This presentation material was developed for the live session at the Learning Ideas Conference 2021.
Cite This Item:
Cheong, S. M.-C., & Lang, A. (2021, June). Digital Autobiographical Reflexivity: A Collaborative and Social Learning Design Strategy in UK higher education [paper presentation]. Live session in the Learning Ideas Conference 2021, Columbia University (Online session), New York, United States of America.
The Scholarship of Teaching and Learning - A social justice perspectiveBrenda Leibowitz
This document discusses the need for a social justice perspective in the Scholarship of Teaching and Learning (SOTL) in South African higher education. It notes challenges such as low throughput rates, underfunding compared to global North universities, and curriculum remaining derivative of colonial influences. A SOTL for social justice pays attention to issues of access, recognition of diverse knowledges, participation, and producing graduates who can contribute to just societies. Guiding philosophies discussed include capabilities approach, indigenous knowledge systems, and cognitive justice. The intended outcomes of applying SOTL for social justice include curriculum restructuring projects, capacity building workshops, and a concept document for the university.
The document summarizes key concepts from Lecture 7 including discussions of functionalist and conflict theories on the role of education. It also covers the history of communication technologies from oral cultures to the modern digital age. Theories of media include the hypodermic model, interpretive model, functionalism, pluralism, and conflict theory. Debates discussed media representations, ownership, and the capacity of media to shape public opinions and their relationship with sources of power.
The Humanities: Public, Open, Applied & EngagedSteven Lubar
The document discusses ways to make humanities work more publicly engaged and useful. It explores concepts like applied humanities, translational humanities, open humanities, digital humanities, and public humanities. These approaches aim to connect humanities research to topics of public interest and make it more accessible outside of academia. The document also provides six suggestions for public engagement, which include practices like shared authority with the public, public scholarship, collaboration with community organizations and artists, using digital tools, and teaching practical skills.
This document provides an overview of key concepts in sociology including:
- A society is a group of people who share common characteristics like language and values within a defined territory. Societies are made up of social institutions like family, government, and schools that create rules for social order.
- Early cities formed around 3500 BCE in river valleys and were centers for culture, science, and trade. Industrialization in the 18th century drove urbanization as people moved to cities for work.
- Major sociological theories for understanding society include functionalism, conflict theory, and postmodernism. Functionalism views society's institutions as fulfilling essential functions, while conflict theory sees social groups as competing for resources.
Understanding the role of Social Media in Contemporary Society by Chris Hine - a presentation from the BSA Teaching Group Regional Conference at the University of Surrey on 31 May 2014.
This document discusses efforts to decolonize and diversify university curricula. It notes that currently curricula are often dominated by knowledge produced by upper-class European men. Student movements are calling for curricula that are less "white" and address non-Western perspectives and experiences with racism. The document advocates for incorporating works by Black theorists and embracing Black feminist epistemologies to dismantle Eurocentric approaches and better reflect intersectional lived experiences. A decolonized curriculum would disrupt the dominance of Western knowledge and instead value knowledge from a variety of cultural perspectives.
This is the presentation that Elmarie Costandius gave at the SOTL@UJ: Towards a socially just pedagogy seminar series on the Graphic arts and social justice
The Scholarship of Teaching and Learning - A social justice perspectiveBrenda Leibowitz
This document discusses the need for a social justice perspective in the Scholarship of Teaching and Learning (SOTL) in South African higher education. It notes challenges such as low throughput rates, underfunding compared to global North universities, and curriculum remaining derivative of colonial influences. A SOTL for social justice pays attention to issues of access, recognition of diverse knowledges, participation, and producing graduates who can contribute to just societies. Guiding philosophies discussed include capabilities approach, indigenous knowledge systems, and cognitive justice. The intended outcomes of applying SOTL for social justice include curriculum restructuring projects, capacity building workshops, and a concept document for the university.
The document summarizes key concepts from Lecture 7 including discussions of functionalist and conflict theories on the role of education. It also covers the history of communication technologies from oral cultures to the modern digital age. Theories of media include the hypodermic model, interpretive model, functionalism, pluralism, and conflict theory. Debates discussed media representations, ownership, and the capacity of media to shape public opinions and their relationship with sources of power.
The Humanities: Public, Open, Applied & EngagedSteven Lubar
The document discusses ways to make humanities work more publicly engaged and useful. It explores concepts like applied humanities, translational humanities, open humanities, digital humanities, and public humanities. These approaches aim to connect humanities research to topics of public interest and make it more accessible outside of academia. The document also provides six suggestions for public engagement, which include practices like shared authority with the public, public scholarship, collaboration with community organizations and artists, using digital tools, and teaching practical skills.
This document provides an overview of key concepts in sociology including:
- A society is a group of people who share common characteristics like language and values within a defined territory. Societies are made up of social institutions like family, government, and schools that create rules for social order.
- Early cities formed around 3500 BCE in river valleys and were centers for culture, science, and trade. Industrialization in the 18th century drove urbanization as people moved to cities for work.
- Major sociological theories for understanding society include functionalism, conflict theory, and postmodernism. Functionalism views society's institutions as fulfilling essential functions, while conflict theory sees social groups as competing for resources.
Understanding the role of Social Media in Contemporary Society by Chris Hine - a presentation from the BSA Teaching Group Regional Conference at the University of Surrey on 31 May 2014.
This document discusses efforts to decolonize and diversify university curricula. It notes that currently curricula are often dominated by knowledge produced by upper-class European men. Student movements are calling for curricula that are less "white" and address non-Western perspectives and experiences with racism. The document advocates for incorporating works by Black theorists and embracing Black feminist epistemologies to dismantle Eurocentric approaches and better reflect intersectional lived experiences. A decolonized curriculum would disrupt the dominance of Western knowledge and instead value knowledge from a variety of cultural perspectives.
This is the presentation that Elmarie Costandius gave at the SOTL@UJ: Towards a socially just pedagogy seminar series on the Graphic arts and social justice
Socially Just Pedagogies through the lens of 'new pedagogy studies' and in th...Brenda Leibowitz
This document discusses how affect theory can inform theories of socially just pedagogy. It outlines three tenets of new pedagogy studies: 1) relationships are central to pedagogy, 2) culture and power relations shape pedagogy, and 3) pedagogy occurs in public spaces. The "affective turn" acknowledges that affects and emotions are shaped by power and politics. Incorporating affect theory into socially just pedagogies raises questions about the relationship between private and public spheres, and pedagogy's transformative potential regarding embodied and cultural norms. All pedagogies essentially structure emotions and are implicated in how knowledge transforms people within social contexts.
This document discusses concepts related to globalization and its impact on education. It provides definitions of globalization as involving transformations in social relations and transactions across regions through increased flows and networks. Globalization is evident through advances in communication/transportation, increased economic interdependence, and the growth of global culture alongside local cultures. The document also summarizes the economic, political, and socio-cultural impacts of globalization on education, such as increased corporatization and the threat to national education systems' autonomy. It introduces theories like structural functionalism and discusses trends in education for the 21st century, including peace/human rights education, multicultural education, and the four pillars of learning.
1 dec 2015 so tl@uj mini conference presentation-critical response to the pap...Brenda Leibowitz
This document outlines 10 lessons learned from papers on social justice pedagogies and poses 3 unanswered questions for future work. The lessons indicate that there are no exemplar models of social justice pedagogies, they cannot make education completely safe, and involve vulnerability and difficult knowledge. They are also sites of politics that interrupt social injustices and psychologization of students while creating spaces of progress. The unanswered questions ask how explorations of curriculum and pedagogy can become sites of ethical and political transformation, how social justice pedagogies can resignify responsibilities, and how biopolitics emerge in constructing students' identities.
This document discusses using arts and media to promote conflict transformation and cultural pluralism in Sri Lanka. It outlines how theater, film, literature and other forms can be used in two stages: the production process to transform participants, and then distribution to facilitate deep dialogue. Some examples provided include bilingual drama groups, documentaries on minorities, and an adaptation of Antigone at a university to address themes like human rights violations during the conflict. The project achieved recognition for promoting critical dialogue and evaluations found it helped blur divisions and create open discussion among students. Challenges remain in sustaining platforms for dialogue and integrating arts-based approaches into broader social movements.
Three recommendations from postmodernist thinking in curriculumTugba Boz
This document discusses three recommendations for curriculum based on postmodernist thinking. [1] Curriculums should include multicultural perspectives that respect diverse cultures, lifestyles, and identities. [2] They should include both global/national and local issues to avoid disadvantaging certain social groups. [3] Knowledge should be presented as emergent and relative rather than fixed to encourage critical thinking in students.
Social, cultural, and political changeMaryjoydailo
Social change is the transformation of culture and social institutions over time. It happens constantly and can be both intentional and unplanned. Social change is caused by factors like culture, conflict, ideas, and demographic shifts. Modernity refers to social patterns resulting from industrialization like increasing division of labor. Theories of modernization differ, with Marx seeing it as the triumph of capitalism and Weber focusing on rationalization and bureaucracy. New challenges to social change include issues like climate change, migration, and responding through citizenship, media, and social movements.
Assessing the Impact of Hate: Findings from a Large-Scale Hate Crime Victimisation Survey by John Garland - a presentation from the BSA Teaching Group Regional Conference at the University of Surrey on 31 May 2014.
UCT lunch time seminar: Adapting digital storytelling to Higher EducationDaniela Gachago
This document discusses adapting digital storytelling for higher education. It provides examples of digital storytelling models used at the Cape Peninsula University of Technology, including workshops for staff and student projects integrated into coursework. Benefits discussed include engaging students, developing digital literacies, and linking academic content to personal experiences. Challenges include managing large groups, integrating stories into curriculum, and limited access to technology. Student feedback indicates stories helped learning and connection. Overall, digital storytelling shows potential as a flexible, authentic pedagogical tool when adapted for specific educational contexts and disciplines.
Martin Lawn - My life and the European policy space in educationsocedu28
This document discusses the author's research on the emerging European policy space in education over their career. It describes how the author's understanding of Europe and the European Union developed through experiences in teacher education networks, research projects, and reading theorists. The author's work has examined how this policy space is constructed through networks, discourses, standards, data, and the work of experts. Currently, there is a tension between the gradual emergence of a standardized commensurable European education policy space, and the need for a collective project that produces new meanings and transformations.
Introducing cultural studies course outlinedolla chheng
This document outlines an introduction to cultural studies course taught by Chheng Dolla. The course contains two parts, with part one focusing on cultural theory and concepts like culture, communication, representation, power and globalization. Part two continues exploring cultural theory through topics such as geography, politics, consumption, bodies, subcultures and visual culture. Students are expected to complete readings before class, conduct independent research into cultures, and take online quizzes at the end of each chapter.
This document provides an overview of an introductory sociology textbook chapter. It introduces sociology as the systematic study of society and social interaction. It discusses how sociologists study both individual and group behaviors to identify broader social patterns and how social forces influence individual choices. It provides examples of topics sociologists may examine, like foreclosure rates during an economic crisis or differences in food stamp usage between states. The chapter also introduces key sociological concepts like how sociologists view society, culture, and social structures.
This introduction outlines the origins and goals of cultural sociology as an intellectual approach. It argues that past sociological approaches have not adequately accounted for the role of collective meanings, emotions, and ideas in shaping social life. A cultural sociology aims to reveal the "social unconscious" - the myths and narratives that unconsciously structure society. It seeks to interpret collective meanings and trace how individuals and groups come to be influenced by them. The introduction discusses key intellectual developments like the linguistic and cultural turns that contributed to the emergence of cultural sociology. It presents the essays in the book as "adventures" in cultural thought that move between theory, research, interpretation and explanation to develop a post-foundational understanding of culture.
This document discusses the key aspects of postmodernism and post-Fordism. It contrasts the modern Fordist model of mass production and standardized education with the postmodern shift to flexible specialization in production and customized, lifelong education. Some key aspects of postmodernism highlighted include the fragmentation of society, the death of overarching narratives, and the relativity of truth. Education is argued to be moving away from a one-size-fits-all model controlled by the state towards one that is more diverse, customized to individuals, and focused on developing transferable skills.
Being Human Today: Transcontental Border Crossing in the Times of Facebook an...Daniela Gachago
Presentation at the Emerging Technologies and Authentic Learning in Vocational Education conference, 31st August - 3rd of September 2015, Cape Town, South Africa
(1) Teachers rediscovered the value of literature during the COVID-19 pandemic through collaborative research on effective teaching methods.
(2) The research involved interviews and focus groups with 50 literature teachers from different countries exploring how to convey literature's importance for personal and social development.
(3) Results showed that teachers should re-examine what fascinated them about each text and share teaching techniques to establish literature as a tool for understanding reality. Future work will develop shared teaching methods and evaluate their impact.
The @Filosoclips project: teaching feminist philosophy through popular cultur...eraser Juan José Calderón
The @Filosoclips project: teaching feminist philosophy through popular culture in Spain
Laura Triviño-Cabrera , Asunción Bernárdez-Rodal & Alba Velázquez-Felipe
Jeff Lewis defines culture as an assemblage of imaginings and meanings generated by a social group. These meanings may be consonant, overlapping, or contentious. Social groups form around various human communities and activities, each with their own cultures. Communication binds social groups through culture, now dominated by global networked media. Lewis sees culture as shaped by both individuals and collective consciousness.
This document discusses social and cultural change. It defines social change as significant alterations in behaviors, values, and norms over time. Social change can be driven by cultural, religious, economic, scientific or technological forces and may include changes to social institutions or relations. True social change occurs when members of society organize into social movements to bring about or resist primary changes. The document then examines evolutionary, functionalist, and conflict theories of social change and lists several common causes of social change, like technological advances or urbanization. It concludes by discussing goals of social change like liberation or democratization, and explains how cultures can change through diffusion or acculturation due to things like inventions, environment, or contact with other cultures.
University Civic Engagement: What Does It Mean to Be An Engaged University?ExCID
Civic engagement refers to the ways citizens participate in their community to improve conditions or shape the future. It means promoting quality of life through political and non-political processes. An engaged citizen has the ability, agency, and opportunity to address public issues. Universities are expected to integrate into their communities, care about local issues, and exchange knowledge to educate socially responsible citizens. The basic assumption is that universities have public responsibility for community development.
Exploring the Potential of Visual Art in Negotiating Social Transformation at...Jakob Pedersen
This is a presentation given by Dr. Elmarie Costandius, Stellenbosch University. This presentation was given for the NRF Posthumanist Project based at the University of the Western Cape. All work herein is owned by Dr. Elmarie Costandius
Socially Just Pedagogies through the lens of 'new pedagogy studies' and in th...Brenda Leibowitz
This document discusses how affect theory can inform theories of socially just pedagogy. It outlines three tenets of new pedagogy studies: 1) relationships are central to pedagogy, 2) culture and power relations shape pedagogy, and 3) pedagogy occurs in public spaces. The "affective turn" acknowledges that affects and emotions are shaped by power and politics. Incorporating affect theory into socially just pedagogies raises questions about the relationship between private and public spheres, and pedagogy's transformative potential regarding embodied and cultural norms. All pedagogies essentially structure emotions and are implicated in how knowledge transforms people within social contexts.
This document discusses concepts related to globalization and its impact on education. It provides definitions of globalization as involving transformations in social relations and transactions across regions through increased flows and networks. Globalization is evident through advances in communication/transportation, increased economic interdependence, and the growth of global culture alongside local cultures. The document also summarizes the economic, political, and socio-cultural impacts of globalization on education, such as increased corporatization and the threat to national education systems' autonomy. It introduces theories like structural functionalism and discusses trends in education for the 21st century, including peace/human rights education, multicultural education, and the four pillars of learning.
1 dec 2015 so tl@uj mini conference presentation-critical response to the pap...Brenda Leibowitz
This document outlines 10 lessons learned from papers on social justice pedagogies and poses 3 unanswered questions for future work. The lessons indicate that there are no exemplar models of social justice pedagogies, they cannot make education completely safe, and involve vulnerability and difficult knowledge. They are also sites of politics that interrupt social injustices and psychologization of students while creating spaces of progress. The unanswered questions ask how explorations of curriculum and pedagogy can become sites of ethical and political transformation, how social justice pedagogies can resignify responsibilities, and how biopolitics emerge in constructing students' identities.
This document discusses using arts and media to promote conflict transformation and cultural pluralism in Sri Lanka. It outlines how theater, film, literature and other forms can be used in two stages: the production process to transform participants, and then distribution to facilitate deep dialogue. Some examples provided include bilingual drama groups, documentaries on minorities, and an adaptation of Antigone at a university to address themes like human rights violations during the conflict. The project achieved recognition for promoting critical dialogue and evaluations found it helped blur divisions and create open discussion among students. Challenges remain in sustaining platforms for dialogue and integrating arts-based approaches into broader social movements.
Three recommendations from postmodernist thinking in curriculumTugba Boz
This document discusses three recommendations for curriculum based on postmodernist thinking. [1] Curriculums should include multicultural perspectives that respect diverse cultures, lifestyles, and identities. [2] They should include both global/national and local issues to avoid disadvantaging certain social groups. [3] Knowledge should be presented as emergent and relative rather than fixed to encourage critical thinking in students.
Social, cultural, and political changeMaryjoydailo
Social change is the transformation of culture and social institutions over time. It happens constantly and can be both intentional and unplanned. Social change is caused by factors like culture, conflict, ideas, and demographic shifts. Modernity refers to social patterns resulting from industrialization like increasing division of labor. Theories of modernization differ, with Marx seeing it as the triumph of capitalism and Weber focusing on rationalization and bureaucracy. New challenges to social change include issues like climate change, migration, and responding through citizenship, media, and social movements.
Assessing the Impact of Hate: Findings from a Large-Scale Hate Crime Victimisation Survey by John Garland - a presentation from the BSA Teaching Group Regional Conference at the University of Surrey on 31 May 2014.
UCT lunch time seminar: Adapting digital storytelling to Higher EducationDaniela Gachago
This document discusses adapting digital storytelling for higher education. It provides examples of digital storytelling models used at the Cape Peninsula University of Technology, including workshops for staff and student projects integrated into coursework. Benefits discussed include engaging students, developing digital literacies, and linking academic content to personal experiences. Challenges include managing large groups, integrating stories into curriculum, and limited access to technology. Student feedback indicates stories helped learning and connection. Overall, digital storytelling shows potential as a flexible, authentic pedagogical tool when adapted for specific educational contexts and disciplines.
Martin Lawn - My life and the European policy space in educationsocedu28
This document discusses the author's research on the emerging European policy space in education over their career. It describes how the author's understanding of Europe and the European Union developed through experiences in teacher education networks, research projects, and reading theorists. The author's work has examined how this policy space is constructed through networks, discourses, standards, data, and the work of experts. Currently, there is a tension between the gradual emergence of a standardized commensurable European education policy space, and the need for a collective project that produces new meanings and transformations.
Introducing cultural studies course outlinedolla chheng
This document outlines an introduction to cultural studies course taught by Chheng Dolla. The course contains two parts, with part one focusing on cultural theory and concepts like culture, communication, representation, power and globalization. Part two continues exploring cultural theory through topics such as geography, politics, consumption, bodies, subcultures and visual culture. Students are expected to complete readings before class, conduct independent research into cultures, and take online quizzes at the end of each chapter.
This document provides an overview of an introductory sociology textbook chapter. It introduces sociology as the systematic study of society and social interaction. It discusses how sociologists study both individual and group behaviors to identify broader social patterns and how social forces influence individual choices. It provides examples of topics sociologists may examine, like foreclosure rates during an economic crisis or differences in food stamp usage between states. The chapter also introduces key sociological concepts like how sociologists view society, culture, and social structures.
This introduction outlines the origins and goals of cultural sociology as an intellectual approach. It argues that past sociological approaches have not adequately accounted for the role of collective meanings, emotions, and ideas in shaping social life. A cultural sociology aims to reveal the "social unconscious" - the myths and narratives that unconsciously structure society. It seeks to interpret collective meanings and trace how individuals and groups come to be influenced by them. The introduction discusses key intellectual developments like the linguistic and cultural turns that contributed to the emergence of cultural sociology. It presents the essays in the book as "adventures" in cultural thought that move between theory, research, interpretation and explanation to develop a post-foundational understanding of culture.
This document discusses the key aspects of postmodernism and post-Fordism. It contrasts the modern Fordist model of mass production and standardized education with the postmodern shift to flexible specialization in production and customized, lifelong education. Some key aspects of postmodernism highlighted include the fragmentation of society, the death of overarching narratives, and the relativity of truth. Education is argued to be moving away from a one-size-fits-all model controlled by the state towards one that is more diverse, customized to individuals, and focused on developing transferable skills.
Being Human Today: Transcontental Border Crossing in the Times of Facebook an...Daniela Gachago
Presentation at the Emerging Technologies and Authentic Learning in Vocational Education conference, 31st August - 3rd of September 2015, Cape Town, South Africa
(1) Teachers rediscovered the value of literature during the COVID-19 pandemic through collaborative research on effective teaching methods.
(2) The research involved interviews and focus groups with 50 literature teachers from different countries exploring how to convey literature's importance for personal and social development.
(3) Results showed that teachers should re-examine what fascinated them about each text and share teaching techniques to establish literature as a tool for understanding reality. Future work will develop shared teaching methods and evaluate their impact.
The @Filosoclips project: teaching feminist philosophy through popular cultur...eraser Juan José Calderón
The @Filosoclips project: teaching feminist philosophy through popular culture in Spain
Laura Triviño-Cabrera , Asunción Bernárdez-Rodal & Alba Velázquez-Felipe
Jeff Lewis defines culture as an assemblage of imaginings and meanings generated by a social group. These meanings may be consonant, overlapping, or contentious. Social groups form around various human communities and activities, each with their own cultures. Communication binds social groups through culture, now dominated by global networked media. Lewis sees culture as shaped by both individuals and collective consciousness.
This document discusses social and cultural change. It defines social change as significant alterations in behaviors, values, and norms over time. Social change can be driven by cultural, religious, economic, scientific or technological forces and may include changes to social institutions or relations. True social change occurs when members of society organize into social movements to bring about or resist primary changes. The document then examines evolutionary, functionalist, and conflict theories of social change and lists several common causes of social change, like technological advances or urbanization. It concludes by discussing goals of social change like liberation or democratization, and explains how cultures can change through diffusion or acculturation due to things like inventions, environment, or contact with other cultures.
University Civic Engagement: What Does It Mean to Be An Engaged University?ExCID
Civic engagement refers to the ways citizens participate in their community to improve conditions or shape the future. It means promoting quality of life through political and non-political processes. An engaged citizen has the ability, agency, and opportunity to address public issues. Universities are expected to integrate into their communities, care about local issues, and exchange knowledge to educate socially responsible citizens. The basic assumption is that universities have public responsibility for community development.
Exploring the Potential of Visual Art in Negotiating Social Transformation at...Jakob Pedersen
This is a presentation given by Dr. Elmarie Costandius, Stellenbosch University. This presentation was given for the NRF Posthumanist Project based at the University of the Western Cape. All work herein is owned by Dr. Elmarie Costandius
This document provides an overview of a presentation on the social turn in literacy development and its impact on library practice. The presentation covers:
- Setting the scene by defining key concepts like the social turn, participatory culture, and network society.
- Considering the context of social turns that have occurred in various fields including business, education, libraries, and approaches to literacy.
- Progress and prospects, including the wide range of literacies now facilitated by academic librarians and emergent education practices they are adopting with a social focus.
- Implications and impact on areas like professional development, library management, and service philosophy.
This talk introduced staff at University College Borås to an approach for teaching social media literacies that I was piloting with a group at the IT Technics University, Gothenburg, Sweden.
The International Honors Program (IHP) is celebrating its 50th anniversary of providing college students opportunities to examine global issues in a comparative way across multiple countries. The IHP offers semester-long and year-long programs where students take interdisciplinary courses and visit several countries to study topics like public health, the environment, urban planning and more. Students interact with local experts and communities. The IHP aims to give students a unique understanding of these issues from different cultural perspectives and to consider their role in the global community.
The document discusses the concept of citizenship education in schools. It explores different definitions and understandings of citizenship, how young people develop their image of citizenship, and challenges in teaching citizenship in schools. Geography is proposed to have an important role to play in citizenship education through spatial concepts like human-environment interactions, globalization, and issues that transcend political boundaries.
This document discusses the concept of transmedia storytelling, which refers to stories that are told across multiple media platforms to create a richer entertainment experience for consumers. It requires consumers to actively search across channels to find all parts of the story and collaborate online to share their findings. The document also discusses how academic fields are changing with increased focus on interdisciplinary and transdisciplinary approaches that integrate knowledge across fields to address complex issues. As political and economic forces shape universities, new forms of knowledge are emerging that involve multiple stakeholders both within and outside of academia.
This document provides an overview of internationalization strategies for universities in the context of globalization and the knowledge society. It discusses how globalization is driving changes in higher education and research worldwide. Universities are both objects and agents of globalization. The document also examines definitions of internationalization and how internationalization policies and rationales can differ across higher education systems. It proposes mapping individual university approaches to internationalization using the Delta cycle model to assess rationales, strategies, and outcomes. The goal is to help universities develop strategic partnerships, innovation, and changes to remain relevant in the global knowledge society.
The document discusses community learning centers and adult education policy in the UK. It provides context about the Bluefield Lanes neighborhood and interviews conducted with local residents. Key points discussed include: 1) Residents value the strong sense of community in Bluefield Lanes but also note increasing issues with crime. 2) Interviews and focus groups were used to understand residents' experiences and values. 3) Current UK adult education policy focuses narrowly on employment but community learning centers provide broader benefits.
The challenges of using education as a means of addressing persistent unemplo...network_trainers
The document discusses a study on adult users of community information technology (IT) centers and their practices with IT. It notes that biographical methods can connect policy with lived experiences, but current policy is often disconnected from realities. It aims to incorporate users' lived experiences into policy debates. There are gaps in understanding the relationships between personal development and community development, as well as gaps in knowledge about how users of community IT centers use their experiences to enact positive changes.
Presentation on the Role of Civic Engagement and Service Learning in EducationDylan Chaplin
This is a presentation I created to present for the college I am currently attending to persuade them to implement Service-Learning in the curricula. It recieved excellent feedback and was presented to the deans.
(Civic and political education 2) murray print, dirk lange (auth.), murray pr...Zaky Luthfi
This document discusses the challenge of developing civic education in schools to prepare students for active citizenship. It argues that civic education needs to go beyond single subjects and involve the entire school community. It proposes an approach called "democratic learning" where students gain experience participating in democratic processes throughout their education. This helps students develop democratic competencies and the ability to address complex global issues. The document outlines 14 theses on how schools can create a learning environment that promotes civic participation and commitment among students. It emphasizes that the school must support democratic learning for citizenship education to be effective.
ONE SQ. KM. / SUSTAINABILITY AND SOCIAL INFRASTRUCTUREJoe Carter
ONE SQ. KM. / SUSTAINABILITY AND SOCIAL INFRASTRUCTURE
This book records the exploration by our seminar group at McGill University School of Architecture: Course Arch 540, Selected Topics, Winter Term, 2015.
We studied aspects of social sustainability and how they might impact physical planning and design. In particular, we looked at the question of civic and community centers as nodes and support for community life.
This book is a loose collection of parts: a compilation, research papers, preliminary efforts at a Transit Oriented Development (TOD) design, and notes of discussions. It’s a record that students, and others, could use in future research. We recommend reading it in conjunction with last term’s book, “One Sq. KM: A comparative Study Using Sustainability Criteria”. Joe Carter
Definition of Social Studies, Percieved program needs and Diverse program app...GladysValencia13
Social studies encompasses multiple disciplines that are combined into lessons to provide students opportunities for greater inquiry about major world events and issues. Educators draw from subjects like history, geography, and economics. Geography lessons examine how physical features and natural resources influence civilizations. Economics lessons cover concepts like supply and demand. World history explores the rise and fall of classical empires and technological developments. Teachers use diverse approaches like learner-centered, where students discover solutions; society-centered, focusing on improving society; and knowledge-centered, ensuring access to powerful knowledge across disciplines. The primary goal is to help students make informed decisions as citizens.
This document outlines the agenda for a conference on citizenship education for the 21st century. It discusses the current interest in citizenship and lifelong learning due to societal changes like globalization, risk, and uncertainty. It explores the origins and forms of citizenship, European ambitions for citizenship education, and approaches like developing civic competences, informal and experiential learning, critical pedagogy, and linking citizenship to capabilities. It also addresses issues like social cohesion, diversity, policy focus, teacher training, and relating citizenship to the core purposes of learning.
Social innovation, citizen science & the place of Social Science and Humaniti...Esteban Romero Frías
The document discusses social innovation and citizen science projects undertaken by Medialab UGR, a laboratory for digital culture and society research within the University of Granada. It outlines key principles of citizen science such as managing uncertainty through diverse knowledge and strengthening democracy. Medialab UGR facilitates participatory projects around social innovation and citizen engagement including Facultad Cero to redesign higher education, Labin Granada for local community development, and conferences on digital territories. The lab promotes values of openness, collaboration, and civic participation in science.
This document provides an agenda and background information for a seminar on citizenship education in the 21st century. The agenda covers topics like the current interest in citizenship due to societal changes, European ambitions for citizenship education, critical pedagogy, and the potential contribution of social media. It discusses concepts like "risk society" and the need to equip citizens with knowledge, skills, and values to engage in political and social life and foster diversity and social cohesion in a changing world. It emphasizes informal, experiential learning of citizenship and developing students' civic competencies and capabilities through critical thinking.
Similar to Digital Autobiographical Reflexivity: A Collaborative and Social Learning Design Strategy in UK higher education (20)
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Digital Autobiographical Reflexivity: A Collaborative and Social Learning Design Strategy in UK higher education
1. Welcome to the Session
Digital Autobiographical Reflexivity: A Collaborative and Social
Learning Design Strategy in UK higher education
Stella Mi-cheong Cheong and Adam Peter Lang
(University College London, Institute of Education)
Engage on twitter:
@stellarcheong
@AdamLang78
@IOE_London
Live Tweeting:
#learningideasconf
#autobiographicalreflexivity
#sociallearning
#activeandcompassionatecitizen
“Paying Homage to Hugh Starkey”
2. ADAM IS…
I AM A FORMER HISTORY AND CITIZENSHIP SCHOOL
TEACHER AND SCHOOL LEADER. I WAS FOR OVER
THIRTY YEARS A LONDON SECONDARY TEACHER AND
FOR TWENTY OF THOSE A SECONDARY SCHOOL LEADER
WORKING IN A RANGE OF DIVERSE LONDON SCHOOLS.
YOU CAN NOW FIND ME AT UCL WORKING AS A
DOCTORAL RESEARCH SCHOLAR AND TEACHING ON
CITIZENSHIP PROGRAMMES. I AM ACTIVELY INVOLVED
WITH A NUMBER OF ORGANISATIONS INCLUDING BERA
AND THE DIALOGUE SOCIETY. I AM ALSO AN
EDUCATION LEADERSHIP CONSULTANT ENGAGED WITH
A NUMBER OF NATIONAL AND INTERNATIONAL
PROJECTS. I WRITE AND COMMENTS IN THE MEDIA ON
EDUCATION.
7. STELLA IS…
I AM A HUMAN RIGHTS EDUCATION
SCHOLAR, DATA STORYTELLER AND
EDUCATIONAL TECHNOLOGIST. I AM
WORKING ON BIOGRAPHICAL RESEARCH OF
PEACEBUILDING CITIZENSHIP EDUCATION IN
THE CONTEXT OF KOREAN REUNIFICATION.
MY RESEARCH INTERESTS ARE
PEACEBUILDING CITIZENSHIP EDUCATION,
CIVIC IDENTITIES, DATA ETHICS, DIGITAL
CITIZENSHIP, TECHNOLOGY ENHANCED
PEDAGOGY AND AUTO/BIOGRAPHICAL
RESEARCH
8. 8
• Regime (sovereignty) division- Democratic
People’s Republic of Korea (North Korea) and Republic of
Korea (South Korea)
• Civic identity division- the citizens of North and
South Korea
• Ideological division- communist North and
capitalist South
(38th Parallel)
DIVISION SYSTEM
Although the Korean War (1950-53) was ended by an armistice agreement, the division system was fortified by the Korean Demilitarized Zone
where the largest number of 1.5 million troops was still deployed on the planet and two Koreas are technically at war for over seventy years
9. THE CONSTRUCTION OF THE KOREAN CIVIC
IDENTITIES
• Division system -the
complexities of interrelations
among the world system, the
Cold-War system and North-
South Korean system(Paik, 2011)
• People on both sides develop a
division habitus that sees
Koreans from the other side as
inferior; enemies;
untrustworthy
9
DIVISION HABITUS
(CONFLICT CIVIC IDENTITY)
Civic identity
• A sense of civic self fostered
by interplaying socially
constructed norms and
conditions and individually
internalised values, beliefs,
tastes, dispositions and
experiences
• The outcome of civic habitus
• Civic Habitus based on
democracy and humanitarian
ideals (Hongik-Ingan ideology)
• Cosmopolitan values- peace,
human rights and democracy
(Osler & Starkey, 2005)
(source: author constructed division epistemologies, based on Paik’s (2011, 2013 a, b) identification of division system)
UNITY HABITUS
(PEACE CIVIC IDENTITY)
11. 11
• Core Components of
Peacebuilding Capacity ⎼
realising, enabling, reflecting,
reconciling, thriving, transforming
and bridge-building capacity
• The Adaptation Strategies ⎼
mobility, self-reflection, resilience
and learning agility
PEACEBUILDING
CAPACITY CREATION
MODEL (PCCM)
Cf. Cheong, S.M.-C (forthcoming, 2021). On Becoming Bridge Citizens: Imagining PeacebuildingCitizenship Education in the context of Korean Reunification
[Unpublished doctoral thesis, University College London].
14. 14
The Great Plague: scenes
in the streets
of London, 1665-1666
(Image credit: Wellcome Collection)
15. 15
DOING DIGITAL AUTOBIOGRAPHICAL RESEARCH
Reflexivity?
Cf. Archer, M. S. (2012) The Reflexive Imperative. Cambridge: Cambridge University Press.
The use of a critical, self-aware lens
to interrogate both the research
process and our interpretation of
participants' lives in our social
world.
16. 16
• Sociological autobiography
"to tell one's own history within the larger history of one's
one's time"(Merton, 1988:18)
• Private deliberations in a public space (Rainford, 2016)
• Digital life writing operations are beginning to change
how we understand our thinking about security,
citizenship and identity itself (Poletti & Rak, 2014)
• Citizen-curators (O’Neill, 2017: 34)
Digital
Autobiographical
Reflexivity
DOING DIGITAL AUTOBIOGRAPHICAL RESEARCH
18. 18
Cf. Healey M. (2005) Linking research and teaching to benefit student learning. J Geogr High Educ. 29(2):183-201. doi:10.1080/03098260500130387
RESEARCH-TEACHING NEXUS
19. 19
Digital Reflexive Journaling
DATA COLLECTION
Semi-structured Online Discussion Discussion with a guest lecturer
(Reprinted with permission from participants)
20. 20
We eat differently. We mourn
differently. Many of us think
differently. We love at a distance.
Our eyes have opened to the
things we did not want to see yet
many of us knew.
(Cheong et al., 2021:308)
“ “
Cf. Cheong, S. M.-C., Palacios, R., Beye, K., Lang, A., Saud, N. S., & Tong, Y. (2021). Collective autobiographical reflexivity on active and
compassionate citizenship in the COVID-19 crisis. Perspectives in Education, 39(1), 304-322.
N.A.R.R.A.T.I.V.E
21. 21
SOCIAL
LEARNING
THEORY
“Children’s
internalisation of social
values (Piaget,1952; Vygotsky, 1978)
through observation
and modelling” (Bandura,
1969)
• Sociallearninginvolveslearningbyinteractingwithotherpeople
• Action, reflection, communication and negotiation (Wildemeersch
2007)
• Individual and collective ways of thinking (e.g., empathy and sympathy
among learners) (Wals, 2010)
• Reflexivity as cognitive capacities (e.g., knowledge and past experience (Bastrup-
Birk & Wildemeersch, 2011)
• Enhance democratic participation
its potential for effecting maximal engagement of both individual and citizenry capacities
(Wildemeersch & Vandenabeele, 2007).
22. 22
IMPLEMENTATION TO TECHNOLOGY-ENHANCE
CURRICULUM
Cf. Fung, D. (2017/2020). A connected curriculum for higher education. UCL Press.
Digital models from
research to support
teaching
Students working on
their own citations
Contribute to data
capture and analysis
Creating their digital
presence
Online collaboration
opportunities
Students learning to use
digital design tools
Developing an e-portfolio
as part of a CV
Online collaboration in
workplace projects
Learning analytics provide
feedback to staff and
students
Digital skills applied to
authentic problems
24. 24
VOICES OF THE YOUNG
Retrieve video from https://youtu.be/JHKpkq6FqRw
25. 25
RESEARCH APPROACH
• Conducted research between May and
July 2020
• Citizenship Amid the COVID-19
Turmoil (citizenship, hate speech (Waldron, 2012), economic
and political populism (Zembylas, 2020), decoloniality (Mignolo, 2011)
and the Black Lives Matter (BLM) movement)
• Six scholars’ autobiographical
narratives (China, South Korea, the Philippines, the United
States, Nepal and the United Kingdom)
• Semi-structured online discussion and
digital reflexive journaling
• Discussion with a guest lecturer
Research Design
“How has the global health
crisis shaped people's civic
identities and how can
citizenship education be
reframed to respond to
these challenges?”
26. 26
KEY WORDS
• Citizenship education
• Active citizenship
• Compassionate citizenship
• Civic identities
• Digital autobiographical reflexivity
• COVID-19 crisis
27. 27
REIMAGINING EDUCATION
• Digital technology- potential to be positive and negative
• Inclusion vs Exclusion
• Structures
• Behaviours
• Cultures
• Protocols
28. 28
IMPLICATIONS
• Pandemic can be revelatory, but can it be transformational
• Curriculum
• Examinations
• Assessment
• Teachers
• Learners
29. 29
• All human beings can be citizens; however, individuals can specifically be active citizens
when they begin to value citizenship (Starkey, 2019)
• Education for action and compassion also entails education with compassion:
citizenship educators must ensure that the students they teach are heard, seen and
empathised as equal citizens
• Education for active and compassionate citizenship can equip young people with the
moral imagination they need to be participatory civic agents and moral agents.
Cf.Tronto, J. C. (2013) Caring democracy: Markets, equality, and justice. NYU Press;
Waghid,Y., & Davids, N. (2012) Reimagining democratic citizenship education:Towards a culture of compassionate responsibility.
Perspectives in education, 30(4): 19–28.
REIMAGINING EDUCATION FOR ACTIVE AND
COMPASSIONATE CITIZENSHIP
32. 32
REFLECTION QUESTIONS
• [Q1] Could you share your experience if there is a module in your organisation or
institution that applied autobiographical reflexivity? What was effective and in what ways
did it need to be improved?
• [Q2] How did the pandemic affect teaching and learning in your organisation or
institution?
• [Q3] How much collaborative and social learning strategy is applied to your organisation
or institution? What is the biggest challenge in implementing this?
• [Q4] How will, learning from the pandemic, you and your organisation or institution
change your practices going forward (i.e., Hybrid learning) ?
• [Q5] Compassionate and active citizenship for the future – What are your views?
*Interactive online board for discussion
33. REFERENCE
• Alvesson, M.A. (2018). Reflexive methodology : new vistas for qualitative research. Mats Alvesson, Kaj South Koreaöldberg (Third edition. ed.): Los Angeles :
SAGE.
• Archer, M.S. (2009). Conversations About Reflexivity. Abingdon: Routledge.
• Bandura, A. (1969). Social-learning theory of identificatory processes. Handbook of socialization theory and research, 213, 262.
• Bastrup-Birk, H., & Wildemeersch, D. (2011). Navigating the tides of change: revisiting the notion of reflexivity in the context of social learning for
transboundary collective experimentation. Studies in Continuing Education, 33(3), 219-234.
• Bourdieu, P., Chamboredon, J.-C., & Passeron, J.-C. (1991). The craft of sociology: Epistemological preliminaries. Berlin, Germany: Walter de Gruyter.
• Bourdieu, P., & Wacquant, L. J. D. (1992). An invitation to reflexive sociology. Cambridge, UK: Polity Press.
• Cheong, S. M.-C., Palacios, R., Beye, K., Lang, A., Saud, N. S., & Tong, Y. (2021). Collective autobiographical reflexivity on active and compassionate citizenship
in the COVID-19 crisis. Perspectives in Education, 39(1), 304-322. https://doi.org/10.18820/2519593X/pie.v39.i1.19
• Conole, G. (2013). Digital identity and presence in the social milieu. Paper presented at the Pelicon conference, 2013, 10–12th April, Plymouth.
• Conole, G. (2014). Learning design: A practical approach. London: Routledge.
• Finlay, L. (2017). Championing “reflexivities”. Qualitative Psychology, 4(2), 120.
• Greene, M. V., & Park, G. (2021). Promoting Reflexivity During the COVID-19 Pandemic. American Journal of Qualitative Research, 5(1), 23-29.
• Rainford, J. (2016). Becoming a doctoral researcher in a digital world: Reflections on the role of Twitter for reflexivity and the internal conversation. E-
Learning and Digital Media, 13(1-2), 99-105.
• Starkey, H. (2019). Learning to Live Together: Children’s Rights, Identities and Citizenship. In K. Edge (Authors), Transnational Perspectives on Democracy,
Citizenship, Human Rights and Peace Education (pp. 179–196). London: Bloomsbury Academic. DOI:http://dx.doi.org/10.5040/9781350052369.ch-009
• Urban, P. (2020). From diary narrative to the referential Self: how questionnaires and quizzes reshaped online self-writing. Media, Culture & Society, 42(5),
777-788.https://doi.org/10.1177/0163443720914033
• Vygotsky, L. S. (1978). Mind in society, the development of higher psychological processes .Oxford: Harvard University Press.
• Wankel, L.A. and Blessinger, P. (2012), "New Vistas in Higher Education: An Introduction to Using Social Technologies", Wankel, L.A. and Blessinger,
P. (Ed.) Increasing Student Engagement and Retention Using Social Technologies (Cutting-Edge Technologies in Higher Education, Vol. 6 Part B), Emerald
Group Publishing Limited, Bingley, pp. 3-16. https://doi-org.libproxy.ucl.ac.uk/10.1108/S2044-9968(2012)000006B003
• Wildemeersch, D., T. Jansen, J. Vandenabeele, and M. Jans. 1998. Social learning: A new perspective on learning in participatory systems. Studies in
Continuing Education 20, no. 2: 25165.
• Wildemeersch, D. 2007. Social learning revisited: Lessons learned from North and South. In Social learning: Towards a sustainable world, ed. E.J. Wals, 99-
116. Wageningen Academic Publishers.
34. Thank you for engaging in our session!
Do Stay in touch
Adam Peter Lang, @AdamLang78
Stella Mi-cheong Cheong, @stellarcheong
Live Tweeting:
#LIC2021
#autobiographicalreflexivity
#sociallearning
#activeandcompassionatecitizen
Editor's Notes
I can add your bio, yet please feel free to change/add it by yourself
This is for you to explain your research.
This is for you to explain your research.
Introducing presenter
Demonstrating our stories regarding citizenship education reading group at UCL-IOE (e.g., writing the reflective journal on Google Docs and capturing or sharing collective thoughts, emotions and experiences about the COVID-19 crisis and citizenship education theories, disseminating the research)
The W12Together BLM Workshop film
Conole G. (2012) Design Languages and Learning Design. In: Designing for Learning in an Open World. Explorations in the Learning Sciences, Instructional Systems and Performance Technologies, vol 4. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-8517-0_7