Developing a Technoself System to Improve Lifelong Learning Engagement

Lifelong learning exists today in the context of a cultural and societal shift to a knowledge-based, technology-enhanced, and rapidly-changing economy. It has a significant impact on people’s lives and has become of vital importance with the emergence of new technologies that change how people communicate, collect information, and collaborate with others. The emerging technologies, such as social networking, interactive media and game technology, have expanded a new dimension of self – ‘technoself’ driven by socio-technical innovations and taken an important step forward in lifelong learning through the Technology Enhanced Learning (TEL). The TEL encourages learners as producers to embed personalized knowledge and collective experience on individualized learning within professional practice. It becomes more personal and social than traditional lifelong learning, especially about the ‘learning as socially grounded’ aspects. This paper studies the development of technoself system during lifelong learning and introduces technoself enhanced learning as a novel sociological framework of lifelong learning to couple the educational dimension with social dimension in order to enhance learner engagement by shaping personal learning focus and setting. We examine how people construct their own inquiry and learn from others, how people shift and adapt in these technoself-enhanced learning environments, and how learner engagement is improving as the involvement of learners as producers in lifelong learning. We further discuss the barriers and the positive and negative unintended consequences of using technology for lifelong learning.

How Much Greater Than the Sum of Its Parts? Evaluating Interactions Between Complex Policies

This presentation focuses on methods for the evaluation of complex policies. In particular, it focuses on evaluating interactions between policies and the extent to which two or more interacting policies mutually reinforce or hinder one another, in the area of environmental sustainability. Environmental sustainability is increasingly gaining recognition as a complex policy area, requiring a more systemic perspective and approach (e.g. European Commission, 2011). Current trends in human levels of resource consumption are unsustainable, and single solutions which target isolated issues independently of the broader context have so far fallen short. Instead there is a growing call among both academics and policy practitioners for systemic change which acknowledges and engages with the complex interactions, barriers and opportunities across the different actors, sectors, and drivers of production and consumption. Policy mixes, and the combination and ordering of policies within, therefore become an important focus for those aspiring to design and manage transitions to sustainability. To this end, we need a better understanding of the interactions, synergies and conflicts between policies (Cunningham et al., 2013; Geels, 2014). As a contribution to this emerging field of research and to inform its next steps, I present a review on what methods are available to try to quantify the impacts of complex policy interactions, since there is no established method among practitioners, and I explore the merits or value of such attempts. The presentation builds on key works in the field of complexity science (e.g. Anderson, 1972), revisiting and combining these with more recent contributions in the emerging field of policy and complex systems, and evaluation (e.g. Johnstone et al., 2010). With a coalition of UK Government departments, agencies and Research Councils soon to announce the launch of a new internationally-leading centre to pioneer, test and promote innovative and inclusive methods for policy evaluation across the energy-environment-food nexus, the contribution is particularly timely.

Governed by the rules? The female voice in parliamentary debates

[Summary of the book containing this chapter:] Speaking Out is the first wideranging collection to focus on the female voice in public contexts. Despite an ever-growing role in public life, many women even in the Western developed world still struggle to gain access to the public arena, and once there, to gain recognition and respect for their effectiveness as speakers. The contributors to this volume show how female speech is often received and evaluated quite differently from the speech of men, whether within government and politics, law, the church, education, the business world, or the media. The book is written with passion by a stellar group of scholars in language and gender from around the English-speaking world, offering students a broad theoretical and contextual canvas. They consider both the barriers and the opportunities encountered by women seeking to gain recognition in the public sphere on the basis of 'the way they speak'.

An analysis of beginning mentors’ critical incidents in English post-compulsory education: navigating stormy waters

This qualitative study explores the barriers and dilemmas faced by beginning and novice mentors in post-compulsory education in the southeast of England. It analyses critical incidents (Tripp, 2012) taken from the everyday practice of mentors who were supporting new teachers and lecturers in the southeast of England. It categorises different types of critical incidents that mentors encountered and describes the strategies and rationales mentors used to support mentees and (indirectly) their learners and colleagues. The study explores ways in which mentors' own values, beliefs and life experiences affected their mentoring practice.  Methodology As part of a specialist master’s-level professional development module, 21 mentors wrote about two critical incidents (Tripp, 2012) taken from their own professional experiences, which aimed to demonstrate their support for their mentee’s range of complex needs. These critical incidents were written up as short case studies, which justified the rationale for their interventions and demonstrated the mentors' own professional development in mentoring. Critical incidents were used as units of analysis and categorised thematically by topic, sector and mentoring strategies used. Findings The research demonstrated the complex nature of decision-making and the potential for professional learning within a mentoring dyad. The study of these critical incidents found that mentors most frequently cited the controversial nature of teaching observations, the mentor’s role in mediating professional relationships, the importance of inculcating professional dispositions in education, and the need to support new teachers so that they can use effective behaviour management strategies. This study contributes to our understanding of the central importance of mentoring for professional growth within teacher education. It identifies common dilemmas that novice mentors face in post-compulsory education, justifies the rationale for their interventions and mentoring strategies, and helps to identify ways in which mentors' professional development needs can be met. It demonstrates that mentoring is complex, non-linear and mediated by mentors’ motivation and values.

Community-led upgrading for self-reliance in informal settlements in South Africa: a review

Around the world, informal and low-income settlements (so-called “slums”) have been a major issue in city management and environmental sustainability in developing countries. Overall, African cities have an agenda for slum management and response. For example, the South African government introduced the Upgrade of Informal Settlements Program (UISP), as a comprehensive plan for upgrading slum settlements. Nevertheless, upgrading informal settlements from the bottom-up is key to inform broad protocols and strategies for sustainable communities and `adaptive cities´. Community-scale schemes can drive sustainability from the bottom-up and offer opportunities to share lessons learnt at the local level. Key success factors in their roll-out are: systems thinking; empowered local authorities that support decentralised solutions and multidisciplinary collaboration between the involved actors, including the affected local population. This research lies under the umbrella of sustainable bottom-up urban regeneration. As part of a larger project of collaboration between UK and SA research institutions, this paper presents an overview of in-situ participatory upgrade as an incremental strategy for upgrading informal settlements in the context of sustainable and resilient city. The motivation for this research is rooted in identifying the underpinning barriers and enabling drivers for up-scaling community-led, participatory upgrading approaches in informal settlements in the metropolitan area. This review paper seeks to provide some preliminary guidelines and recommendations for an integrated collaborative environmental and construction management framework to enhance community self-reliance. A theoretical approach based on the review of previous studies was combined with a pilot study conducted in Durban (South Africa) to investigate the feasibility of community-led upgrading processes.

Accessibility Instruments In Planning Practice: Bridging The Implementation Gap

Accessibility concepts are increasingly acknowledged as fundamental to understand cities and urban regions. Accordingly, accessibility instruments have been recognised as valuable support tools for land-use and transport planning. However, despite the relatively large number of instruments available in the literature, they are not widely used in planning practice. This paper aims to explore why accessibility instruments are not widely used in planning practice. To this end, we focus our research on perceived user-friendliness and usefulness of accessibility instruments. First, we surveyed some instrument developers, providing an overview of the characteristics of accessibility instruments available and on developers’ perceptions of their user-friendliness in planning practice. Second, we brought together developers and planning practitioners in some local workshops across Europe and Australia, where participants were asked to use insights provided by accessibility instruments for the development of planning strategies. We found that most practitioners are convinced of the usefulness of accessibility instruments in planning practice, as they generate new and relevant insights for planners. Findings suggest that not only user-friendliness problems but mainly organisational barriers and lack of institutionalisation of accessibility instruments, are the main causes of the implementation gap. Thus user-friendliness improvement may provide limited contributions to the successful implementation of accessibility concepts in planning practice. In fact, there seems to be more to gain from the active and continued engagement of instrument developers with planning practitioners and the institutionalisation of accessibility planning.