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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 starts with the premise that beauty can be an engine of transformation and authentic engagement in an increasingly complex world. It presents an organized picture of highlights from the 13th European Science Education Research Association Conference, ESERA 2019, held in Bologna, Italy. The collection includes contributions that discuss contemporary issues such as climate change, multiculturalism, and the flourishing of new interdisciplinary areas of investigation, including the application of cognitive neuroscience, artificial intelligence, and digital humanities to science education research. It also highlights learners'difficulties engaging with socio-scientific issues in a digital and post-truth era. The volume demonstrates that deepening our understanding is the preferred way to address these challenges and that science education has a key role to play in this effort. In particular, the book advances the argument that the deep and novel character of these challenges requires a collective search for new narratives and languages, an expanding knowledge base and new theoretical perspectives and methods of research. The book provides a contemporary picture of science education research and looks to the theoretical and practical societal challenges of the future.

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 book constitutes the refereed post-conference proceedings the 11th EAI International Conference on ArtsIT, Interactivity and Game Creation, ArtsIT 2022 which was held in Faro, Portugal, November 21-22, 2022. The 45 revised full papers presented were carefully selected from 118 submissions. The papers are thematically arranged in the following sections: Dialogues Between Geometry, Computer Graphics and the Visual Arts; Games and Gamification; Museums and the Virtual; Animation, AI, Books and Behavior; Fluency, Fashion, Emotion and Play; Movement, Film and Audio.

This book of Lecture Notes in Networks and Systems contains accepted papers presented at the 15th International Conference on Computational Intelligence in Security for Information Systems (CISIS 2022) and the 13th International Conference on EUropean Transnational Education (ICEUTE 2022). These conferences were held in the beautiful city of Salamanca, Spain, in September 2022. The aim of the CISIS 2022 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 behaviour by large, complex systems, especially in mission-critical domains, is intended to be the catalyst and the aggregation stimulus for the overall event. After a thorough peer review process, the CISIS 2022 International Program Committee selected 20 papers, which are published in this conference proceedings. In this edition, three special sessions were organized: Cybersecurity in Future Connected Societies, Cybersecurity and Trusted Supply Chains of ICT, and Intelligent Solutions for Cybersecurity Systems. The aim of ICEUTE 2022 is to offer a meeting point for people working on transnational education within Europe. It provides a stimulating and fruitful forum for presenting and discussing the latest works and advances on transnational education within European countries. In the case of ICEUTE 2022, the International Program Committee selected 5 papers, which are also published in this conference proceedings. The selection of papers was extremely rigorous to maintain the high quality of the conferences. We want to thank the members of the Program Committees for their hard work during the reviewing process. This is a crucial process for creating a high-standard conference; the CISIS and ICEUTE would not exist without their help.

This book contains accepted papers presented at ICEUTE 2020 held in the beautiful and historic city of Burgos (Spain), in September 2020.The 11th International Conference on EUropean Transnational Education (ICEUTE 2020) has been a meeting point for people working on transnational education within Europe. It has provided a stimulating and fruitful forum for presenting and discussing the latest works and advances on transnational education within European countries.After a thorough peer-review process, the ICEUTE 2020 International Program Committee selected 44 papers which are published in these conference proceedings achieving an acceptance rate of 41%. Due to the COVID-19 outbreak, the ICEUTE 2020 edition was blended, combining on-site and on-line participation. In this relevant edition, a special emphasis was put on the organization of five special sessions related to relevant topics as Role of English in Transnational Education and Teacher Training, Personalization and ICT: a Path to Educational Inclusion, Innovation and Research Findings in Engineering Higher Education, Practical Implementations of Novel Initiatives, and Innovation in Computer Science Higher Education.The selection of papers was extremely rigorous in order to maintain the high quality of the conference, and we would like to thank the members of the Program Committees for their hard work in the reviewing process. This is a crucial process to the creation of a high standard conference, and the ICEUTE conference would not exist without their help.

This book constitutes the proceedings of the 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, held in Lyon, France, in September 2016.The 26 full papers, 23 short papers, 8 demo papers, and 33 poster papers presented in this volume were carefully reviewed and selected from 148 submissions.

Deryn Watson and Jane Andersen Editors INTRODUCTION The role of a Preface is to introduce the nature of the publication. The book that emerges from an IFIP Technical Committee World Conference on Computers in Education is complex, and this complexity lies in the nature of the event from which it emerges. Unlike a number of other major international conferences, those organised within the IFIP education community are active events. A WCCE is unique among major international conferences for the structure that deliberately ensures that all attendees are active participants in the development of the debate. In addition to the major paper presentations and discussion, from international authors, there are panel sessions and professional working groups who debate particular themes throughout the event. There is no doubt that this was not a dry academic conference - teachers, lecturers and experts, policy makers and researchers, leamers and manufacturers mingled and worked together to explore, reflect, discuss and plan for the future. The added value of this event was that we know that it will have an impact on future practice; networks will be formed, both virtual and real -ideas will change and new ones will emerge. Capturing the essence of this event is a challenge - this post-conference book has three parts. The first is the substantial number of theme papers.

Not long ago, projections of how office technologies would revolutionize the production of documents in a high-tech future carriedmany promises. The paper­ less office and the seamless and problem-free sharing of texts and other work materials among co-workers werejust around the corner, we were told. To anyone who has been involved in putting together a volume of the present kind, such forecasts will be met with considerable skepticism, if not outright distrust. The diskette, the email, the fax, the net, and all the other forms of communication that are now around are powerful assets, but they do not in any way reduce the flow of paper or the complexity of coordinating activities involved in producing an artifact such as a book. Instead, the reverse seems to be true. Obviously, the use of such tools requires considerable skill at the center of coordination, to borrow an expression from a chapter in this volume. As editors, we have been fortunate to have Ms. Lotta Strand, Linkoping University, at the center of the distributed activity that producing this volume has required over the last few years. With her considerable skill and patience, Ms. Strand and her work provide a powerful illustration of the main thrust of most of the chapters in this volume: Practice is a coordination of thinking and action, and many things had to be kept in mind during the production of this volume.

Carolyn Dowling Australian Catholic University Kwok-Wing Lai University of Otago This book is one of the outcomes of a Working Conference on the topic of'ICT and the Teacher of the Future', which took place in Melbourne, Australia, in January 2003. The conference was held under the auspices of the International Federation for Information Processing (lFIP). Technical Committee 3 (TC3) of IFIP, through the activities of its seven Working Groups, focuses on different aspects of the impact of Information and Communication Technologies on Education. The conference that was the impetus for this publication was organised jointly by Working Group 3.1 (Secondary Education) and Working Group 3.3 (Research). In addition to the text of the papers delivered by the three keynote speakers, the book comprises a selection of the papers presented by delegates at the conference, along with reports of the discussions of Focus Groups working in each topic area. All of the papers presented at the conference were reviewed by members of the International Programme Committee and the National Organising Committee. Those selected for publication as chapters in this book have subsequently undergone an additional process of collaborative editing before qualifying for inclusion. It is our belief that these papers collectively present a very comprehensive overview of the concerns and developments in the use of Information and Communication Technologies that are currently of relevance to educators and educational policy makers across the globe.

The book ‘UNDERSTANDING EDUCATION : An Overview of Education'is the result of author's unique experiment of teaching different papers to his M.Ed. and B.E.d. Classes for more than 26 years. The author, in the beginning of every session, before teaching different papers allotted to him, used to devote at least seven or eight lectures to give an overview of Education to his students. The authors found that these lectures helped the students understand the specific papers in a better way. The book has been divided into very comprehensive but comprehensible chapters covering various aspect of Education, namely: 1. Meaning, Nature and Bases of Education 2. Aims of Education 3. Educational Aims in India 4. The Curriculum 5. Methods of Teaching 6. Teaching Devices 7. Audio-Visual Aids 8. Evaluation In this compact book of eight chapters, all the aspects on Education are logically integrated to form ONE UNIT, that will serve as foundation for better understanding various papers of M.Ed. B.E.d. and M.A. (Education) courses.

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.

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.

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.

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 of Lecture Notes in Networks and Systems contains accepted papers presented at the 16th International Conference on Computational Intelligence in Security for Information Systems (CISIS 2023) and the 14th International Conference on EUropean Transnational Education (ICEUTE 2023). These conferences were held in the beautiful city of Salamanca, Spain, in September 2023.The aim of the CISIS 2023 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. The aim of ICEUTE 2023 conference is to offer a meeting point for people working on transnational education within Europe. It provides a stimulating and fruitful forum for presenting and discussing the latest works and advances on transnational education within European countries.

This volume of the series Proceedings in Engineering Mechanics - Research, Technology and Education provides selected papers presented at the 3rd International Conference on Science and Technology Education, held in Porto, Portugal, October 6-7, 2022. From the various topics covered at this conference, individual contributions have been selected for this book. These contributions focus on learning mechanisms, learning systems and assessment. The book presents the latest trends, new methods and ideas in science and technology education. An essential resource for lecturers and tutors working in this field.

This book covers the topics such as online learning methodologies, case studies, new technologies in learning (such as virtual reality, augmented reality, holograms, and artificial intelligence), adaptive learning, and project-based learning. 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 2021 was the 14th annual conference and the first under its new name (following on its predecessors, the International Conference on E-Learning in the Workplace and the International Conference on Interactive Collaborative and Blended Learning). The conference was held online from June 14-18, 2021, and included two special tracks: The ALICE (Adaptive Learning via Interactive, Collaborative and Emotional Approaches) Special Track and a track entitled Building a University of Tomorrow, from the Xi'an Jiaotong-Liverpool University (XJTLU) in China.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 constitutes the proceedings of the 6th European Conference on Massive Open Online Courses, EMOOCs 2019, held in Naples, Italy, in May 2019. The 15 full and 6 short papers presented in this volume were carefully reviewed and selected from 42 submissions. Massive Open Online Courses (MOOCs) have marked a milestone in the use of technology for education. The reach, potential, and possibilities of EMOOCs are immense. But they are not only restricted to global outreach: the same technology can be used to improve teaching on campus and training inside companies and institutions. The chapter'Goal Setting and Striving in MOOCs. A Peek inside the Black Box of Learner Behaviour'is open access under a CC BY 4.0 license at link.springer.com.

Progress in Education. Volume 57 opens with a study wherein the aim is to investigate long-term effects on motor skills and scholastic performance of increased physical education and adapted motor skills training according to the Motor skills Development as Ground for Learning (MUGI) model. Additionally, the author sets out to describe the implementation and societal gains of the Swedish Bunkeflo Project–A Healthy Way of Living. The authors offer a theoretical and practical approach regarding gamification in physical education. For this, the different types of gamification are analyzed, particularly focusing on the origin of gamification in the field of business. The original method of distance learning by exam is discussed, principally the way students can revise their exam papers many times in order to increase their grades, suggesting that didactic encouragement included in the feedback has a motivating function. The following study presents an exercise designed to support the understanding of green roofs as urban ecosystems through a conceptual model, acting as a facilitator for communication across different disciplines. This study shows how conceptual modelling may promote a better-integrated solution for socio-ecological problems. Also presented in this compilation are the results of research concerning tutoring technology for physical education in special needs children. Technologies are employed for correcting motion and psycho-functional and physical capabilities, as well as for the diagnosis and monitoring of psycho-functional conditions. In the 21st century, technological innovations have become increasingly important as we face the benefits and challenges of globalization and a knowledge-based economy. To succeed in this new information-based society, the authors propose that all students need to develop their capabilities in science, technology, engineering, and mathematics (STEM) to levels beyond what was considered acceptable in the past. In closing, the authors present arguments supporting how academic development enhances teaching and learning in rural universities. Scholars argue that staff development helps enhance the learners'performance, in addition to improving the university teaching and learning environment.

Progress in Education. Volume 53 explores the different factors involved in flexible study options and delivery modes in higher education from a student's and service provider's perspective. The authors also investigate the available literature in order to explore the fine line between offering students a variety of study options to suit their specific needs, circumstances and learning styles, versus exploiting the tertiary education system through commercialization and implementing a pure business model that considers students as clients or service users rather than knowledge seekers. Following this, the compilation delves into the potential impact of profiling on students'learning experiences and well-being at school. The authors contend that achieving a particular type of profiling may assist in the enhancement of academic experiences, and this theorization has important educational and psychological implications. The performance of Spanish secondary schools whose 15-year-old students were assessed in mathematical competencies by the OECD (PISA program) in 2003 and 2012 is evaluated, and research reveals that Spanish schools decreased in efficiency over time. Persistent technical inefficiency was a larger problem than residual technical inefficiency when evaluating the educational performance of Spanish secondary schools over time. The results are worrisome because the average socio-economic status of the families increased significantly in this period. The next study was conducted with the goal of determining how flipped teaching and learning classrooms affects university students'perceptions of teachers'professional development. The results show that there are significant differences in some dimensions of TPACK for two university instructors, and the research implications and limitations of this study are detailed along with suggestions. One study aims to examine the types of conclusion of argumentative discussions between parents and children during mealtime. The findings of this study show that the most frequent types of conclusions are dialectical, i.e., one of the two parties accept or refuse the standpoint of the other party, reaching in this way the concluding stage of their argumentative discussions. Later, a case study is detailed which examines student perceptions of a fully online community learning environment within an undergraduate course at a Canadian university. The authors use a theoretical model based on elements of engaging online learning environments, and the results indicate that successful design of flipped classroom models requires full student participation in Authentic and Alternative Assessment, Problem-Based Learning, Online Learning Communities and Critical Reflection of self and peers. The authors analyze inverse modeling problems in the context of teacher training courses. Two different inverse modeling problems are proposed to prospective teachers, who are asked to reformulate them in order to be used in secondary school courses. These type of problems have been the core subject of several preceding papers and have been studied as they relate to engineering undergraduates. The concluding chapter reviews literature on the philosophical concept of bullying strategies. The authors analyze the significant usage of anti-bullying strategies as prominent strategies in teaching, as informed by conceptual and theoretical frameworks of cognitive and metacognitive theories.

Naturwissenschaftliche Grundbildung im Sinne der Scientific Literacy umfasst das Erlernen inhaltlicher Konzepte sowie naturwissenschaftlicher Denk-, Arbeitsu- und Handlungsweisen. Auch in der Sachunterrichtsdidaktik werden entsprechende Ziele formuliert. Fachdidaktische und entwicklungspsychologische Forschungsergebnisse zeigen, dass Grundschulkinder systematische Strategien der Hypothesenprüfung (Variablenisolation und -kontrolle) erlernen können. Dabei scheint die Unterstützungsmaßnahme des Modeling besonders geeignet. In einem Prä-Post-Follow-up-Design mit Baseline wurden unter Kontrolle der Lernvoraussetzungen die Auswirkungen einer Förderung des Verständnisses der Variablenkontrolle im Kontext Magnetismus durch Modeling im Vergleich zu einem am Offenen Experimentieren orientierten Lernsetting auf (1) eigenständiges Bewerten und Entwickeln von Experimenten, (2) Transferfähigkeit, (3) Entwicklung, Durchführung und Bewertung eigener Experimente, (4) Qualität bzgl. des erreichten Niveaus der Experimente und (5) motivationale Schülermerkmale geprüft. Zur differenzierten Erfassung kamen ein Paper-Pencil-Test und ein videographiertes Interview zum Einsatz. Es konnte gezeigt werden, dass (1) beide Gruppen von der Intervention profitierten, die Daten einer Baseline jedoch auf einen Testwiederholungseffekt hindeuteten. Einflüsse der Intervention auf die anderen Bereiche konnten nachgewiesen werden. Eine Förderung durch Modeling wirkte sich auf alle vier genannten Bereiche (2)-(5) positiv aus.

This book constitutes the proceedings of the 5th European Conference, EMOOCs 2017, held in Leganés, Madrid, Spain, in May 2017. The 23 full and 10 short papers presented in this volume were carefully reviewed and selected from 53 submissions. Massive Open Online Courses (MOOCs) have marked a milestone in the use of technology for education. The reach, potential, and possibilities of EMOOCs are immense. But they are not only restricted to global outreach: the same technology can be used to improve teaching on campus and training inside companies and institutions.

Can adult education and learning be understood without reference to community and people's daily lives? The response to be found in the chapters of this volume say emphatically no, they cannot. Adult learning can be best understood if we look at the social life of people in communities, and this book is an attempt to recover this view. The chapters of this volume reflect ongoing research in the field of adult education and learning in and with communities. At the same time the work of the authors presented here offers a very vital reflection of the work of the ESREA research network Between Local and Global – Adult Learning and Communities. The chapters showcase the broad range of professional practice, the variety in both methodology and theoretical background, as well as the impressive scope of field research experience the authors bring to bear in their papers. The first section provides the broad view of research into adult learning and community development emphasising how social movements are at the heart of local and global change and that they are critically important sources of power. The second section focuses in on the practice of educators/mediators working in local and regional contexts in which the tensions of the wider policy and discourse environment impact on adult learners. The third section privileges the view at the close level of research inside local communities in the field. International researchers and practitioners, particularlyyoung researchers, who are active in adult learning and in local/global communities will be interested in this book. The emphasis of the chapters is on participatory and emancipatory social research. Empowerment of women in rural communities, involvement of communities in social and environmental movements, power-sharing in community research projects and the exposure of hegemonic, globalising forces at work in ethnic communities are among the themes developed in this volume.

Oral Discourse and Education examines spoken language as a field of study, looking at the various ways in which we can both theorise the place of talk in education, and examine the way talk is actually done in educational settings. Given the centrality of literacy-based practices in schools, a book focusing on talk brings quite different and important perspectives to the study of education. Talk is something that has all too often been devalued and taken for granted. What becomes evident throughout the papers included in this volume is that talk is of central importance in establishing identities and the cultures in which those identities are located. However, because we are unused to reflexively examining the way we talk, there is a serious disjuncture between what we believe talk should achieve and what can be seen to be achieved in actual talk in educational settings. Anyone interested in teaching should read this book. Becoming more aware of the centrality of talk and what it achieves is important both for enabling us to find ways to bring our ideals more in line with our practices and for being able to recognise and reflect on the ways our talk can be achieving things quite other than what we intend. This book is relevant to teachers at primary, secondary and tertiary levels and for researchers interested in spoken language in educational contexts.

The volume Erfolgreich recherchieren – Erziehungswissenschaften (Successful Research Strategies: Educational Sciences) provides a comprehensive overview of information resources for the educational sciences. The book allows the student to quickly learn all the relevant essentials about library catalogs, specialized bibliographies, internet search engines, newspaper resources, reference works, and how to effectively use the library – in person, digitally, and virtually. Whether for a first research paper or a doctoral thesis, this is a ready and reliable guide to successful research.

This Instructor's Manual consists of two parts, each arranged in the order in which the chapters appear in the text. The first part is a collection of over 500 test questions; the second gives answers to the questions in the Student Work­ book. Clearly, the Instructor's Manual should never be shown to students. Great care should be taken to see that no student (except a graduate assistant who needs it for scoring papers) ever gets to borrow it or, worse yet, to'borrow'it. Most of the test questions are multiple choice, but some matehing exercises are also included. Within each chapter, the multiple choice items are givenfirst. The text page on which the answer is found is given in () at the right of the problem. The answer is indicated by a + sign at the left of the correct item alternative. In some items, parts of the item, especially in the wrong alternatives, may not appear untillater chapters. Such questions are clearly labelIed LATER by using LATER in place of a +and should not be used until all the material in them has been covered. They are OK for final examinations and for some rnidterm examinations, but they obviously cannot be used in their present form assoon as their prirnary topic has been covered in class. Tell your typist that when she prepares one of your tests, she should omit +, LATER, the parenthetical page numbers, and, of course, the answers to all matehing items.

Professor Peter Jarvis has spent over 30 years researching, thinking and writing about some of the key and enduring issues in education. He has contributed well over 30 books and 200 papers and chapters in books on learning theory, adult education and learning, continuing professional education, nurse education, primary school education, distance education and third age education. In this book, he brings together 19 key writings in one place. Starting with a specially written Introduction, which gives an overview of Peter's career and contextualises his selection within the development of the field, the chapters cover: Learning Learning and Spirituality Learning and Doing Teaching The End of Modernity Learning in Later Life. This book not only shows how Peter's thinking developed during his long and distinguished career; it also gives an insight into the development of the fields to which he contributed.In the World Library of Educationalists, international scholars themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and/practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands of their work and see their contribution to the development of a field, as well as the development of the field itself.Contributors to the series include: Richard Aldrich, Stephen J. Ball, John Elliott, Elliot Eisner, Howard Gardner, John Gilbert, Ivor F. Goodson, David Labaree, John White, E.C. Wragg.

Jerome Bruner is one of the best-known and most influential psychologists of the twentieth century. His theories about cognitive development dominate psychology around the world today, but it is in the field of education where his influence has been especially felt. In this two volume set, Bruner has selected and assembled his most important writings about education. Volume I spans the twenty years from 1957 to 1978 and Volume II covers 1979 to 2006. Volume I starts with a specially written introduction by Bruner, in which he gives an overview of the 1957-1978 years and contextualises his selection of papers. The articles and chapters then reveal the thinking, the concepts and the empirical research of that time that have made Bruner one of the most respected and cited educational authorities of our time.

The theme of'Learning in a Changing Environment'reflects the way in which educational thinking in Higher Education has undergone a rapid change throughout the world. The EDINEB network consists of people who see the role of educationalists as providing a framework for learning rather than taking a traditional approach of'chalk and talk'. The key to the success of this fourth conference (and these articles selected from it) lies in the supportive role delegates give to each other in sharing experiences (and problems!) in a changing environment. The network has grown because ofthe commitment of members to form what is in effect a multinational self-help group which is dedicated to continual improvement in the educational environment. This fourth EDINEB conference brought together 95 registrations from over 21 countries. The 16 papers selected represent a cross-section of the articles submitted to the authors and the book is divided into four sections. 1 LEARNING OBJECTIVES AND PROGRAMME STRUCTURES The first section examines how different programmes (in different of countries and cultures) have been structured to meet the particular needs both the participants/students and the economic environment within which they operate.

Die Frage, auf welche Art und Weise sich an der Börse Geld verdienen lässt, gilt bisweilen vor allem als ein viel diskutiertes Thema innerhalb der ökonomischen Disziplin. Dies führt allerdings bisweilen dazu, dass viele Aspekte menschlicher Handlungsvollzüge entlang der Subjektfigur des Homo Oeconomicus ausgeblendet werden. Innerhalb dieser Studie wird daher in Folge einer wissenschaftstheoretischen Erörterung finanz- und erziehungswissenschaftlicher Paradigmata dafür plädiert, das Thema Finanzspekulation aus einer bildungsbiografischen Perspektive zu beleuchten. Auf der Grundlage von 10 biografischen Interviews mit eigenverantwortlich handelnden Tradern liegt somit erstens erstmals eine wissenssoziologische Studie zu der Frage, welchen habituellen Lern- und Bildungsprozessen Menschen beim Trading unterliegen, vor. Zweitens wird innerhalb derselben ein phasenhafter Verlauf biographischer Bildungsprozesse im Kontext eines Engagements an der Börse erstellt und drittens anhand eines Wechselverhältnisses von Theorie und Empirie eine reflexiv-rekursive Bildungstheorie der Habitussondierung entworfen.

“Explainable AI for Education: Recent Trends and Challenges” is a comprehensive exploration of the intersection between artificial intelligence (AI) and education. In this book, we delve into the critical need for transparency and interpretability in AI systems deployed within educational contexts. Key Themes Understanding AI in Education: We provide a concise overview of AI techniques commonly used in educational settings, including recommendation systems, personalized learning, and assessment tools. Readers will gain insights into the potential benefits and risks associated with AI adoption in education. The Black-Box Problem: AI models often operate as “black boxes,” making it challenging to understand their decision-making processes. We discuss the implications of this opacity and emphasize the importance of explainability. Explainable AI (XAI) Techniques: From rule-based approaches to neural network interpretability, we explore various methods for making AI models more transparent. Examples and case studies illustrate how XAI can enhance educational outcomes. Ethical Considerations: As AI becomes more integrated into education, ethical dilemmas arise. We address issues related to bias, fairness, and accountability, emphasizing responsible AI practices. Future Directions: Our book looks ahead, considering the evolving landscape of AI and its impact on education. We propose research directions and practical steps to promote XAI adoption in educational institutions.

This book provides guidance for improving primary classroom reading instruction. As education stakeholders now recognise, there is an urgent need for policy and practice beyond phonics and for improved reading outcomes. This timely text supports a well-balanced, effective and affective classroom reading programme. The author describes the co-generative work of Belinda, a Brisbane based primary teacher and her Year Three class. In a sequence of 24 descriptive vignettes, she provides details of the activities in which Belinda engages her students­, in weekly sessions dedicated entirely to literary appreciation and educative reading for enjoyment. The project illuminates the beauty of book blether – the significance of students'literary talk. The author applies John Dewey's philosophy on aesthetic experience in explanatory responses to Belinda's teaching, and demonstrates how this work might be replicated in the primary classroom. The book will appeal to pre-service teachers and educators, academics in the field of reading instruction, dialogic pedagogy and literacy improvement, as well as primary school practitioners.

The study illustrates the paradoxical relationship between nationalization and internationalization in the case of Albanian higher education. It demonstrates how global transformational processes and foreign policy have impacted the international dimension of higher education as a nation-building institution. The analysis considers the effect of foreign policy and the interactions between the state, the university, and the cultural elite. The study applies the concept of causal mechanisms as an analytical and narrative device. Foreign policy analysis is framed within an international patronage regime. The international dimension is defined in terms of international exchanges, policy borrowing, and policy discourse. The higher education policy areas it investigates are education policy, governance, academic management, curriculum, and academic mobility. The interdisciplinary analytical and methodological approaches applied here were drawn from the transnational history of education and comparative-historical analysis.

Die voranschreitende Digitalisierung unserer Lebenswelt stellt die traditionelle Lehrkräfteausbildung in Deutschland vor die Herausforderung, sich den Veränderungen anzupassen und den steigenden Anforderungen im Umgang mit digitalen Medien gerecht zu werden. Dieses Buch konzentriert sich auf die Entwicklung und Förderung von digitalisierungsbezogenen Kompetenzen und Einstellungen sowie der unterrichtlichen Nutzungshäufigkeit digitaler Medien bei Lehramtsstudierenden. Am konkreten Beispiel der Technischen Universität Dortmund werden dabei Zusammenhänge zwischen spezifischen Gestaltungsprinzipien digitalisierungsbezogener Lehr-Lernangebote für angehende Lehrkräfte und dem TPACK-Konzept erforscht. Die Untersuchung basiert auf einer umfassenden Auswertung quantitativer und qualitativer Daten aus den Sommersemestern 2021 und 2023. Im Zentrum dieser Arbeit steht die Bereitstellung einer evidenzbasierten Orientierung für die Vorbereitung von Lehramtsstudierenden auf einen effektiven Einsatz digitaler Medien in schulischen Lehr-Lernprozessen in der Digitalität.

This book is explores the evolving field of Learning Experience Design (LXD). It provides a multifaceted view of LXD, incorporating perspectives from instructional design, educational technology, and beyond, reflecting the transdisciplinary nature of this design approach. This edited volume responds to the growing recognition of LXD as a distinct area of study and practice within instructional design, especially in the context of rapid technological advancements and changing educational landscapes. The subject of this work is Learning Experience Design, a field integrating multidisciplinary knowledge and techniques to create effective, enjoyable, and meaningful learning experiences. The book delves into participatory and co-design, innovative LXD methods, learning-focused usability research, and theoretical and conceptual advancements in LXD. It features design cases that provide real-world insights and applications, making the content rich and relatable for researchers and practitioners alike. Readers will find the sections on participatory design, innovative methodologies, and the transdisciplinary synergies of particular interest. These areas represent areas of LXD that are in need of further investigation, so as to better illuminate how learning experiences can be conceptualized, implemented, and evaluated. The edited volume's inclusion of learning-focused usability research offers readers further insights into how learners interact with designed learning experiences, highlighting how insights from such studies can lead to ongoing improvements and foster considerations for future designs. The main benefit readers will derive from this work is a deep, nuanced understanding of current and emerging trends in LXD. Practitioners will gain a wealth of practical strategies and insights to apply in their own work; scholars and students will discover a rich source of theoretical and empirical knowledge to advance both research and practice. The book serves as a catalyst for innovation and cross-disciplinary collaboration, inspiring readers to explore new territories in the learning experience design. This book offers a comprehensive, insightful, and forward-looking exploration of the field. It will complement the growing corpus of LXD literature, providing both breadth and depth on this dynamic and influential approach to learning design.

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 is an open access book. 2024 5th International Conference on Mental Health, Education and Human Development was held on May 17–19,2024 in Kaifeng, China. MHEHD2024 is to bring together innovative academics and industrial experts in the field of Mental Health, Education and Human Development to a common forum. The primary goal of the conference is to promote research and developmental activities in Mental Health, Education and Human Development and another goal is to promote scientific information interchange between researchers, developers, engineers, students, and practitioners working all around the world. The conference will be held every year to make it an ideal platform for people to share views and experiences in Mental Health, Education and Human Development and related areas. We warmly invite you to participate in MHEHD2024 and look forward to seeing you in Kaifeng, China!

This book highlights the importance of individual learner differences in learning English as a foreign language and reports the findings of a study which investigated the impact of two personality traits, which are, openness to experience and ambiguity tolerance, on target language attainment among Polish secondary school students. The book provides an exhaustive overview of the theoretical issues and existing research related to personality, emphasizing the two traits under investigation, openness, and ambiguity tolerance, which are the focus of the empirical study reported later in the book. The empirical investigation explored relationships between openness to experience and ambiguity tolerance, as well as their impact on attainment in learning English as a foreign language. Moreover, it also aimed to shed light on the link between these traits and students'assessments (i.e., self-assessment and school grades). The findings of the study provide a basis for proposing specific profiles of foreign language learners with different levels of openness and ambiguity tolerance.

This is an open access book. The conference will focus on educational management and social studies, discussing key challenges and research directions for the development of the field, promoting the development and application of theories and methods in the field in universities and enterprises, and providing a favorable platform for innovative scholars and experts focusing on the field of research to exchange new ideas and present their research results.

Ob Personen mit atypischen Verläufen durch das schulische Bildungssystem unterschiedlich hohe Bildungserträge von Personen mit typischen Bildungsverläufen erzielen, untersucht das vorliegende Buch für verschiedene Bildungs- und Lebensetappen anhand multivariater Vergleiche für nichtmonetäre und monetäre Ertragsvariablen. Hierzu werden Bildungsverläufe von mehr als 41.000 Personen aus drei Startkohorten des Nationalen Bildungspanels aufbereitet und typisiert. Dies verschafft eine repräsentative Datenbasis für die Quantifizierung atypischer schulischer Bildungsverläufe in der Sekundarstufe sowie bei Studienstart und nach Beginn der Erwerbstätigkeit. Die Analysen identifizieren statistisch bedeutsame Divergenzen in nichtmonetären und monetären Erträgen mit kurz-, mittel- und langfristigem Abstand zu atypischen Wechseln während des schulischen Bildungsverlaufs. Kurz- und mittelfristig zeigen sich Einflüsse auf die Lebenszufriedenheit und erreichte Abschlüsse. Monetäre Unterschiede sind für Personen mit atypischen Verläufen auch langfristig nachweisbar, wie z. B. für ihren erreichten beruflichen Status.

This book is open access. Focusing on education and information management with modernization, ICMEIM 2024 provides a platform for scholars in related fields to exchange and share information, discuss how the two affect each other, and: · Promote the modernization of education by studying certain educational issues that exist. · Open up new perspectives, broaden horizons, and examine the issues under discussion by participants. · Create a forum for sharing, research and exchange at an international level, where participants will be informed of the latest research directions, results and content in different fields, thus inspiring them to come up with new research ideas. The organizing committee of conference is delighted to invite you to participate in this exciting event, which also paves way for young researchers in acquiring knowledge and information by meeting the experts.

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 book considers ethical educational leadership dilemmas that impact the workplace cultures influencing school districts'success. As school systems become increasingly demographically, racially, and culturally diverse, the need intensifies for educational leaders to lead their school communities in an ethical manner, developing workplace cultures characterized by psychological and emotional safety. Based on research and extensive experience working with school districts in Canada, Germany, Finland, and the United States, Yee and Yee deliver vignettes from various school contexts illustrating ethical leadership dilemmas and leader responses indicative of both toxic and healthy workplace cultures. Finally, the authors present key lessons learned from healthy educational workplaces, illustrating next steps and a call to action for implementing and maintaining ethical school district leadership practices.

Seit der Wende hin zur Kompetenzorientierung wurden Stimmen laut, die bezweifeln, dass der heutige Kompetenzbegriff alle Bereiche eines umfassenden Bildungsverständnisses abdecken könne. Bildung dürfe nicht nur als Vorbereitung für eine (Leistungs-)Gesellschaft verstanden werden. Gemäss ihrem Doppelcharakter müsse Bildung auch das zweckfreie Ziel der Persönlichkeitsentwicklung und der Selbstbestimmung anstreben. Mit dieser Untersuchung wird geklärt, inwieweit der heutige Kompetenzbegriff einem mehrdimensionalen Bildungsverständnis gerecht wird und inwiefern einer Erweiterung bedarf. Mittels einer phänomenologisch-anthropologischen Analyse wird ein personenorientiertes Kompetenzverständnis und daran anschließend ein komplementäres Fördermodel erarbeitet. Die Phänomenologie von Edith Stein ist dabei leitend und lässt sich innerhalb einer phänomenologischen Erziehungswissenschaft einordnen. Es wird ein Weg aufgezeigt, wie gesellschaftliche Bildungserwartungen mit Persönlichkeitsbildung verbunden werden können.

Während das Bild vom Kind im Kontext frühpädagogischer Konzeptpapiere und den Diskursen um Qualität und professionelle Haltung immer wieder als wichtiger Ausgangspunkt pädagogischen Handelns vorausgesetzt wird, finden sich keine empirischen Arbeiten, die sich mit dem Bild vom Kind pädagogischer Fachkräfte befassen. An diesem Desiderat ansetzend widmet sich die vorliegende Studie dem Bild vom Kind pädagogischer Fachkräfte der Kindertagesbetreuung. Ausgehend von einer praxeologischen Gegenstandskonstruktion, teilnarrativen Interviews und einem qualitativ-rekonstruktiven Interpretationszugang wird das Bild vom Kind akteursbezogen und mehrdimensional rekonstruiert.

In diesem Buch werden aus Interviews mit Gymnasial- und Gesamtschullehrer•innen in der Logik der Dokumentarischen Methode vier Typen von Lehrer•innenorientierungen zu Bildungs(un-)gerechtigkeit rekonstruiert:•Im wissenschaftsorientierten Typ wird Bildungs(un-)gerechtigkeit beruflich zurückgewiesen.•Im schüler•innenorientierten Typ wird Bildungsungerechtigkeit als den Berufsalltag leitendes Problem markiert.•Im stressorientierten Typ wird Bildungs(un-)gerechtigkeit als zusätzlicher Stressor im Berufsalltag herausgestellt.•Im grenzorientierten Typ wird Bildungsungerechtigkeit entlang eigener Grenzen beruflich problematisiert. Neben der Erkenntnis von vier verschiedenen modi operandi im Umgang mit Bildungs(un-)gerechtigkeit im Lehrer•innenberuf an Gymnasien und Gesamtschulen wird das Wording als zentral herausgestellt, um Kategorisierungen, Bewertungen und Reifizierungspotenzial aus dem Konzept zu nehmen.Zudem sind eine Reflexion der eigenen Berufsbiografie und sozialer Positionierungen sowie die Inszenierung des eigenen beruflichen Ethos wichtig, um (Nicht-)Passungskonsequenzen im schulischen Kontext zu verringern.

This is an open access book. The rationale behind this conference stems from a critical understanding of the gaps in our academic discourses, especially related to the “Unheard Voices”. While scholarly discussions have traditionally focussed on well-documented narratives and mainstream perspectives, we urgently need to redirect our attention toward the stories of various groups whose voices have often been marginalized or ignored. By addressing this gap, the conference aims to foreground the importance of diversifying our academic conversations and elevating voices that have been historically underrepresented – to contribute to a more comprehensive and nuanced understanding of historical events, social structures, and educational systems. We also aspire to emphasize the transformative potential of centering our discussions of unheard voices and alternative narratives at this conference. In so doing, we not only contribute to a more inclusive academic discussion, but also pave the way for more innovative research methodologies, fresh perspectives, and deeper understanding of multifaceted challenges and lived experiences of diverse groups. As we navigate the intersections of history, social sciences, and education, we invite scholars, practitioners, educators, and students to join us in this endeavor. This conference presents an opportunity not only for the exchange of ideas, but also for the establishment of international networks committed to amplifying unheard voices in history, social sciences, and education.

Engineering institutions worldwide are undergoing significant transformation as they work to adapt themselves to the learning needs of students in the 21st century, changing trends in the requirements of the industry and society, and growing concerns about issues related to sustainable development and climate change. Future engineering graduates must be equipped to tackle complex problems in society that are aligned with the United Nation's Sustainable Development Goals (SDGs). There are increasing calls for engineering institutions to create quality learning experiences for students, enabling them to develop deeper learning skills such as critical thinking, problem-solving, life-long learning, leadership skills, and the ability to work in teams. Engineering curricula must be made multidisciplinary, innovative, and outcome-driven by integrating evidence-based pedagogies and learning mechanisms. For this to happen, academic leaders must reimagine their institutions with significant changes at the administration, governance, and leadership levels. Establishing new-age institutions that meet international accreditation standards requires dynamic academic leaders at multiple levels who can work collaboratively to achieve the vision and mission of the institution. This book is an attempt to share key learnings from academic leaders from around the world on important trends emerging in engineering education. Aspiring academic leaders will get a glimpse of the thought process and vision of such leaders, how they strategize and support their institutions for the betterment of the students, and what kind of changes they are working on to keep up with the ever-evolving environment. The book is divided into four sections. Each section comprises multiple chapters written by different academic leaders that are based on their experiences of implementing best practices at their respective institutions. Section 1 - Governance and Leadership of Engineering Institutions Section 2 - Creating Quality Learning Experiences Section 3 - Preparing Institutions to become Knowledge Hubs for Research, Innovation, and Entrepreneurship Section 4 - Empowerment of Faculty and Students for the 21st Century The sections and chapters will be of great value to multiple stakeholders in leadership positions at engineering institutions including Presidents, Vice-Chancellors, Provosts, Directors, Deans, Heads of Departments and Faculty members aspiring to be academic leaders. Each chapter will be presented through case studies from successful programs initiated and pioneered at various engineering institutions across the globe.

This is an open access book. Ibn Khaldun International Conference on Applied and Social Sciences (IICASS) aims to provide a platform for scholars, intellectuals, and professionals to share their brilliant ideas in addressing their contribution of achieving SDG's targets. There are at least 17 sustainable development goals that are of concern to the international community, namely: No Poverty; Zero Hunger; Good Health and Well-being; Quality Education; Gender Equality; Clean Water and Sanitation; Affordable and Clean Energy; Decent Work and Economic Growth; Industry, Innovation and Infrastructure; Reduced Inequality; Sustainable Cities and Communities; Responsible Consumption and Production; Climate Action; Life Below Water; Life on Land; Peace and Justice Strong Institutions, and; Partnerships to achieve the Goal.