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This edited volume presents the latest research focussing on current challenges on the deployment of smart technologies and pedagogies for supporting teaching and learning in the post-covid19 era. This is at the core of studying the evolution of the learning process, the role of technology-supported pedagogical approaches, and the progress of educational technology innovations in the context of digital transformation in education and professional training. A selection of the best papers from the Cognition and Exploratory Learning in the Digital Age (CELDA) Conference, 2022 are included in this volume, bringing together high-quality research on Smart Pedagogies in the Post-Pandemic Era; Smart Learning Technologies in the Post-Pandemic Era; and Case Studies of Smart Learning Environments. The volume contributes to the discussion of current issues in digital education between researchers, practitioners, and policymakers.

This book is a compilation of the best papers presented at the 2023 edition of the Singapore Conference of Applied Psychology (SCAP), led by East Asia Research in Singapore in collaboration with the Singapore University of Technology and Design and Charles Sturt University in Australia. Chapters include research conducted by experts in the field of applied psychology from the Asia-Pacific region, and cover areas such as the latest innovations, trends, concerns, practical challenges encountered and the solutions adopted in the field of applied psychology such as community and environmental psychology, psychotherapy and counseling, health, child and school psychology, and gender studies. The volume will be of interest to educators, psychology researchers and practicing counselors.

This book presents a machine-generated review on various works related to pedagogy and space, especially relevant to the context of the Global South, from selected papers published by Springer Nature, then organized with an editor-written introduction to each chapter. It maps conceptual engagements on space across disciplines, synthesizing emerging pedagogies, cultural movements, and spatial politics. By foregrounding spatial questions in pedagogy, it approaches pedagogy as a social and cultural practice, beyond the confines of institutionalized spaces, attempting to blur the boundaries between scholarship and activism. It is a reference point for understanding curriculum designs and developments, sustainable, multicultural, inclusive, and eco-conscious educational practices, and community engagement models in education. It initiates deliberations on various ways in which academicians, practitioners, geographers, cartographers, students, community actors, and activists as a collective can rethink pedagogical practices in distinct ways to make contemporary education inclusive and relevant for the context and time. The auto-summaries have been generated by a recursive clustering algorithm via the Dimensions Auto-summarizer by Digital Science. The editors of this book selected which SN content should be auto-summarized and decided its order of appearance. Please be aware that these are extractive auto-summaries, which consist of original sentences, but are not representative of its original paper, since we do not show the full length of the publication. Please note that only published SN content is represented here, and that machine-generated books are still at an experimental stage.

This is an open access book. 2nd Lawang Sewu International Symposium 2023 on Humanities and Social Sciences (LEWIS-HUSO 2023) is an annual international symposium held by Universitas Muhammadiyah Semarang that took place by online format (zoom meeting conference) on 27 November 2023 in Semarang, Central Java, Indonesia.LEWIS-HUSO 2023 is intended to provide a forum for lecturers, professionals, researchers, and students to collaborate, explore opportunities, and exchange valuable insights to shape a sustainable future through cutting-edge innovations and dynamic discourses in technology. Study focused on Humanities and Social sciences are welcome. The submitted papers must meet the criteria including originality, novelty, not yet published, and must be written in English.The conference program will feature main speakers, invitees, and oral sessions. To increase dissemination and visibility of research findings, accepted papers will be published in Atlantis Press Proceedings.

This is an open access book. As an interdisciplinary academic conference, SSEME showcases high quality keynote speeches, oral and poster presentations of refereed papers. It highlights in hot research fields in social sciences, economics, management, and education, and aims to foster the exchange of research advances addressing emerging challenges in the frontlines of scientific researches and practices. SSEME warmly welcomes new insights from both industry and academia, on both basic and applied researches. 2024 the 2nd International Conference on Social Sciences, Economics, Management and Education (SSEME 2024) was held during July 15-17, 2024 in Qingdao, China. On behalf of the organizing committee, we would like to cordially invite experts and participants from academia and industry to participate in SSEME 2024! SSEME 2024 is soliciting original and high-quality submissions in terms of research novelty, technical excellence, or unique applications in the real world, in social sciences, economics, management, and education. All paper submissions will be peer reviewed by at least 2-3 independent reviewers.

This volume of Lecture Notes in Networks and Systems contains accepted papers presented at the 17th International Conference on Computational Intelligence in Security for Information Systems (CISIS 2024) and the 15th International Conference on EUropean Transnational Education (ICEUTE 2024), which were held in the beautiful city of Salamanca, Spain, in October 2024. The aim of the CISIS 2024 conference is to offer a meeting opportunity for academic and industry-related researchers belonging to the various vast communities of Computational Intelligence, Information Security, and Data Mining. The need for intelligent, flexible behavior by large, complex systems, especially in mission-critical domains, is intended to be the catalyst and the aggregation stimulus for the overall event. After peer review, the CISIS 2024 International Program Committee selected 24 papers for publication in these conference proceedings. In this edition, one special session was organized: Artificial Intelligence for Protecting the Internet of Things. The aim of ICEUTE 2024 conference is to offer a stimulating and fruitful meeting point for people working on transnational education within Europe. It provides an exciting forum for presenting and discussing the latest works and advances in transnational education within European countries. In the case of ICEUTE 2024, the International Program Committee selected nine papers, which are also published in these conference proceedings. The selection of papers was extremely rigorous to maintain the high quality of the conferences. We deeply appreciate the hard work and dedication of the members of the Program Committees during the reviewing process. Their contributions are integral to the creation of a high-standard conference; the CISIS and ICEUTE conferences would not exist without their help.

This is an open access book. It is with great pleasure and excitement that we gather here today for the annual international academic conference organized by the Mongolian National University of Education. For the past seventeen years, this conference has served as a platform for scholars and researchers to explore and discuss critical issues in higher education. Each year, we witness its growth in scope, quality, and participation, reaffirming its significance as a forum for intellectual exchange and collaboration.This conference since the last year was registered in the Atlantis Press of Springer Nature, providing open access to all the research papers presented and discussed during our time together. This development not only highlights the significance of our scholarly contributions but also amplifies the impact of our collective knowledge on a global scale.It is indeed an honor to host esteemed researchers from six countries, this international collaboration reflects the importance of cross-cultural dialogue and the shared commitment to advancing education quality. We are grateful to the participating organizations, such as the Ministry of Education and Science, Mongolian National Council of Education Accreditation, and many others, for their valuable contributions and support. Especially, thanks to the gold-level sponsor KHAN bank.Throughout this conference, a total of 29 papers will be discussed in plenary and three parallel sessions focusing on'New generation learner – learning”, “New generation teacher – teaching” and “Future education policy and planning”. Additionally, there will be some enlightening poster presentations, further enriching our understanding of the subject matter.The increase in research volume on higher education quality and its relevant disciplines is a testament to our collective dedication and determination to improve educational systems worldwide.It is our hope that this conference will serve as a catalyst for policy development, knowledge dissemination, and research advancement, fostering an environment of collaboration and innovation among scholars and practitioners.On behalf of the Mongolian National University of Education, I extend my heartfelt gratitude to all the participants, presenters, organizers, and sponsors who have contributed to the success of this event. Your presence and active engagement will undoubtedly shape the future of higher education and inspire positive change in teaching, learning, and policy implementation.May this conference be a platform for enlightening discussions, fruitful networking, and the exchange of transformative ideas. Together, let us embark on this journey of exploring the intricacies of quality assurance in higher education and building a better future for the new generation of learners.

ELT, a vast and growing field of research, has now moved beyond primary concerns related to developing learners'proficiency in the language and designing curricula, syllabi, materials and assessment tools. It is witnessing rapid development towards de-centralizing and de-elitizing English, promoting multilingual approaches for teaching English and bridging the gap between language-in-education policies and practices.Critical Issues in ELT compiles research papers by linguists, language teachers, and English language teaching professionals to present contemporary debates on critical issues related to English language teaching, primarily in India. The subject matter of this book includes a variety of articles based on empirical data. It discusses the challenges facing ELT today and also includes papers discussing theoretical positions/frameworks/issues in ELT, classroom-based action research projects, and personal narratives.Print edition not for sale in South Asia (India, Sri Lanka, Nepal, Bangladesh, Pakistan or Bhutan)

This book constitutes the proceedings of the 17th International Conference on Informatics in Schools: Situation, Evolution and Perspectives, ISSEP 2024, held in Budapest, Hungary, during October 28–30, 2024. The 14 full papers presented were carefully reviewed and selected from 42 submissions. The papers cover the following topics: curricula and computer science concepts; problem solving, algorithms and programming; teacher's perspective.

In the twenty years since Ray Land and Erik Meyer published their first paper on Threshold Concepts, there has been a steady stream of papers mulling over their original suggestions that learning, far from proceeding in an orderly fashion, is instead a process of struggle – perhaps alienation and confusion – that puts students in a troublesome liminal ‘in-between'state. As their understanding develops, liminality gives way to transformational insight whereby a whole field of study comes, often quite abruptly, into focus. There is a gain but often also a loss: in this new world, old certainties, assumptions and even aspects of our identity can be left by the wayside. Threshold Concepts in the Moment is the sixth collection in the series on the subject of Threshold Concepts, following the 8th Biennial Conference held in 2021, anchored at London's UCL but running online across the world. Its contributors, who range from ‘old hands'to new members of the community finding their feet, mull over the insights of the threshold concepts framework in higher education, scrutinise their own fields of study, explore the implications of liminality for pedagogy and becoming professional practitioners, and consider the broad implications for pedagogy of factoring in the troublesomeness of knowledge and learning.

This book constitutes the refereed post-conference proceedings the 12th EAI International Conference on ArtsIT, Interactivity and Game Creation, ArtsIT 2023 which was held in São Paulo, Brazil, in November 27-29, 2023.The 40 revised full papers and 1 Short paper presented were carefully selected from 103 submissions. The papers are thematically arranged in the following sections: Part I: exploring new frontiers in music therapy; network dance and technology; computational art and the creative process; alternative realities, immersion experiences, and arts-based research.Part II: alternative realities, immersion experiences, and arts-based research; games; interactive technologies, multimedia, and musical art; human at centre.

This book constitutes the refereed post-conference proceedings the 12th EAI International Conference on ArtsIT, Interactivity and Game Creation, ArtsIT 2023 which was held in São Paulo, Brazil, in November 27-29, 2023. The 40 revised full papers and 1 Short paper presented were carefully selected from 103 submissions. The papers are thematically arranged in the following sections: Part I: exploring new frontiers in music therapy; network dance and technology; computational art and the creative process.Part II: alternative realities, immersion experiences, and arts-based research; games; interactive technologies, multimedia, and musical art; human at centre.

This comprehensive volume explores the possibilities, challenges and ethical considerations of Artificial Intelligence (AI) in education through a machine-generated literature review that examines emerging research trends and findings. Each chapter presents summaries of pre-defined topics and includes a human-written introduction by the book editor. It covers critical areas such as educational data mining, learning analytics, personalised learning, adaptive assessment, intelligent tutoring systems, as well as the ethical challenges of AI in education. This volume provides valuable insights for educators, researchers, policymakers and students seeking to understand the transformative potential of AI in education. It serves as a reference point for navigating the evolving landscape of AI-assisted learning and offers a glimpse into the future of education in an AI-driven world. The auto-summaries were generated by a recursive clustering algorithm using the Dimensions Auto-summariser from Digital Science. The editor of this book selected the SN content to be auto-summarised and decided the order of appearance. Please note that these are extractive auto-summaries, consisting of original sentences, but are not representative of the original paper, as we do not show the full length of the publication. Please note that only published SN content is represented here and that machine-generated books are still at an experimental stage.

The book presents a series of papers with different methodologies that allow us to visualize how the systems support decision-making in areas such as the tourism sector, entrepreneurship, quality of work life, gender, motivation, circular economy, innovation, law, finance, and bibliometrics. The book also finds a series of cases applied in different countries, where through the information collected and the data analyzed, new improvement processes can be generated at the business level and the local, regional, and national levels within Ibero-America. The book presents new methods and systems to create better decision-making processes in the changing and uncertain environments in which people, companies, and governments interact.

This book provides a historical presentation of Old Quantum Theory and early Quantum Mechanics integrated with comments and examples that help contextualize and understand the physics discussed. It consists in a detailed analysis of the usual topics that have most contributed to the birth and the development of Quantum Mechanics (black-body spectrum, atomic models, EPR paradox, etc.), but also dealing with ideas, concepts and results that are not usually treated (vortex atoms, discussion on the meaning of the term “electron”, non-quantum models of the Compton effect, etc.). The time span taken into consideration goes mainly from the 1880s to the 1940s; but some brief notes on more recent results are also presented in the appendixes. The work is based on nearly 800 original documents – books, papers, letters, newspapers – whose content is not only partially reported, but also explained, and inserted in the historical, social and disciplinary context of the time. Together with a rigorous historical framework, the book offers also an educational discussion of the physical aspects presented. Indeed, there are some specific sections and subsections with pedagogical observations. This book is intended for students pursuing STEM degrees, particularly those seeking an understanding of the genesis and rationale behind quantum mechanics. But it is surely also addressed to professional physicists who are eager to reconsider the cultural foundations underlying the quantum view of the world. We are thus thinking of inquiring minds, people who teach quantum physics, and individuals involved in quantum technologies.

This book is a collection of academic articles selected from papers published in the Chinese journal Educational Research in 2021–2022. Educational Research was first published in 1979 and is a national, comprehensive, and theoretical journal of education research. It is sponsored by the Ministry of Education of the People's Republic of China and the China National Academy of Educational Sciences (CNAES). This book presents 20 important educational research articles and covers topics such as educational policies, education technologies, teacher education, and moral education. This book showcases a curated selection of education research outcomes in China and aids readers in developing a comprehensive understanding of China's education reform and development.

Many countries have legislation on national security, including economic security, energy security, social security, and political security, which are commonly regarded as “national security law” (NSL). With particular reference to Hong Kong, the Hong Kong National Security Law is something new to the Special Administrative Region of China. To help young people understand the Hong Kong National Security Law, it is explicitly stated in the Hong Kong National Security Law that education institutions, including universities, have the responsibility to implement education programs on the Hong Kong National Security Law. At the Hong Kong Polytechnic University, we have developed four NSL programs. First, we have designed a face-to-face program on law abidance leadership for 4-year undergraduate students. Second, we have designed an online program on law abidance leadership. Third and last, for postgraduate students, an online course plus self-study is required, and the same for research postgraduate students. In the past two years, we have already demonstrated the impact of the program for the 4-year students via objective outcome evaluation, subjective outcome evaluation, and qualitative evaluation. Besides the 4-year undergraduate program, there is a need to understand the impact of NSL education programs for the Senior-Year program, taught postgraduate programs, and research postgraduate programs. In this book, we collected several papers adopting different evaluation strategies to examine the impacts of NSL education programs in Hong Kong.

Drawing on a lifetime's experience and research in education, Frank Coffield brings together some of his previously published papers to assess the impact of a wide range of national educational policies and to examine the role of the state in public education.He concludes that damage has been done to education by political parties of both right and left and that damage will not be reversed until: further, vocational and adult education receive the same levels of commitment and resource as other sectors; serious steps are taken to tackle Britain's unacceptable levels of poverty; and the powers of the state are reduced.Among the unresolved challenges highlighted are the plight of young people from deprived estates; their tactics in dealing with unemployment; the task of improving learning, schools, inspection, and system governance; the failure to increase productivity being blamed solely on education; and the dysfunctional and undemocratic political framework on which education reform is forced to depend.An essential read for anyone in education, this provocative criticism of our past and current educational'system'provides an accessible as well as a humorous critique of educational policy and politics.

Offering a wealth of examples, tips and tools, Miller-Cochran/Raimes'KEYS FOR WRITERS, 9th Edition, is an easy-to-use resource for improving your writing for all your coursework and career. Color-coded tabs allow you to quickly find answers to grammar and writing questions. The Critical Thinking Framework enables you to read, write and research with better results, and Key Examples help you compare strong and weak ways to apply critical thinking. Sample student papers provide excellent models of writing in different disciplines, while the Assignment Guide in the appendix provides steps for writing in 15 common genres you might encounter in your academic and professional career. Up-to-date with the latest MLA and APA guidelines, the 9th edition includes discussions of the use of artificial intelligence applications for writing and the implications for academic integrity and plagiarism.

Providing a detailed guide to editing multi-authored publications such as a collection of papers, a special issue of a journal or an academic blog, this must-read book canvases the benefits and challenges of undertaking editorial work.This compact book is designed to guide new scholarly (co-)editors through the complex journey of editing. It provides considered and detailed advice on the less well-known scholarly practices and the processes, challenges and rewards of this work, throughout the process from start to finish, with a focus on ensuring successful outcomes for all.Practical advice is delivered throughout this book, mapped against the wider context of academic life and values, covering topics such as: Considering and preparing for how scholarly editing work fits with your academic career, your own values and your aspirations Building collaborative relationships with colleagues participating in the project, from publishers and co-editors to authors, reviewers and readers; and Understanding the specific requirements of edited monographs, journal special issues and multi-authored blogs, including insights into what can go wrong and how to manage recovery Offering critical insights into the realities of scholarly editing, this is an essential read for any academic who plans to undertake a scholarly editing project.The ‘Insider Guides to Success in Academia'offers support and practical advice to doctoral students and early-career researchers. Covering the topics that really matter, but which often get overlooked, this indispensable series provides practical and realistic guidance to address many of the needs and challenges of trying to operate, and remain, in academia.These neat pocket guides fill specific and significant gaps in current literature. Each book offers insider perspectives on the often implicit rules of the game – the things you need to know but usually aren't told by institutional postgraduate support, researcher development units, or supervisors – and will address a practical topic that is key to career progression. They are essential reading for doctoral students, early-career researchers, supervisors, mentors, or anyone looking to launch or maintain their career in academia.

New technologies provide us with new opportunities to create new learning experiences, leveraging research from a variety of disciplines along with imagination and creativity. The Learning Ideas Conference was created to bring researchers, practitioners, and others together to discuss, innovate, and create. The Learning Ideas Conference 2024 was the 17th annual conference and was held as a hybrid event. The conference took place from June 12th–14th, 2024, both in New York and online, and included the ALICE (Adaptive Learning via Interactive, Collaborative and Emotional Approaches) Special Track, and a Special Session from IGIP, the International Society for Engineering Pedagogy. Topics covered in this book include, among others: uses of artificial intelligence in learning, online learning methodologies, case studies in university and corporate settings, new technologies in learning (such as, along with AI, virtual reality, augmented reality, holograms, and more), adaptive learning, and project-based learning. The papers included in this book may be of interest to researchers in pedagogy and learning theory, university faculty members and administrators, learning and development specialists, user experience designers, and others.

This book presents the selected papers of the 5th International Conference on Advance in Education and Information Technology (AEIT 2024), which was held in Nagoya, Japan, 2024 January 5-7. With a worldwide increase in technology-enhanced learning in school and industry settings, there has been a progressive increase in the implementation of new technology in education and training. Issues surrounding teaching approaches, classroom management, and the evaluation of learning effectiveness are now considered of global concern. Topics and technical areas covered include but are not limited to: Online/Virtual Laboratories, Classroom and Laboratory Integration, Managed Learning Environments (MLEs), Learning Management Systems (LMS), Collaborative Virtual Environments (CVEs), and Experiences in Educational/Serious Games. This book serves as a useful reference for early career scholars, academics, entrepreneurs and professionals who are working in the field of implementing new technology in education and training.

This book is a compilation of conference papers presented at the International Conference on Advancing and Redesigning Education 2023 (ICARE'23). It covers four main topics, including: Technology Enhanced Leaning, Innovative Curriculum and Program Offering, Learning Beyond Classroom, and Digital Campus. This book presents the recent innovations and the authors'practical experiences in teaching and learning, and helps educational practitioners to enhance their teaching and learning.

The Cognition and Exploratory Learning in the Digital Age (CELDA) conference focuses on discussing and addressing the challenges pertaining to the evolution of the learning process, the role of pedagogical approaches and the progress of technological innovation, in the context of the digital age. In each edition, CELDA, gathers researchers and practitioners in an effort to cover both technological and pedagogical issues in ground-breaking studies. Some of CELDA's main topics include: assessment of exploratory learning approaches and technologies, educational psychology, learning paradigms in academia and the corporate sector, student-centered learning and lifelong learning. The CELDA 2023 conference selected and published a selection of papers that focus on the use of Artificial Intelligence and Learning Analytics in the educational context.

Literacy and Growth is a unique genealogical study of English teaching in the UK and abroad since the 18th century. Focusing specifically on the concepts of literacy and growth, this book explores key moments in the development of ideas about English teaching.Hodgson and Harris reveal the Enlightenment forebears of such contemporary concepts as “cultural capital” and “critical literacy”; the significance of “growth” to the writers and social critics who opposed Victorian Utilitarianism; and the 20th-century influences that established English as a humane study, including the Newbolt Report, the Cambridge Scrutiny group, and the London School of Percival Gurrey and James Britton. The authors examine unpublished Dartmouth Conference papers to reconsider John Dixon's construction of “growth” in his seminal report Growth through English (1967). They reflect on the turbulent aftermath of Dartmouth, the changes in the “growth” model following the cultural turn in English studies, and the politics behind the shift from “English” to “literacy” in the 1990s. Importantly, they redefine the growth model for the 21st century to support teachers and students in the current context of performativity, high-stakes assessment, the “knowledge curriculum”, and artificial intelligence.Essential reading for tutors and students of English and literacy as well as policymakers in the subject area, this book will engage all those interested in the history and philosophy of English in education. It will be a key resource for those involved in the education and training of English teachers, as well as those undertaking research in English education.

The book aims to incorporate key findings pertaining to Northeastern India. The papers selected will highlight policies that are critical for fostering research and innovation in critical areas of scientific, social sciences, humanities and associated research paradigms relevant for the North-east.

This text rearticulates understandings of materials—blocks of clay, sheets of paper, brushes and paints, fabrics, and plastics—to formulate new ideas about what happens when we think with materials and apply them to early childhood development and classrooms.Through a series of ethnographic examples and engagement with existing ideas of relationality in the visual arts, feminist ethics, science studies, philosophy, anthropology, and environmental humanities, Encounters with Materials in Early Childhood Education highlights how materials can be conceptualized as active participants in early childhood education. Updated to include choreographies with fabrics and the process of reparation with plastics, this second edition shows how educators, young children, and researchers have explored what materials are capable of in their encounters with other materials and with children.The book is key reading for undergraduate students, graduate students, and pre-service teachers in early childhood education and art education programs. Access the Instructor and Student Resources at www.encounterswithmaterials.com.

This book examines the communication and interaction between archaeologists and the non-archaeological public in a digital age. Moving beyond traditional methods, the book focuses on communication through new (YouTube, MOOCs, TEDx, etc.) and alternative media (virtual and augmented reality, video games, comics, etc.) that connect a traditional archaeological world to a modern digital one. By featuring case studies that make this point, the volume argues for the need to integrate new technologies and media like online education, storytelling, podcasting, and augmented and virtual reality into archaeologists'efforts to communicate their work to the broader society. Drawn from a session at the European Association of Archaeologists Annual Conference in 2018, the book was expanded and enhanced by the inclusion of presentations from the 2020 conference and additional invited papers. The volume presents a variety of approaches to archaeological education that highlight the need for creativity and resourcefulness in re-thinking archaeological presentations in a digital and virtual environment. This volume is of interest to archaeologists, as well as researchers and practitioners in museology and heritage and serves as a guide for archaeologists interested and involved in the world of non-academic communication. This book invites the reader to be part of a movement that is redefining the dialogue between our past and the future of communication, learning, and digital storytelling.

New technologies provide us with new opportunities to create new learning experiences, leveraging research from a variety of disciplines along with imagination and creativity. The Learning Ideas Conference was created to bring researchers, practitioners, and others together to discuss, innovate, and create. The Learning Ideas Conference 2024 was the 17th annual conference and was held as a hybrid event. The conference took place from June 12th-14th, 2024, both in New York and online, and included the ALICE (Adaptive Learning via Interactive, Collaborative and Emotional Approaches) Special Track, and a Special Session from IGIP, the International Society for Engineering Pedagogy. Topics covered in this book include, among others: uses of artificial intelligence in learning, online learning methodologies, case studies in university and corporate settings, new technologies in learning (such as, along with AI, virtual reality, augmented reality, holograms, and more), adaptive learning, and project-based learning. The papers included in this book may be of interest to researchers in pedagogy and learning theory, university faculty members and administrators, learning and development specialists, user experience designers, and others.

In recent times, physicists have come to appreciate information's central role in the universe's grand plan. That and the fact that an explicit understanding of the informational relationships involved may well be key to unlocking many of the universe's deepest secrets. That makes the birth of both Computer and Information Science not only essential to the explosion of modern technological success, but also to our understanding of reality itself. In recognizing that, what unfolds is a story not only about Alan Turing and his pioneering colleagues, but also great thinkers like Albert Einstein, Michael Faraday, Ludwig Wittgenstein and others. It therefore pulls in much of modern history and touches on seminal events like the birth of the atomic bomb. It also hints at the reasons behind the various social and political divides we see in the world today. So, in many ways, the story of how we became more informed about information is also the story of the modern age. What you will read of here is the role that information plays in that ongoing saga and many of the twists and turns that have brought us to where we are with information today. In it you will learn that, unbeknown to Turing and others, their work would not only help overthrow the Nazis and thaw the chilling atmosphere of the Cold War to come, but also echo down the ages to remain relevant in a conflict still raging today. That sees the Computer and Information Scientists at loggerheads as they fight to find a right and justifiable place for meaning in information's definition. About The Open Group Press The Open Group Press is an imprint of The Open Group for advancing knowledge of information technology by publishing works from individual authors within The Open Group membership that are relevant to advancing The Open Group mission of Boundaryless Information Flow™. The key focus of The Open Group Press is to publish high-quality monographs, as well as introductory technology books intended for the general public, and act as a complement to The Open Group standards, guides, and white papers. The views and opinions expressed in this book are those of the authors, and do not necessarily reflect the consensus position of The Open Group members or staff.

This book questions the epistemological foundations of education in the Anthropocene. It reviews a body of evidence that strongly supports the view that the Earth's systems are emerging into an epoch known as the Anthropocene. This volume examines a number of concepts including the political ecology and the modes of veridiction in the Anthropocene as well as philosophy, anthropology and history of the concept of courage and the humanities. It champions forward-looking educational initiatives and presents a new philosophy on education for the Anthropocene. The concept of the Anthropocene extends to many fields of sciences. It is now anchored in a multidisciplinary scientific literature and recognized by both sides of the ideological and political battle of the 21st century, on which several controversies are grafted in a complex way. It also has a strong anthropological consistency: what kind of humans do we want to become? The author explores how the recognition of the crisis helps to see the history of humanity with unexpected freshness. This work contributes to an epistemological and paradigmatic reflection on the foundations of education in the Anthropocene epoch. The author has seized on the biogeophysical ruptures of the Anthropocene to develop a pedagogical and anthropological reflection in a stimulating and creative way. This volume is of interest to researchers of the Anthropocene, as well as to scholars in ecology, social sciences, pedagogy, and philosophy.

This reference work collates academic discourses and practices around family, gender, and violence in social work. A huge body of discourse is available that categorizes and labels acts of violence, and correspondingly practices that pin blame/responsibility for the violence. These have led to evolution of intervention strategies to resolve or address the violence. Some explanations foreground systemic causes; others look at person-centric causes. The two views bring forth the fundamental ontological divide of structuralism and individualism. The question for social workers to debate is what to factor in while working with families experiencing violence and conflict. What amongst the person, the agency, or the structure needs to be addressed to understand the experience of families in conflict and violence? Are these positions supplementary, complementary, or to be understood reflexively? With the inclusion of new families, the parochial understanding of families has long been dislodged and given way to newer, radical, and contextual understanding of families. Similarly, different people, agencies, and states understand violence and conflict differently. Gender, too, has moved from the binaries of male and female to the gender-diverse LGBTQIA+ identities. The book positions the ontological premise on which the epistemological practise is located. Simply put, the person-centric ontology on families and violence epistemologically finds understanding in agency-based approaches in individual agency, whereas the structure-based approaches find the experience of families and violence in society, state, and the world order. The contributors locate their work around identification, definition, an intervention or empirical study, policy analysis, historical evolution of concepts, and ontological and paradigmatic debates to position their individual chapters. Family and Gendered Violence and Conflict: Pan-Continent Reach provides a paradigmatic prism for practice for social workers who are equipped to interpret context differently. The differing and competing paradigmatic lenses cannot be mediated, resolved, or addressed, but they definitely can be understood and debated to provide a 360-degree lens on the issues of families in violence in the gendered context. The reference work is a useful resource for social work practitioners, educators, academicians, researchers, and other development professionals.

Various social and political actors are responsible to educate citizens to sustain democracy. Civic and Citizenship Education (CCE) addresses this issue and has gained prominence. Italy made the subject compulsory in schools with the law n.92/2019. Different conceptualisations of CCE have the notion of citizenship at the centre, which can differentiate between traditional and critical approaches. Despite this, little is known about what teachers believe in terms of citizenship and what the subject should involve in terms of goals, content and methods. This work aims to understand Italian teachers'views on CCE and its implementation and contribute to its systematisation as a scientific discipline. The author interviewed Italian high school teachers and analysed the results. The results show that teachers'beliefs about the goals of CCE relate to broad social and political issues and students'learning. These beliefs also show civic republican values. Three macro-areas of content from the 92/2019 law serve as a framework for teachers to select topics they believe are relevant, and Lawfulness Education is the key to the content, goals and teaching strategies. Teachers are unclear whether CCE should be a separate, transversal or integrated subject. Ultimately, they implement what they believe in despite the policy changes introduced by the 92/2019 law.

This textbook develops and presents a new hybrid pedagogy that integrates the best practices of both face-to-face and online teaching within community colleges and other access-oriented institutions. Focusing specifically on historically underserved students, this text demonstrates how online pedagogy offers new and different approaches to learning, engaging, collaborating, and communicating which can also be adapted for face-to-face classrooms, creating an innovative blended pedagogy that builds upon both course experiences. Recognizing that higher education is at a unique turning point as the Covid-19 pandemic and its effects become endemic, this volume offers educators ways to forge new paths forward and prepare for future crises by learning how to maximize the possibilities of both face-to-face and online learning tools and approaches.

Leistungen im Deutschunterricht bewerten – fair und schülerorientiert Das Beurteilen, Bewerten und Benoten von Schülerleistungen im Deutschunterricht stellt Lehrkräfte vor Herausforderungen: Wie gelingt es, individuelle Leistungen fair zu bewerten? Wie geht man mit Fehlern um? Und wie können Leistungen in verschiedenen Lernbereichen vergleichbar bewertet werden? Fachspezifische Literatur gibt es hierzu kaum. Auch Standards sucht man bisher vergeblich. Und selbst an Ihrer eigenen Schule haben Sie vielleicht unterschiedliche Korrektur- und Bewertungspraktiken erlebt. Genau hier knüpft dieses Buch an: Es schafft ein theoretisches Fundament zur Konzeption, Beurteilung und Bewertung von Leistungsaufgaben in allen Kompetenzfeldern des Deutschunterrichts. Praxisnahe Beispiele veranschaulichen ein breites Spektrum an Möglichkeiten. So werden Sie den Anforderungen moderner Didaktik und Schülerorientierung gerecht. Und Sie können im Rahmen der bestehenden Vorgaben so agieren, dass die Leistungserhebung und -beurteilung auch den Ansprüchen an eine zeitgemäße Lernkultur und an Individualisierung genügt. Hilfreiche Anregungen finden Sie durch - verschiedene Verfahren und Formate des Beurteilens, Bewertens und Benotens - flexible Kriterienkataloge für alle Lernbereiche - neuartige Formate der Leistungserhebung, die in den Rahmenvorgaben (noch) nicht vorgesehen, aber wünschenswert sind - differenzierende Möglichkeiten für den Umgang mit Leistung - praxisnahe Hilfestellungen für den Umgang mit Fehlern und - übersichtliche Darstellungen landesspezifischer Regelungen Der Band richtet sich an Studierende, Referendar:innen sowie Lehrkräfte im Fach Deutsch, die nach Grundlagenwissen, aber auch nach neuen Perspektiven suchen.

Literatur mit anderen Augen sehen Geschichten, Gedichte, Gefühle und Ideen: Literarische Schreibwerkstätten schaffen an Schulen Raum für das lustvolle und schöpferische Spiel mit Sprache. Dabei decken sie eine breite Palette von Bildungs- und Entwicklungsaspekten ab: Sie bieten Schüler:innen die Möglichkeit, sich in Texten auszudrücken, ihr schriftliches Ausdrucksvermögen zu verbessern und Literatur mit anderen Augen zu sehen. Darüber kommen Schüler:innen in Schreibwerkstätten zusammen, um Ideen auszutauschen und voneinander zu lernen. Hinter erfolgreichen Schreibwerkstätten stehen erprobte Konzepte und gute Planung. Allerdings basieren die Konzepte fachbezogener Lehrkräftefortbildung selten auf anwendungsbezogener Forschung. Am Ende bleibt oft die Frage, wie Lehrkräfte das Gelernte an ihrer Schule umsetzen sollen. Anders ist das beim erfolgreichen Programm Literarisches Schreiben im Deutschunterricht. Dieses Konzept baut auf den Ergebnissen fortlaufender Begleitforschung auf und enthält das geballte Wissen von Expert:innen – darunter Leiter:innen von Schreibwerkstätten, Vertreter:innen von Literaturhäusern, Literaturpädagog:innen und Fachdidaktiker:innen. In Literarisch schreiben lehren und lernen erfahren Sie alles, was Sie über Schreibwerkstätten wissen müssen. Neben einer ausführlichen Vorstellung des Fortbildungskonzepts und den Rückmeldungen von Teilnehmer:innen erwarten Sie: - 10 Wirksamkeitsfaktoren von literarischem Schreiben - Übersichten über bewährte Schreibwerkstattmodelle - individuelle Anpassungsmöglichkeiten der vorgestellten Formate - praktische Erfahrungen und Hilfen für die Umsetzung Der Band richtet sich an (angehende) Lehrer:innen im Fach Deutsch der Sekundarstufe, Fortbildner:innen, Werkstattleiter:innen, Leiter:innen in Literaturhäusern und Fachdidaktiker:innen an Hochschulen.

This volume brings into focus the pivotal educational years during adolescence, when many learners are exposed to implicit and explicit messages that STEM is not a viable educational pathway for them.Challenging this notion, Disrupting Secondary STEM Education brings together a collective of critical educators who share what disruptive STEM teaching looks and feels like from an insider perspective, as well as the ways they purposefully create curriculum to subvert existing structures that can confine learning. Through disruptive STEM teaching, a joy for learning is kindled, as well as a sense of empowered criticality in students that can support their development as global citizens facing complex futures. The collection shares stories across a spectrum of educators, from those beginning their teaching journey to those who've stood up against narrow curriculum and standardized testing for years in the capacity of both P-12 teachers and teacher educators. The voices of these educators illustrate how the work of disruptive STEM teaching can be actualized within cohorts of future teachers, achieved through early engagement with critical theories and generative field experiences that support and affirm a wide array of identities.This book provides multiple theoretical and practical access points for the reader to understand the work of disruptive STEM teaching and offers a way forward for those interested in developing more critical curriculum in their own classrooms. As such, it will be important reading for postgraduate students and researchers in Social Justice Education and STEM Education, as well as for in-service educators.

Learning to Teach Art and Design in the Secondary School is the key text for all those preparing to become art and design teachers in secondary school. It explores a range of approaches to teaching and learning, and provides a conceptual and practical framework for understanding the diverse nature of art and design in the secondary school curriculum.Written by experts in the field, it aims to inform and inspire, challenge orthodoxies and encourage a freshness of vision. It provides support and guidance for learning and teaching in art and design, suggesting strategies to motivate and engage pupils in making, discussing and evaluating visual and material culture.This fourth edition has been comprehensively updated and re-structured in light of the latest theory, research and policy in the field and includes new chapters exploring diversity, identity and inclusion, attitudes to making and teaching as an artistic practice.Essential topics include: Ways of learning in art and design Teaching as an artistic practice Planning for teaching and learning Diversity and inclusion Sustainable design Assessment and examinations Critical studies Professional development in the gallery Supporting each chapter are suggestions for further reading and tasks designed to encourage you to reflect critically on your practice. Learning to Teach Art and Design in the Secondary School addresses issues for all student teachers and mentors on initial teacher education courses in Art and Design. It is also of relevance and value to teachers in schools with designated responsibility for supervision.

This book examines the potential of craft-centred education to influence the gender socialisation of rural children through a philosophical, sociological, and psychological lens. It discusses Gandhi's vision of craft-centred education and situates its place within his concept of ‘swaraj.'The volume looks at the construction of gender at home, students'participation in crafts at school, and parental perception of craft-centred education. It studies the students'experience, its impact on their intellectual and physical development, and the nature of the interaction between the socialisation of children at home and in school.An important contribution to the study of Gandhian practices, the book will be of considerable interest to students and researchers of gender studies, education, non-violence, peace studies, and South Asian studies.

This book offers a comprehensive exploration of digital assessment (DA) in higher education, with a focus on navigating the challenges and opportunities brought on by the digital age. By drawing on research-based evidence and theoretical approaches, it offers valuable insights, guidance, and examples for navigating the complexities of DA in higher education. It addresses key topics and issues facing educators and Higher Education Institutions (HEIs) in the design, implementation, and evaluation of DA strategies, while also recognizing the importance of the DA competencies of academic staff. This book is a useful reference for educators, researchers, managers of HEIs, and policymakers who are looking to enhance digital assessment practices, develop their own competencies for digital assessments, and stay at the forefront of educational innovation.

This edited book analyses the implementation of green transformation policies and the UN Sustainable Development Goals across the European Union, in the context of lifelong learning and educational practices. The contributions examine how green skills became mainstreamed in member states'education policies, as well as the social, economic and political circumstances contributing to this process. A focus on lifelong learning (from an early age to adulthood) is maintained throughout the volume, and the book will appeal to researchers, students, policy- and decision-makers in education, environmental and social studies.

This book features a carefully curated collection of articles drawn from the quarterly International Higher Education (IHE). Focused on the international dimensions and trends in higher education, these articles offer valuable insights into the tumultuous events spanning from January 2018 to December 2023. This volume offers a comprehensive discussion of key international themes covering a period of great turmoil in global higher education in a series of short, targeted articles. The five-year period is marked by the geopolitical tensions and internationalization issues at both national and international levels, in the middle of a global pandemic. We provide readers with a coherent organization of articles, grouped into ten themes that relate to the most central issues facing international(ization of) higher education, which are relevant today and in the future. While readers of the higher education research community will find these themes familiar, this book is also tailored for a more diverse audience. Policymakers and practitioners worldwide will find this book helpful when seeking a comprehensive and approachable guide to navigating the complexities of international dimensions and trends in higher education. This collection is a valuable resource for courses worldwide that focus on global issues and the internationalization of higher education.

This edited volume interrogates the meanings of internationalization in higher education in different political-economic contexts.Written by multidisciplinary scholars based in different parts of the world (China, Finland, France, Korea, Morocco, Saudi Arabia, Singapore, Spain, UK, USA), the chapters allow the reader to critically ‘listen in'on glocalized (global + local) discourses of internationalization in education (meanings, epistemologies, critiques and current research/policies). The volume aims to support students and scholars in clarifying for themselves and others what internationalization might mean and entail, using alternative ways of characterizing, critiquing and unsettling internationalization. The authors adopt critical intercultural perspectives in their chapters, based, for example, on humanistic entry points, the continuum of ideological specificities-commonalities, while balancing self-other (acceptance, rejection), questioning the'taken for granted'and offering some decolonial analyses and reflections. The volume thus aims to better understand and nuance the polysemic and glocalized nature of internationalization in order to strengthen international cooperation in education (research) and to provide more opportunities to come together to recognize and support, for example, multiple perspectives, experiences and knowledge.Scholars, students and education professionals interested in higher education, intercultural studies and topics of internationalization and globalization will greatly benefit from the book.

This open access book explores schooling from the perspective of children via data from a longitudinal life-history study. It questions whether schooling creates an environment where all children to flourish; or whether a policy focus on attainment in mathematics and English hinders some children's wellbeing and learning. By drawing on the children's life-history narratives and their ideas, the chapters also portray children's realistic suggestions for practices that meet the needs of diverse children and strengthen their comprehensive wellbeing and learning within schooling.

Dieses Buch zeigt, auf welche Weise Erwachsenenbildung in der Hochschullehre kreativ, wertschätzend und partizipativ gestaltet werden kann. Denn die Frage nach gelungener Lehre und damit nach einem wertschätzenden Miteinander von Studierenden und Lehrenden wird zunehmend wichtiger. Zudem gewinnt die Frage nach dem Stellenwert digitaler Medien an Bedeutung. Dieser Sammelband enthält fachwissenschaftliche und fachdidaktische Beiträge aus der Hochschulpraxis sowie der empirischen und theoretischen Methodologie. Die Beiträge verdeutlichen, wie wichtig die Reflexion des eigenen Menschenbildes für die Lehre und damit für einen respektvollen und partizipativen Umgang mit Studierenden ist. Die Beitragsautorinnen und -autoren haben sich nicht nur explizit mit ihrem jeweiligen Menschenbild auseinandergesetzt, sondern auch die didaktischen Überlegungen und Strategien offengelegt, die sich daraus ableiten. Darüber hinaus reflektieren ehemalige Studierende ihre Erfahrungen und Erlebnisse mit eben diesen Lehrveranstaltungen.

This core text, now in its second edition, provides an easy-to-read, comprehensive introduction to educational research that will develop your understanding of research strategies, theories and methods, giving you the confidence and enthusiasm to discuss and write about your research effectively.Specifically written for undergraduate education studies students, the book guides you through the process of planning a research project, the different research methods available and how to carry out your research and write it up successfully. Highlighting the theoretical and methodological debates and discussing important ethical and practical considerations, the book is structured to help you tackle all the different aspects of your project from writing your literature review, designing a questionnaire and analysing your data to the final writing up. This new edition is updated throughout with activities, case studies and further reading lists.New chapters include: Mixed-methods research. Narrative inquiry. Creative and visual research methods. Extended chapter on research with children and vulnerable groups. Part of the Foundations of Education Studies series, this timely new edition is essential reading for students undertaking a research methods course or a piece of educational research.

Embark on a transformative journey towards socio-economic wellness and financial freedom with The Wealthy Way. This unique process empowers individuals to develop knowledge, awareness, and an ideal personality while taking strategic actions to create a life of abundance, free from money worries. This book guides you in nourishing your mindset, revitalizing your life, and effectively managing your finances to kickstart strong wealth creation. It provides life-changing values for anyone determined to overcome money personality problems, escape poverty, and achieve true financial freedom. Through self-discovery, transformation, and knowledge development, you can change your current financial situation and prevent future pitfalls. The Wealthy Way introduces three essential holistic personalities: BE transformed, DO take action, and HAVE sustainable financial wellness. These personalities are vital for improving your mindset, belief system, and financial management skills, leading to financial sufficiency.

This volume presents an introspective study of writing pedagogy, explored through the lens of theatre and performance. The chapters explore assessment and issues related to student engagement, in both in-person and online learning spaces, and consider aspects such as class design, environment, activities, and curriculum. The authors draw on educational theory and inquiry-based pedagogy as well as their own experiences to lay out a comprehensive blueprint for teaching in a student centered classroom.

This open access book presents the conceptual and operational foundations of the IEA International Computer and Information Literacy Study (2023), which is designed to assess how well students are prepared for study, work, and life in a digital world. The study measures international differences in students'computer and information literacy (CIL): their ability to use computers to investigate, create, participate and communicate at home, at school, in the workplace and in the community. Participating countries also have an option for their students to complete an assessment of computational thinking (CT). The ICILS assessment framework articulates the basic structure of the study. It provides a description of the field and the constructs to be measured. It outlines the design and content of the measurement instruments, sets down the rationale for those designs, and describes how measures generated by those instruments relate to the constructs. In addition, it hypothesizes relations between constructs so as to provide the foundation for some of the analyses that follow.

This open access book outlines the latest results in analysing, assessing, and managing terrorist risk in the urban outdoor built environment. In detail, contents refer to the outdoor Open Areas (such as streets, squares, urban parks and other public spaces in our cities) exposed to such violent events considering the physical elements and properties of the built environment and users. PThe built environment features, including layout, use and management, are combined with terrorist threats issues and user behaviours in emergency conditions, to determine a set of complementary tools for the reduction of risk and increase of urban resilience. The contents hence provide different levels of tool analysis, for risk scenario definition, risk assessment, mitigation strategies design and effectiveness evaluation, considering traditional approaches about the issue along with simulation-based approaches relying on understanding and representing user behaviors. This “behavioural design” approach offers the opportunity to manage the level of risk for specific real urban cases over going the normative limitations in Europe that are only referred to few countries and sometimes deal with the prevention of violent acts by intelligence activities as the exclusive way to face this issue. In addition, the focus on the characters of cultural and historic places and their resilience is increasing by means of introduction of mitigation and compatible solutions providing a complementary chapter for the design of resilient cities in all of their peculiarities (peripheries, consolidated, and historical). In this sense, it is one of the first organized attempts to analyse the main limitations of current solutions in these outdoor Open Areas and, at the same time, to clearly introduce the importance of human behaviours and the various choices in emergency evacuation conditions, thanks to the proposed behavioural-based simulation approach. The attention is focused on a critical aspect for historic spaces, where morphological conditions are fixed values. Thus, this book represents a sort of guidelines about these user-related issues during such violent events and is useful to both professionals and researchers in the areas of security and urban administration.