Deschooling society? A lifelong learning network for sustainable communities, urban regeneration and environmental technologies

The complexity and multifaceted nature of sustainable lifelong learning can be effectively addressed by a broad network of providers working co-operatively and collaboratively. Such a network involving the third, public and private sector bodies must realise the full potential of accredited flexible and blended formal learning, contextual opportunities offered by enablers of informal and non formal learning and the affordances derived from the various loose and open spaces that can make social learning effective. Such a conception informs the new Lifelong Learning Network Consortium on Sustainable Communities, Urban Regeneration and Environmental Technologies established and led by the Lifelong Learning Centre at Aston University. This paper offers a radical, reflective and political evaluation of its first year in development arguing that networked learning of this type could prefigure a new model for lifelong learning and sustainable education that renders the city itself a creative medium for transformative learning and sustainability.

Supplementing the virtual learning environment for information systems graduate education

DUE TO COPYRIGHT RESTRICTIONS ONLY AVAILABLE FOR CONSULTATION AT ASTON UNIVERSITY LIBRARY AND INFORMATION SERVICES WITH PRIOR ARRANGEMENT

Mind the gap! An exploration of the role of lifelong learning in promoting co-production and citizenship within social care for older people

Contemporary themes in public policy have emphasised co-productive approaches within both the access and provision of support services to older people. This paper provides a cross disciplinary exploration from its respective authors perspectives on social work and educational gerontology to examine the potential for lifelong learning and learning interventions from which co-production with those using social care services in later life might be better facilitated. Using an example from the UK, we specifically elicit how co-produced care can enhance the horizon of learning and learning research. The synthesis of ideas across these two disciplines could enrich understanding and provide essential levers for moving towards empowerment and emancipation by engaging with a more co-productive approach in social care for older people. (DIPF/Orig.)

Gross and Microscopic Morphological Anatomical Study of the Guinea Pig (Cavia porcellus) and the Capybara (Hydrochoerus hydrochaeris), Aimed at the Preparation of a Comparative Anatomical Atlas of the Different Systems

In recent years, there has been an exponential increase in the so-called “new pets”, including the domestic guinea pig (Cavia porcellus) and the capybara (Hydrochoerus hydrochaeris), two closely related Caviid rodents native to South America. Both historically bred for food purposes, they have more recently become increasingly popular as pets in the European and American continents, respectively. This led to an increasing veterinary interest in deepening the knowledge regarding their normal anatomy, as a basic contribution to other fields of veterinary medicine, including diagnostic imaging, surgery, and pathological anatomy. Being part of a bilateral framework co-tutelage agreement leading to a joint Doctoral Degree between the Alma Mater Studiorum of Bologna, Italy and the Universidad Nacional del Litoral of Santa Fe, Argentina, this research project was partly carried out in Italy (study of guinea pigs) and partly in Argentina (study of capybaras). It consisted in the macroscopic study, through anatomical dissections of carcasses of both species as well as the use of anatomical casts, and in the histological study of the various systems in the two species, and was aimed at creating a gross and microscopic comparative anatomical atlas. From the gross and microscopic morphological and morphometrical anatomical study of the different system of the guinea pig and capybara, several analogies and differences emerged. The creation of a comparative anatomical atlas of gross and microscopic anatomy of the capybara and the guinea pig might prove useful for clinical, zootechnical and research purposes.

Adult education policy in the European Union during the Lisbon decade : the shift to vocational adult learning and work skills matching

This doctoral dissertation investigates the adult education policy of the European Union (EU) in the framework of the Lisbon agenda 2000–2010, with a particular focus on the changes of policy orientation that occurred during this reference decade. The year 2006 can be considered, in fact, a turning point for the EU policy-making in the adult learning sector: a radical shift from a wide--ranging and comprehensive conception of educating adults towards a vocationally oriented understanding of this field and policy area has been observed, in particular in the second half of the so--called ‘Lisbon decade’. In this light, one of the principal objectives of the mainstream policy set by the Lisbon Strategy, that of fostering all forms of participation of adults in lifelong learning paths, appears to have muted its political background and vision in a very short period of time, reflecting an underlying polarisation and progressive transformation of European policy orientations. Hence, by means of content analysis and process tracing, it is shown that the new target of the EU adult education policy, in this framework, has shifted from citizens to workers, and the competence development model, borrowed from the corporate sector, has been established as the reference for the new policy road maps. This study draws on the theory of governance architectures and applies a post-ontological perspective to discuss whether the above trends are intrinsically due to the nature of the Lisbon Strategy, which encompasses education policies, and to what extent supranational actors and phenomena such as globalisation influence the European governance and decision--making. Moreover, it is shown that the way in which the EU is shaping the upgrading of skills and competences of adult learners is modeled around the needs of the ‘knowledge economy’, thus according a great deal of importance to the ‘new skills for new jobs’ and perhaps not enough to life skills in its broader sense which include, for example, social and civic competences: these are actually often promoted but rarely implemented in depth in the EU policy documents. In this framework, it is conveyed how different EU policy areas are intertwined and interrelated with global phenomena, and it is emphasised how far the building of the EU education systems should play a crucial role in the formation of critical thinking, civic competences and skills for a sustainable democratic citizenship, from which a truly cohesive and inclusive society fundamentally depend, and a model of environmental and cosmopolitan adult education is proposed in order to address the challenges of the new millennium. In conclusion, an appraisal of the EU’s public policy, along with some personal thoughts on how progress might be pursued and actualised, is outlined.

Creativity in Collaborative Learning across the Life Span

Peer-reviewed

The cultural dimension in focus : promoting awareness of diversity and respect for difference in a Finland-Swedish EFL classroom

This study addresses the role of EFL education, its potential and shortcomings, and the challenges the future of EFL education will bring. It is argued that new societal demands and the limited time we have at our disposal in the classroom make it necessary to rethink goals and content and move away from the transmissionof limited sets of facts and information to helping students develop awareness and competences that can be applied in many different situations, also in a perspective of lifelong learning. The overall aim of the current study is to problematize and increase understanding of the implementation of cultural aspects in the language classroom by addressing the interrelated what, why and how of the cultural dimension within EFL education. This has been conducted by means of theoretical explorations into the area, alongside an attempt at promoting intercultural competence (IC) in a more systematic and insightful manner within my own educational praxis. The focus of the intercultural work in the classroom was on the promotion of awareness of difference and diversity, as well as respect for such difference through the ability to decenter from cultural norms and behavior that previously have been taken for granted. These are two elements that have been suggested as fundamental for other work with IC in the classroom and for the realization of important aspects of the underlying values of basic education. In the context of this study, IC comprises several interconnected components supportingeach other in a variety of ways, with the further aim being interaction with and respect for difference in general, not only concerning e.g. representatives ofcertain English-speaking communities. The methodology was informed by action research, with myself in the role of the teacher-researcher or the reflective practitioner. For the purpose of the project I was authorized to take on the EFL education for the three years of upper comprehensive school of one random class of students originally assigned to one of the language teachers of the selected Finland-Swedish school. Thus, the class of 17 students was not specifically chosen for the project, and the aims and contents chosen for the development project were placed within the framework of the ordinary curriculum. By exploring the students¿ insights concerning different English-speaking cultural groups, mainly through a set of questionnaires, it was possible to outline the work with the cultural dimension in the classroom for the following three years. Work progress was evaluated at specific stages, and the final project evaluations were conducted through individual student interviews in grade 9. The interviews were focused on possible development of students¿ insights concerning different aspects of the cultural dimension. In particular this concerned awareness of difference and diversity, including modification of stereotypes, as well as the ability to decenterin order to be better able to respect such difference. I also explored students¿ awareness and views of the activities and approaches used in class, as well asaffordances both inside and outside the EFL classroom in relation to these intended insights. A further focus area was the perceived relevance to students of different aspects of the cultural dimension. The frameworks and approaches adopted for the work in the classroom all have in common that they are based on a constructivist framework, where knowledge is constructed and reconstructed through interaction with one¿s social and cultural environment, including interaction with others. Reflective processes precede or are simultaneous with the learning of basic factual knowledge. This entails a view of learning as a progression from simple to more complex models rather than as a progression from facts to understanding and analysis. Here, the development of intercultural competence is seen asa cyclical process, or along a spiral curriculum, from simple to more complex levels through a combination of cognitive, affective and behavioral elements within a framework of experiential learning. This project has shown one possible wayforward concerning the development of intercultural competence within EFL education through a more systematic and comprehensive approach regarding linguistic and cultural aspects. The evaluation of the educational process explored in the study suggests the possibilities for work with the promotion of awareness of difference and diversity concerning some specific context that, based on students¿ prior knowledge and preconceptions, would benefit from further work. In this case, the specific context primarily concerned different aspects of both cultural and linguistic conditions in the UK. It is also suggested that many students developed the ability to decenter, described in the study as integral to being able to respect otherness. What still remains to be explored are more individualized approaches considering students¿ different levels of departure. Further work alsoneeds to be put into how to apply insights gained in these specific situations to more general contexts. It is also necessary to explore the use of the suggested approaches in a wider range of different contexts.

Capturing Emergent Semantics from Social Annotation Systems

The ongoing growth of the World Wide Web, catalyzed by the increasing possibility of ubiquitous access via a variety of devices, continues to strengthen its role as our prevalent information and commmunication medium. However, although tools like search engines facilitate retrieval, the task of finally making sense of Web content is still often left to human interpretation. The vision of supporting both humans and machines in such knowledge-based activities led to the development of different systems which allow to structure Web resources by metadata annotations. Interestingly, two major approaches which gained a considerable amount of attention are addressing the problem from nearly opposite directions: On the one hand, the idea of the Semantic Web suggests to formalize the knowledge within a particular domain by means of the "top-down" approach of defining ontologies. On the other hand, Social Annotation Systems as part of the so-called Web 2.0 movement implement a "bottom-up" style of categorization using arbitrary keywords. Experience as well as research in the characteristics of both systems has shown that their strengths and weaknesses seem to be inverse: While Social Annotation suffers from problems like, e. g., ambiguity or lack or precision, ontologies were especially designed to eliminate those. On the contrary, the latter suffer from a knowledge acquisition bottleneck, which is successfully overcome by the large user populations of Social Annotation Systems. Instead of being regarded as competing paradigms, the obvious potential synergies from a combination of both motivated approaches to "bridge the gap" between them. These were fostered by the evidence of emergent semantics, i. e., the self-organized evolution of implicit conceptual structures, within Social Annotation data. While several techniques to exploit the emergent patterns were proposed, a systematic analysis - especially regarding paradigms from the field of ontology learning - is still largely missing. This also includes a deeper understanding of the circumstances which affect the evolution processes. This work aims to address this gap by providing an in-depth study of methods and influencing factors to capture emergent semantics from Social Annotation Systems. We focus hereby on the acquisition of lexical semantics from the underlying networks of keywords, users and resources. Structured along different ontology learning tasks, we use a methodology of semantic grounding to characterize and evaluate the semantic relations captured by different methods. In all cases, our studies are based on datasets from several Social Annotation Systems. Specifically, we first analyze semantic relatedness among keywords, and identify measures which detect different notions of relatedness. These constitute the input of concept learning algorithms, which focus then on the discovery of synonymous and ambiguous keywords. Hereby, we assess the usefulness of various clustering techniques. As a prerequisite to induce hierarchical relationships, our next step is to study measures which quantify the level of generality of a particular keyword. We find that comparatively simple measures can approximate the generality information encoded in reference taxonomies. These insights are used to inform the final task, namely the creation of concept hierarchies. For this purpose, generality-based algorithms exhibit advantages compared to clustering approaches. In order to complement the identification of suitable methods to capture semantic structures, we analyze as a next step several factors which influence their emergence. Empirical evidence is provided that the amount of available data plays a crucial role for determining keyword meanings. From a different perspective, we examine pragmatic aspects by considering different annotation patterns among users. Based on a broad distinction between "categorizers" and "describers", we find that the latter produce more accurate results. This suggests a causal link between pragmatic and semantic aspects of keyword annotation. As a special kind of usage pattern, we then have a look at system abuse and spam. While observing a mixed picture, we suggest that an individual decision should be taken instead of disregarding spammers as a matter of principle. Finally, we discuss a set of applications which operationalize the results of our studies for enhancing both Social Annotation and semantic systems. These comprise on the one hand tools which foster the emergence of semantics, and on the one hand applications which exploit the socially induced relations to improve, e. g., searching, browsing, or user profiling facilities. In summary, the contributions of this work highlight viable methods and crucial aspects for designing enhanced knowledge-based services of a Social Semantic Web.

Teaching College Writing in a High School Setting: The Impact of Concurrent Enrollment on Teacher Learning and Practice

Thesis (Ph.D.)--University of Washington, 2016-06

Defining programming problems as learning objects

Standards for learning objects focus primarily on content presentation. They were already extended to support automatic evaluation but it is limited to exercises with a predefined set of answers. The existing standards lack the metadata required by specialized evaluators to handle types of exercises with an indefinite set of solutions. To address this issue we extended existing learning object standards to the particular requirements of a specialized domain. We present a definition of programming problems as learning objects that is compatible both with Learning Management Systems and with systems performing automatic evaluation of programs. The proposed definition includes metadata that cannot be conveniently represented using existing standards, such as: the type of automatic evaluation; the requirements of the valuation engine; and the roles of different assets - tests cases, program solutions, etc. We present also the EduJudge project and its main services as a case study on the use of the proposed definition of programming problems as learning objects.

Dialogic learning and interactive groups: an IMS LD template integrated in runtime systems

Dialogic learning and interactive groups have proved to be a useful methodological approach appliedin educational situations for lifelong adult learners. The principles of this approach stress theimportance of dialogue and equal participation also when designing the training activities. This paperadopts these principles as the basis for a configurable template that can be integrated in runtimesystems. The template is formulated as a meta-UoL which can be interpreted by IMS Learning Designplayers. This template serves as a guide to flexibly select and edit the activities at runtime (on the fly).The meta-UoL has been used successfully by a practitioner so as to create a real-life example, withpositive and encouraging results