El empoderamiento del alumnado desde el modelo sMOOC

Los MOOC han traído consigo multitud de oportunidades que aportar a un panorama educativo que se encuentra a falta de nuevos estímulos para fomentar una educación de calidad. Los sMOOC en particular, favorecen un mayor protagonismo del alumnado, tanto en el modelo comunicativo que desarrollan como en el pedagógico. Las redes sociales contribuyen a esta labor desempeñando un papel prioritario en el proceso de aprendizaje, al conectar a todos los agentes que participan, y brindarles oportunidades que les posibiliten ser escuchados y transformar la capa social. El empoderamiento del alumnado es clave en este proceso de evolución educativa, y desde el Proyecto ECO se ha potenciado esta propuesta, ofreciendo la posibilidad de crear tu propio sMOOC, en los que se hace patente el empoderamiento ciudadano invirtiendo el aula donde el alumnado pasa a ser eteacher.

Estrategias para disminuir la violencia física entre escolares de educación general básica media

Estrategias para disminuir la violencia física entre escolares de Educación General Básica Media”, es un trabajo de recopilación y análisis de información bibliográfica, la investigación tiene como objetivo general visibilizar estrategias que posibilite disminuir la violencia entre escolares, para cumplir el objetivo se abordan temáticas como, la violencia en contextos educativos de lo cual se desprende el concepto de violencia, tipos de violencia, contextos de violencia, del mismo modo se analiza las políticas existentes para afrontar la violencia desde la Constitución de la República del Ecuador; Código de la Niñez y Adolescencia;la Ley Orgánica de Educación Intercultural y el Código de Convivencia Institucional, los cuales enfatizan que se garantiza una educación libre de violencia. También se presentan y analizan algunas estrategias para disminuir o contrarrestar la violencia física entre escolares a nivel de Educación General Básica Media. Con respecto a lo mencionado se brinda estrategias a los docentes para propiciar una educación libre de violencia física, la misma que busca mejorar el ambiente educativo fomentando el respeto y la paz.

Field ‘work’ vs ‘feel’ trip : approaches to out-of-class experiences in geography education

Fieldwork is viewed as integral to geography teaching and acclaimed benefits often include holistic, student-driven learning, where all the senses are engaged and the impacts are more than cognitive. While these benefits are often assumed, in this paper, I argue that geography fieldwork in schools is often teacher-led and focused on the intellectual task of knowledge acquisition and skill development. Based on a qualitative content analysis of examples of fieldwork in a state geography teachers’ journal, I assert that the affective and sensory dimensions, are often used to promote the benefits of fieldwork, but seldom explicitly addressed through fieldwork pedagogy and learning activities in school geography. I contend that this is a missed opportunity for a deeper, more embodied and critical engagement with, and response to, the places visited.

A constraints-led perspective to understanding skill acquisition and game play: A basis for integration of motor learning theory and physical education praxis?

Background: In order to design appropriate environments for performance and learning of movement skills, physical educators need a sound theoretical model of the learner and of processes of learning. In physical education, this type of modelling informs the organization of learning environments and effective and efficient use of practice time. An emerging theoretical framework in motor learning, relevant to physical education, advocates a constraints-led perspective for acquisition of movement skills and game play knowledge. This framework shows how physical educators could use task, performer and environmental constraints to channel acquisition of movement skills and decision making behaviours in learners. From this viewpoint, learners generate specific movement solutions to satisfy the unique combination of constraints imposed on them, a process which can be harnessed during physical education lessons. Purpose: In this paper the aim is to provide an overview of the motor learning approach emanating from the constraints-led perspective, and examine how it can substantiate a platform for a new pedagogical framework in physical education: nonlinear pedagogy. We aim to demonstrate that it is only through theoretically valid and objective empirical work of an applied nature that a conceptually sound nonlinear pedagogy model can continue to evolve and support research in physical education. We present some important implications for designing practices in games lessons, showing how a constraints-led perspective on motor learning could assist physical educators in understanding how to structure learning experiences for learners at different stages, with specific focus on understanding the design of games teaching programmes in physical education, using exemplars from Rugby Union and Cricket. Findings: Research evidence from recent studies examining movement models demonstrates that physical education teachers need a strong understanding of sport performance so that task constraints can be manipulated so that information-movement couplings are maintained in a learning environment that is representative of real performance situations. Physical educators should also understand that movement variability may not necessarily be detrimental to learning and could be an important phenomenon prior to the acquisition of a stable and functional movement pattern. We highlight how the nonlinear pedagogical approach is student-centred and empowers individuals to become active learners via a more hands-off approach to learning. Summary: A constraints-based perspective has the potential to provide physical educators with a framework for understanding how performer, task and environmental constraints shape each individual‟s physical education. Understanding the underlying neurobiological processes present in a constraints-led perspective to skill acquisition and game play can raise awareness of physical educators that teaching is a dynamic 'art' interwoven with the 'science' of motor learning theories.

Pre-service Physical Education teachers and concerns regarding their ability to successfully facilitate school-based physical activity promotion strategies

Regular physical activity (PA) in youth has numerous immediate and long-term health benefits. With several studies indicating low levels of youth PA globally, schools settings have become increasingly critical settings for youth health promotion strategies. The role of physical education (PE) teachers has long been considered central to the facilitation of such strategies. However, PE teachers have a selfreported lack of knowledge, skills, understanding, and competence to successfully implement these strategies. Tertiary education programs are fundamental to adequately preparing, and shaping the attitudes and philosophies of future PE teachers towards their involvement within these programs. The aim of this investigation was to explore the beliefs and perceptions of future secondary school PE teachers, regarding their potential roles in future school-based programs designed to promote student PA. Fifty-seven (21 males and 36 females) pre-service PE teachers completed a series of open-ended survey questions concerning their perceptions towards participating in school-based PA promotion programs both as preservice during practicum, and prospectively as practising teachers. Responses were analysed thematically. Participants responded both positively and enthusiastically to both questions. Concerns regarding time, and the intention or expectation to participate in such programs were also key themes for pre-service and practicing teacher participation respectively. Critically in this study, participants did not identify any limitations which may impact upon their ability to successfully promote youth PA in school settings. This may indicate that participants have misconceptions regarding their ability to fulfil this role, or conversely, the deficiency of current PE teachers regarding school-based PA promotion has been recognised by the tertiary institution, and addressed to adequately prepare its students. School-based PA promotion is an integral element of pre-service PE teacher education, and ongoing professional development of practicing PE teachers. This trend is expected to continue in the future, in order to address ongoing public health concerns.

An urban informatics approach to smart city learning in architecture and urban design education

This study aims to redefine spaces of learning to places of learning through the direct engagement of local communities as a way to examine and learn from real world issues in the city. This paper exemplifies Smart City Learning, where the key goal is to promote the generation and exchange of urban design ideas for the future development of South Bank, in Brisbane, Australia, informing the creation of new design policies responding to the needs of local citizens. Specific to this project was the implementation of urban informatics techniques and approaches to promote innovative engagement strategies. Architecture and Urban Design students were encouraged to review and appropriate real-time, ubiquitous technology, social media, and mobile devices that were used by urban residents to augment and mediate the physical and digital layers of urban infrastructures. Our study’s experience found that urban informatics provide an innovative opportunity to enrich students’ place of learning within the city.

Embedding EfS in teacher education : an introductory guide to using the systems change model

Welcome to this introductory guide on using a systems change model to embed Education for Sustainability (EfS) into teacher education. Pressing sustainability issues such as climate change, biodiversity loss and depletion of non-renewable resources pose new challenges for education. The importance of education in preparing future citizens to engage in sustainable living practices and help create a more sustainable world is widely acknowledged. As a result many universities around the world are beginning to recognize the need to integrate EfS into their teacher education programs. However, evidence indicates that there is little or no core EfS knowledge or pedagogy in pre-service teacher courses available to student teachers in a thorough and systematic fashion. Instead efforts are fragmented and individually or, at best, institutionally-based and lacking a systems approach to change, an approach that is seen as essential to achieving a sustainable society (Henderson & Tilbury, 2004). The result is new teachers are graduating without the necessary knowledge or skills to teach in ways that enable them to prepare their students to cope well with the new and emerging challenges their communities face. This guide has been prepared as part of a teaching and learning research project that applied a systems change approach to embedding the learning and teaching of sustainability into pre-service teacher education. The processes, outcomes and lessons learnt from this project are presented here as a guide for navigating pathways to systemic change in the journey of re-orienting teacher education towards sustainability. The guide also highlights how a systems change approach can be used to successfully enact change within a teacher education system. If you are curious about how to introduce and embed EfS into teacher education – or have tried other models and are looking for a more encompassing, transformative approach – this guide is designed to help you. The material presented in this guide is designed to be flexible and adaptive. However you choose to use the content, our aim is to help you and your students develop new perspectives, promote discussion and to engage with a system-wide approach to change.

Teaching in Higher Education : From Content-focused to Learning-focused Approaches to Teaching

The aim of this dissertation was to explore teaching in higher education from the teachers’ perspective. Two of the four studies analysed the effect of pedagogical training on approaches to teaching and on self-efficacy beliefs of teachers on teaching. Of these two studies, Study I analysed the effect of pedagogical training by applying a cross-sectional setting. The results showed that short training made teachers less student-centred and decreased their self-efficacy beliefs, as reported by the teachers themselves. However, more constant training enhanced the adoption of a student-centred approach to teaching and increased the self-efficacy beliefs of teachers as well. The teacher-focused approach to teaching was more resistant to change. Study II, on the other hand, applied a longitudinal setting. The results implied that among teachers who had not acquired more pedagogical training after Study II there were no changes in the student-focused approach scale between the measurements. However, teachers who had participated in further pedagogical training scored significantly higher on the scale measuring the student-focused approach to teaching. There were positive changes in the self-efficacy beliefs of teachers among teachers who had not participated in further training as well as among those who had. However, the analysis revealed that those teachers had the least teaching experience. Again, the teacher-focused approach was more resistant to change. Study III analysed approaches to teaching qualitatively by using a large and multidisciplinary sample in order to capture the variation in descriptions of teaching. Two broad categories of description were found: the learning-focused and the content-focused approach to teaching. The results implied that the purpose of teaching separates the two categories. In addition, the study aimed to identify different aspects of teaching in the higher-education context. Ten aspects of teaching were identified. While Study III explored teaching on a general level, Study IV analysed teaching on an individual level. The aim was to explore consonance and dissonance in the kinds of combinations of approaches to teaching university teachers adopt. The results showed that some teachers were clearly and systematically either learning- or content-focused. On the other hand, profiles of some teachers consisted of combinations of learning- and content-focused approaches or conceptions making their profiles dissonant. Three types of dissonance were identified. The four studies indicated that pedagogical training organised for university teachers is needed in order to enhance the development of their teaching. The results implied that the shift from content-focused or dissonant profiles towards consonant learning-focused profiles is a slow process and that teachers’ conceptions of teaching have to be addressed first in order to promote learning-focused teaching.

‘Making Older People Equal: Reforming the Law on Access to Education and Other Services’

Age-based discrimination in the supply of goods and services (including educational services) has only very recently been outlawed in the United Kingdom by the Equality Act 2010, the relevant sections of which have not yet been brought into force. This paper critically considers the Act and its implications, as well as the current proposal for an EU Directive on Goods and Services.The greatest immediate potential of the Equality Act lies in the general prohibition against age discrimination and the scope of the exceptions to it. The paper argues that exceptions permitting service providers to discriminate against older people (i.e. negative exceptions) should be very specifically set out in the reforming legislation.There should be no general defence to a claim of age discrimination based around the concept of ‘reasonableness’, which would not be consistently interpreted by courts and tribunals in a way that steers clear of traditional ageist assumptions and stereotyping.The paper argues that service providers should be permitted to discriminate in favour of older people (i.e. make positive exceptions) if the reason for doing do so satisfi es legislative criteria which are designed, amongst other things, to meet the particular needs of older persons or to promote social inclusion. Under this proposal, preferential treatment such as age-related concessionary fees for adult education courses and programmes would be lawful.

Novice teachers' perceptions of the extent to which the Brock University teacher education program focused on methods of promoting responsibility in students

The purpose of this study was to determine novice t~ache~s' perceptions of th~ extent to which the Brock University teacher education program focused on strategies for promoting responsibility in students. Individual interviews were conducted with ten randomly selected teachers who were graduates of this teacher education program between the years of 1989 and 1992, and a follow-up group discussion activity, with the same teachers, was also held. Findings revealed that the topic of personal responsibility was discussed within various components of the program, including counselling group sessions, but that these discussions were often brief, indirect and inconsistent. Some of the strategies which the teachers used in their own classrooms to promote responsibility in students were ones which they had acquired from those counselling group °sessions or from associate teachers. Various strategies included: setting ~lear expectations of students with positive and negative consequences for behaviour (e.g., material rewards and detentions, respectively), cemmunic?ting'with other teachers an~ parents, and -. suspending students from school. A teacher's choice of any particular strategy seemed to be affected by his or her personality, teaching sUbject and region of employment, as well as certain aspects of the teacher education program. It was concluded that many of the teachers appeared to be controlling rude and vio~ent- behaviour, as opposed to promoting responsible behaviour. Recommendations were made for the pre-service program, as well as induction and inservice programs, to increase teacher preparedness for promoting responsible student behaviour. One of these recommendations addressed the need to help teachers learn how to effectively communicate with their students.

Implementation and role of device management Solutions to the end users

This research is based on consumer complaints with respect to recently purchased consumer electronics. This research document will investigate the instances of development and device management as a tool used to aid consumer and manage consumer’s mobile products in order to resolve issues in or before the consumers is aware one exists. The problem at the present time is that mobile devices are becoming very advanced pieces of technology, and not all manufacturers and network providers have kept up the support element of End users. As such, the subject of the research is to investigate how device management could possibly be used as a method to promote research and development of mobile devices, and provide a better experience for the consumer. The wireless world is becoming increasingly complex as revenue opportunities are driven by new and innovative data services. We can no longer expect the customer to have the knowledge or ability to configure their own device. Device Management platforms can address the challenges of device configuration and support through new enabling technologies. Leveraging these technologies will allow a network operator to reduce the cost of subscriber ownership, drive increased ARPU (Average Revenue per User) by removing barriers to adoption, reduce churn by improving the customer experience and increase customer loyalty. DM technologies provide a flexible and powerful management method but are managing the same device features that have historically been configured manually through call centers or by the end user making changes directly on the device. For this reason DM technologies must be treated as part of a wider support solution. The traditional requirement for discovery, fault finding, troubleshooting and diagnosis are still as relevant with DM as they are in the current human support environment yet the current generation of solutions do little to address this problem. In the deployment of an effective Device Management solution the network operator must consider the integration of the DM platform, interfacing with many areas of the business, supported by knowledge of the relationship between devices, applications, solutions and services maintained on an ongoing basis. Complementing the DM solution with published device information, setup guides, training material and web based tools will ensure the quality of the customer experience, ensuring that problems are completely resolved, driving data usage by focusing customer education on the use of the wireless service In this way device management becomes a tool used both internally within the network or device vendor and by the customer themselves, with each user empowered to effectively manage the device without any prior knowledge or experience, confident that changes they apply will be relevant, accurate, stable and compatible. The value offered by an effective DM solution with an expert knowledge service will become a significant differentiator for the network operator in an ever competitive wireless market. This research document is intended to highlight some of the issues the industry faces as device management technologies become more prevalent, and offers some potential solutions to simplify the increasingly complex task of managing devices on the network, where device management can be used as a tool to aid customer relations and manage customer’s mobile products in order to resolve issues before the user is aware one exists. The research is broken down into the following, Customer Relationship Management, Device management, the role of knowledge with the DM, Companies that have successfully implemented device management, and the future of device management and CRM. And it also consists of questionnaires aimed at technical support agents and mobile device users. Interview was carried out with CRM managers within support centre to further the evidence gathered. To conclude, the document is to consider the advantages and disadvantages of device management and attempt to determine the influence it will have over customer support centre, and what methods could be used to implement it.

Progressive discourse in mathematics classes - the task of the teacher

This paper uses data from two mathematics lessons to explore the nature of progressive discourse and examine critical features of teacher actions that contribute to mathematics classrooms functioning as communities of inquiry. Features found to promote progressive discourse include a focus on the conceptual elements of the curriculum and the use of complex, challenging tasks that problematised the curriculum; the orchestration of student reporting to allow all students to contribute to progress towards the community's solution to the problem; and a focus on seeking, recognizing, and drawing attention to mathematical reasoning and justification, and using this as a basis for learning.

Prominent messages in education and applied linguistic abstracts : how do authors appeal to their prospective readers?

This study investigates the rhetorical structure of abstracts of papers published in Applied Linguistics and Education. It examines how abstract authors in these two fields emphasise the significance of their research, and how they appeal to their prospective readership. Although abstracts in both disciplinary groups are found to display a coordinate textual development they exhibit a utilization of different relational schemata to indicate the functional prominence of textual propositions. In particular, different relational patterns are seen to be employed to fulfil the two primary objectives of an abstract: to provide a synopsis of the accompanying article, and to promote it to relevant research and professional communities. The way authors demonstrate the value of their research and their professional credibility appears to be conditioned by disciplinary writing conventions. It is proposed that relational choices, which result in differences in the accentuation of communicative messages in Applied Linguistics and Education abstracts, depend on the perceived relationship between the author and the discourse community in terms of expectations of prior knowledge.

Information skills and the distance education student : an exploratory study into the approaches of Southern Cross University distance educators to the information needs of external students

This study unites the concepts of self-directed learning and information literacy in the external higher education environment. It asserts that many attempts by librarians at building better working relationships with distance educators have failed because the approaches of distance educators to the information needs of students are not adequately addressed. This exploratory and qualitatively based study examines the approaches of ten distance educators at Southern Cross University (SCU) to the information needs of their external students. It then makes recommendations based on these interviews which aim to improve relationships and co-operation between libraries and distance educators and to promote self-directed learning approaches by external students.

The task of designing tasks for teacher education and development

Posing, adapting, and creating worthwhile tasks that support student learning are significant pedagogical practices of teachers. However in mathematics education, task design and curriculum development are not often the responsibility of practicing teachers. Textbooks can become the main source of mathematics problems and teachers often follow the text and its sequence of problems. Although mathematics teachers can benefit from access to research-based curriculum resources, limited opportunities to adapt and design tasks can make it challenging to meet the diverse needs and interests of their students. More opportunities for learning to create problems are needed for both practicing and beginning mathematics teachers. What then is involved in learning to pose, adapt and create worthwhile mathematics tasks? More specifically, how can teacher educators design tasks that support teacher candidates in learning to create mathematical tasks? As teacher educators we have, over the past few years, used our own courses as sites in Australia and Canada for investigating various contexts to support preservice teachers in their learning to adapt and create mathematical tasks. Our research includes both large scale and small qualitative studies to explore the perspectives of teacher candidates on learning to create and pose mathematical problems, the kinds of problems they pose, and the opportunities and challenges this offers us as teacher educators. Our work is inspired by Variation Theory that focuses on learning as the act of awareness and discernment of variation. We are exploring both how variation theory can be useful for preservice teachers in their designing, posing and adapting of mathematical tasks and for teacher educators in their design of such pedagogical tasks. The results of our work support the argument that tasks to design, adapt and pose mathematical problems enhance their pedagogical understanding and should be a feature of teacher education courses. This is a new area for research and practice; further exploration of the suitability of particular tasks in elementary mathematics teacher education is recommended.