143 resultados para Affinely Connected Spaces
Resumo:
This thesis highlights the failure of mainstream education to meet the diverse needs of some adolescent students. The interwoveness of identity, engagement and learning are significant, as it discusses the underlying assumptions that operate in many educational institutions, and that serve only a portion of adolescent populations.
Resumo:
This paper focuses on effective learning spaces in contemporary higher education. Drawing on empirical data from a qualitative study of international students’ experience of blended learning programs conducted in three computing courses in two Australian universities, a range of issues and challenges are reported. Three pedagogical principles are then presented that respond to these challenges: 1. Enabling learners – learning how to learn in virtual learning spaces; 2. Programming for flexible learning – learning how to manage virtual learning environments; and, 3. Transforming learning – learning how to capitalise on the affordances of new technologies. The pedagogical principles are presented together with examples of types of practices that they support.
Resumo:
We propose a framework for visual and haptic collaboration in 3D shared virtual spaces. Virtual objects can de declared as shared objects which visual and physical properties are rendered synchronously on each client computer. We introduce virtual tools which are shared objects associated with interactive and haptic devices. We implement the proposed ideas as new pilot versions of BS Collaborate server and BS Contact VRML/X3D viewer. In our collaborative framework, two pipelines-visual and haptic-complement each other to provide a simple and efficient solution to problem requiring collaboration in shared virtual spaces on the Web. We discuss two implementation frameworks based on the strong and thin server concepts.
Resumo:
We propose a framework for visual and haptic collaboration in X3D/VRML shared virtual spaces. In this collaborative framework, two pipelines— visual and haptic—complement each other to provide a simple and efficient solution to problem requiring collaboration in shared virtual spaces on the web. We consider shared objects defined as virtual object with their visual and physical properties rendered synchronously on each client computer. We introduce virtual tools which are shared objects associated with interactive and haptic devices. We implemented the proposed ideas as a server-client framework with a dedicated viewer. We discuss two implementation frameworks based on the strong and thin server concepts.
Resumo:
Australian and Victorian Government policies encourage settlement in regional areas for international migrants, refugees and internal migrants. Migrants to regional areas are diverse in terms of their area or country of origin, skills and occupation, family status and other demographic characteristics. The regional cities to which they migrate are also varied in terms of their community resources, social and cultural capital. The objective shared by all of these cities is for migrants to engage successfully with their new communities. Just how this occurs is the subject of debate and a lack of clarity. This therefore calls for a sound, theoretically informed understanding of how employers and community groups (formal and informal) can effectively assist migrants to make social connections in regional cities, and practical strategies which respond to these insights. The well-established social determinants of health tell us that the more socially included, connected and stable workforce and their families are, the better will be their physical and mental health and wellbeing.
People in Australia generally move to live near family and friends; for better access to work or work opportunities; or to live in an attractive neighbourhood. Policies and programs intended to assist with settlement tend to be short term and project based. Good practice in assisting migrants make social connections however is long term and embedded into the community. Workplaces and community groups that are already established, and groups that migrants or others tend to form naturally, are good examples of such best practice. Workplaces, local government, institutions such as schools, community spaces and other organisations can also assist in the settling in process and can complement formal and informal community groups, once a sound evidence base is established.
This is the second paper to emerge from a research project running over 2011-2012 at the Alfred Deakin Research Institute (ADRI), Deakin University in Geelong. The first Working Paper (No. 32) (Jackson et al., 2012) located the research theoretically. This second Working Paper will report on the research itself, its methods and outcomes as well as policy implications. The first section of this paper will briefly outline the project before considering those who have migrated to Geelong in the past two to five years: to investigate why they moved to Geelong; how they made connections and with whom; and, what was the value of those connections (Section 2). The third section of the paper examines how employers, non-government organisations (NGOs) and other facilitators effectively assist migrants to make social connections. The fourth and fifth sections look at the barriers to making connections but also those things – organisation and policies - that facilitated settling in. Section six summarises the findings and makes a series of policy recommendations for individuals, organisations and government on how to better the prospects for migrant in regional centres.
Resumo:
In this article, the author interrogates students’ stories about the spaces and places in a tertiary Outdoor and Environmental Education course that support and shape their environmental ethics. Drawing on a longitudinal qualitative study, she explore the ways in which particular sites of learning (outdoor, practical learning) are privileged and how particular stories of outdoor spaces get reproduced. The author employs the work of poststructuralist geography scholar Doreen Massey in her analysis to highlight the intersections between space, relations of power and identity. This analysis also underscores the simultaneity of multiple and conflicting stories around Outdoor Education’s outdoor (practical) and indoor (theoretical) learning spaces. The article concludes by drawing on Elizabeth Ellsworth’s work on anomalous places of learning to explore some of the spaces in-between the indoor/outdoor binary as a way of interrupting and re-imagining places and spaces of learning in Outdoor Education.
