imbuídas por valores, crenças e concepções, que, se desprovidas de criticidade pedagógica, podem reforçar desigualdades de gênero, como as decorrentes da masculinidade hegemônica. OBJETIVO: Relatar uma experiência educativa com vistas ao combate da masculinidade hegemônica no contexto esportivo, ancorada, teoricamente, pelo tripé de referenciais da Pedagogia do Esporte e a Pedagogia do Jogo. MÉTODOS: O estudo está sustentado, metodologicamente, sustentado por uma perspectiva descritivo-exploratória, por expor condutas pedagógicas decorrentes de aulas de futebol em um projeto social esportivo, conduzido por universitários e universitárias, na cidade de Limeira (SP).RESULTADOS: A adoção de condutas didático-metodológicas, fundamentadas pela Pedagogia do Jogo, permitiram o desenvolvimento de conteúdos inerentes ao ensino e aprendizagem do futebol que, ao se distanciarem de concepções tradicionais de ensino, e dotadas de intencionalidades, fomentaram, também, problematizações e conscientizações sobre questões caras à justiça social, como a masculinidade hegemônica.CONCLUSÃO: Ao final do relato, foram articuladas, a partir dos baldrames pedagógicos que constituem a Pedagogia do Jogo, ações e intervenções que orientaram uma prática político-pedagógica contra hegemônica voltada ao esporte. TITLE: Problematizing hegemonic masculinity in soccer teaching/training: experience report in a social project lead by a student entityABSTRACTBACKGROUND: Sports practices are imbued with values, beliefs, and conceptions, which, devoid of pedagogical criticism, reinforce gender inequalities, such as those resulting from hegemonic masculinity. OBJECTIVE: To report an educational experience with a view to combating hegemonic masculinity in the sporting context, theoretically anchored by the tripod of references in Sport Pedagogy and Game Pedagogy. METHODS: The study is supported, methodologically, by a descriptive-exploratory perspective, by exposing pedagogical behaviors resulting from soccer classes in a social sports project, conducted by university students, in the city of Limeira (SP, Brasil). RESULTS: The adoption of didactic-methodological conducts, based on the Game’s Pedagogy, allowed the development of contents inherent to the teaching and learning of football that, when distancing themselves from traditional teaching concepts, and endowed with intentionalities, also fostered problematizations and awareness of issues dear to social justice, such as hegemonic masculinity. CONCLUSION: At the end of the report, actions and interventions from counter-hegemonic have political-pedagogical practices been activated, allowed the pedagogical frameworks of Game’s Pedagogy.

THE OTHE SIDE OF THE DESK: UNDERSTANDING LANGUAGE TEACHERS’ COGNITIONS ON MOTIVATIONAL TEACHING PRACTICE

While the field of language learning motivation has progressed significantly in recent decades, there is still a considerable gap in our understanding about teachers ’ motivational practice. Specifically, the focus has been on descriptive accounts of the strategies teachers employ and their perceived effectiveness, but how teachers think about student motivation and their own motivational practice and why teachers do what they do is vastly under-researched. Understanding teacher cognitions on this phenomenon is a crucial component of moving the field forward into real classroom impact. Drawing on stimulated recall interview data, this paper explores the cognitions of English language teachers in Hong Kong, in relation to learner motivation. Findings point to diverse approaches to motivational practice dependent largely on the extent to which teachers’ conceptualisations of motivation are static or dynamic and the degree to which they recognize the agentive role of the teacher in shaping and directing motivation. The paper argues the need for an explicit focus on motivational teaching practice in teacher education programmes, equipping language teachers with the tools for socioculturally classroom responsive pedagogical frameworks.

Toward a Pedagogy for Using the Internet to Learn:

This study observed adolescents’ Internet practices as they did homework and explored student, parent and teacher views on Internet use for learning the academic disciplines. Findings revealed that instruction of the new literacies of the Internet should address strategic information searching and critical evaluation of online information. Factors of Internet use in schools are teachers’ knowledge of technology, access issues, educational policy, and adult attitudes. Implications include prioritizing instruction of aspects of Internet literacy, implementing district and school initiatives targeted to enabling effective use of the Internet for learning, and transforming pedagogical frameworks of learning from fact finding tasks to inquiry processes.

Dismantling Eurocratic Practices in Teacher Education

This chapter provides a profile of an urban education collective that fosters relationships among preservice teachers, university faculty, and a local school district. The partnership supports preservice and in-service teachers serving marginalized communities using culturally relevant, humanizing, and decolonizing pedagogies. Drawing from decolonizing and humanizing theoretical and pedagogical frameworks, the collective highlights equity, asset-based, and anti-racist teachings. Insights gained from this initiative and recommendations for navigating challenges in equity work are presented. Implications for teacher education programs and future research goals are provided.