1. The document discusses the shift in communication design from a focus on computer documentation to a broader focus on communication across disciplines to address complex real-world problems.
2. Communication design work is described as "wicked" meaning problems are ill-defined, constantly changing, and have unbounded consequences, requiring multidisciplinary perspectives and approaches.
3. True problem solving for the 21st century requires moving beyond individual disciplines to engage in multidisciplinary, transdisciplinary, and engaged scholarship.
The document discusses exploring co-location in physical, virtual, and hybrid spaces to support informal learning. It will investigate how co-location enables interactions and impacts informal learning differently based on the environment. A study of architecture students will use experience sampling and interviews to understand how interactions in physical, virtual, and hybrid settings influence informal learning regarding location, communication medium, sense of distance, discussion topics, and acquiring new knowledge. The findings intend to help design learning spaces and technologies better supporting the student experience.
The document discusses the use of social media and peer-to-peer learning. It covers topics like personal learning networks, social learning environments, and how students are using social media sites like Facebook for both social and academic purposes. It also examines challenges around privacy, ethics and the "participation gap" in digital learning environments.
Panel discussion of a book at the HASTAC III conference on April 20, 2009. Editors Sharon Tettegah and Cynthia Calongne. Book contributors include Jase Teoh, Grant Kien, Al Weiss, Eun Won Whang, Rhonda Trueman, Arlene de Strulle, Lisa Perez, Kona Taylor and Danielle Holt.
This document discusses several topics related to online learning communities and knowledge creation, including social presence, social capital, connectors between learning networks, and designing collaborative activities. It proposes ideas for future research, such as identifying the roles of connectors, measuring their influence on learning outcomes, understanding the importance of strong and weak social ties, and designing online environments and activities that minimize technology problems and accommodate learner diversity. References are provided for many of the concepts and models discussed.
This presentation examines two articles related to topics on assistive technology and ethics, “Teaching Assistive Technology through Wikis and Embedded Video” by Oliver Dreon Jr. and Nanette I. Dietrich, and “When Dealing with Human Subjects: Balancing Ethical and Pratical Matters in the Field” by Michael A Evans and Liesl M. Combs. Topics covered in this presentation include defining/history of assistive technology, wikis & video, YouTube, and ethical issues surrounding assistive technologies.
This document discusses the concept of learner control in networked personal learning environments. It examines how networked learning has transformed learning by placing the learner at the center and questioning the role of educational institutions. The paper reviews literature on self-directed learning from the 1970s to present, discussing perspectives that view it as a process, personality trait, and environmental phenomenon. It argues that with networked environments, learners now have unprecedented control over their learning objectives and processes.
Teaching, Leading, and Living in Solidarity Gary Clarke
This document provides an agenda for a workshop titled "Teaching, Leading, and Living in Solidarity" held on April 22, 2017. The workshop consists of sessions for educators to share lesson plans and strategies for supporting vulnerable communities in precarious times, as well as panels on legal rights, building community partnerships, and moving forward with individual and collective action. Key sessions include exploring curriculum for teaching civic engagement at different grade levels, creating school plans to protect immigrant students and families, and discussing alternatives to LAUSD's daily random metal detector searches.
1. The document discusses the shift in communication design from a focus on computer documentation to a broader focus on communication across disciplines to address complex real-world problems.
2. Communication design work is described as "wicked" meaning problems are ill-defined, constantly changing, and have unbounded consequences, requiring multidisciplinary perspectives and approaches.
3. True problem solving for the 21st century requires moving beyond individual disciplines to engage in multidisciplinary, transdisciplinary, and engaged scholarship.
The document discusses exploring co-location in physical, virtual, and hybrid spaces to support informal learning. It will investigate how co-location enables interactions and impacts informal learning differently based on the environment. A study of architecture students will use experience sampling and interviews to understand how interactions in physical, virtual, and hybrid settings influence informal learning regarding location, communication medium, sense of distance, discussion topics, and acquiring new knowledge. The findings intend to help design learning spaces and technologies better supporting the student experience.
The document discusses the use of social media and peer-to-peer learning. It covers topics like personal learning networks, social learning environments, and how students are using social media sites like Facebook for both social and academic purposes. It also examines challenges around privacy, ethics and the "participation gap" in digital learning environments.
Panel discussion of a book at the HASTAC III conference on April 20, 2009. Editors Sharon Tettegah and Cynthia Calongne. Book contributors include Jase Teoh, Grant Kien, Al Weiss, Eun Won Whang, Rhonda Trueman, Arlene de Strulle, Lisa Perez, Kona Taylor and Danielle Holt.
This document discusses several topics related to online learning communities and knowledge creation, including social presence, social capital, connectors between learning networks, and designing collaborative activities. It proposes ideas for future research, such as identifying the roles of connectors, measuring their influence on learning outcomes, understanding the importance of strong and weak social ties, and designing online environments and activities that minimize technology problems and accommodate learner diversity. References are provided for many of the concepts and models discussed.
This presentation examines two articles related to topics on assistive technology and ethics, “Teaching Assistive Technology through Wikis and Embedded Video” by Oliver Dreon Jr. and Nanette I. Dietrich, and “When Dealing with Human Subjects: Balancing Ethical and Pratical Matters in the Field” by Michael A Evans and Liesl M. Combs. Topics covered in this presentation include defining/history of assistive technology, wikis & video, YouTube, and ethical issues surrounding assistive technologies.
This document discusses the concept of learner control in networked personal learning environments. It examines how networked learning has transformed learning by placing the learner at the center and questioning the role of educational institutions. The paper reviews literature on self-directed learning from the 1970s to present, discussing perspectives that view it as a process, personality trait, and environmental phenomenon. It argues that with networked environments, learners now have unprecedented control over their learning objectives and processes.
Teaching, Leading, and Living in Solidarity Gary Clarke
This document provides an agenda for a workshop titled "Teaching, Leading, and Living in Solidarity" held on April 22, 2017. The workshop consists of sessions for educators to share lesson plans and strategies for supporting vulnerable communities in precarious times, as well as panels on legal rights, building community partnerships, and moving forward with individual and collective action. Key sessions include exploring curriculum for teaching civic engagement at different grade levels, creating school plans to protect immigrant students and families, and discussing alternatives to LAUSD's daily random metal detector searches.
The document discusses the debate around whether media influences learning. It provides background on Clark's position that media does not influence learning and Kozma's challenge to that view. The document then discusses how the debate has been reframed in light of Web 2.0 technologies, which enable new capabilities like collaboration and user-generated content. Proponents argue these unique attributes support learning in ways that older media could not by engaging students and improving cognitive skills, though more research is still needed.
New Visual Social Media for the Higher Education ClassroomRochell McWhorter
Authors: Julie A. Delello and Rochell R McWhorter
This chapter examines how next-generation visual social platforms motivate students to capture authentic evidence of their learning and achievements, publish digital artifacts, and share content across visual social media. Educators are facing the immediate task of integrating social media into their current practice to meet the needs of the twenty-first century learner. Using a case study, this chapter highlights through empirical work how nascent visual social media platforms such as Pinterest are being utilized in the college classroom and concludes with projections on ways visual networking platforms will transform traditional models of education.
For German Philosopher Martin Heidegger, “To be a work means to set up a world , and holds truth: Truth, as the
clearing and concealing of beings, happens in being composed.” Taking an adult-centered online course as “the
work” and a metaphor for a constructed world, the author uses an interdisciplinary approach to discuss the development of adults as learners.
Presented at the Jean Piaget Society for the Study of Knowledge & Development 37th Annual Meeting, Amsterdam
31 May–2 June, 2007
This document summarizes Richard Beach's seminar on teaching English language arts beyond the common core standards. It outlines strengths and limitations of the CCSS, including an emphasis on informational texts but a formalist approach to reading and writing. It discusses how publishers have implemented "text-dependent questions" and the decline in writing about personal experiences. Finally, it proposes alternative instructional models that focus on social practices and identity development through online discussions and role-playing.
Developing Metaliterate Citizens: Designing and Delivering Enhanced Global Le...Tom Mackey
Presented at the Conference on Learning Information Literacy across the Globe in Frankfurt am Main, Germany 10th of May 2019. Metaliteracy is examined as an empowering pedagogical framework that advances learners as informed consumers and original producers of information.
This document is an introduction to a comprehensive exam that argues U.S. undergraduates are underprepared for post-college life due to increasing complexity in society. It discusses how life has become more interconnected globally yet differentiated in choices. This complexity challenges higher education's role in preparing students. The exam relates this issue to HESAL's mission of developing student learning across contexts. It also shows mission statements commonly emphasize preparing students for life beyond college, though their value is debated.
The document discusses different social structures that can support city-wide collaborative learning. It describes structures like communities of practice that are focused on specific tasks, learning ecologies made of overlapping communities, and "mycorrhizae" communities without defined membership. New technologies enable loosely coupled groups like smart mobs. Design challenges include supporting exploration across multiple social worlds and understanding the roles of virtual and physical spaces.
When the game becomes serious, what are the rights and responsibilities for and of the learners avatar: a presentation to \'Interactive Technologies and Games, (i<tag.) Nottingham Trent University, 26/27 Oct 2010. Lesley Scopes and John Woollard
The document discusses Neil Selwyn's exploration of the role of Web 2.0 tools in education. It describes how Web 2.0 has facilitated a shift from one-way content consumption to user-generated and shared content. However, fully realizing Web 2.0's potential faces challenges from rigid school structures and the difficulties of translating online activities into the classroom. The document considers proposals to replace schools with Web 2.0-driven learning but argues a more balanced, "bottom-up" reform is needed that recognizes the social contexts around education.
Developing Metaliterate Learners: Transforming Literacy across DisciplinesTom Mackey
This was the opening keynote presentation by Tom Mackey and Trudi Jacobson for the SUNY "Conversations in the Disciplines" one-day conference focused on metaliteracy.
Earning formal academic credit through a citizen’s viral and OER learning (Id...Merilyn Childs
Earning formal academic credit through a citizen’s viral and OER learning
What are the implications for mobile, hybrid and online learning? Ideas paper presented at: eLmL 2013, The Fifth International Conference on Mobile, Hybrid, and Online Learning, February 24th to March 1st, 2013, Nice, France.
The document discusses the design and implementation of an after-school program called Explore Locally, Excel Digitally (ELED) at Robert F. Kennedy Community Schools in Los Angeles. The program aimed to establish a culture of participatory learning using a theoretical framework called PLAY! (Participatory Learning and You!). PLAY! was informed by concepts like new media literacies, social and emotional learning skills, characteristics of participatory culture, and ethics. Through activities, reflection, and creating digital portfolios, the program sought to improve students' digital skills, literacies, social-emotional skills, and ethical thinking related to digital citizenship. Initial findings suggested the program successfully facilitated participatory learning and supported students' skill development.
From AASHE 2017 workshop:
Interpersonal Competences (ICs) are vital for sustainability change agents. Evidence shows that ICs are also highly-prized career skills. A student with strong ICs can productively interact and empathize with collaborators and stakeholders from diverse backgrounds and perspectives. ICs allow students to effectively learn from and teach others across different values and cultures, negotiate conflicts, and facilitate effective community decision-making. Organizational Development consultants and others have designed and used facilitation techniques for interpersonal work in industry, governance and NGOs. However, these techniques are not yet widely implemented in formal education settings, and ICs are rarely explicitly addressed in pedagogy. It is therefore imperative to improve ICs development in higher education.
This session reviews some widely-used strategies and promising innovations to foster ICs. It demonstrates teachable tools for: improving communication framing and story-telling; promoting constructive dialogue and small-group conversations; and facilitating information-sharing, collaboration and decision-making in large groups. Such tools for group process and information sharing can enhance every student’s ICs, promoting student success across all disciplines and career paths. We will consider and practice a selection of strategies synthesized from Organizational Development, to help educators from all disciplines foster ICs in sustainability education.
Handouts and references available at https://perplexedprimate.org/2017/10/19/adventures-at-aashe/
Metaliteracy as an Empowering Model for Teaching Mobile and Social LearnersTom Mackey
Tom Mackey and Trudi Jacobson presented a collaborative keynote on metaliteracy at The University of Puerto Rico’s Mobile Learning Week event on Monday, March 20 at 10am eastern time. In a presentation entitled “Metaliteracy as an Empowering Model for Teaching Mobile and Social Learners,” Tom and Trudi will explored the theory of metaliteracy while illustrating practical applications that can be applied in a variety of teaching and learning situations. In today’s mobile media environments our learners are continuously engaged with information in a variety of forms using a range of technologies. Learners from around the world are texting, posting, and sharing documents they find online through a multitude of social media spaces and mobile devices. But how much of this information can be trusted?
Metaliteracy and the Participatory Role of Learners in Today’s Social Informa...Tom Mackey
This document summarizes a presentation on metaliteracy and the participatory role of learners in today's social information environment. The presentation covered key concepts of metaliteracy including its focus on learner empowerment and participation beyond just searching and retrieving information. It also discussed how metaliteracy aligns with the ACRL Framework and provided examples of metaliteracy learning projects including a digital badging system and MOOCs. The presentation concluded with a discussion of integrating metaliteracy into general education information literacy courses through curriculum design considerations and assessment approaches.
The document discusses the objectives and benefits of developing an all-in-one virtual learning environment (VLE) using Ning. The key objectives are to create a collaborative learning space that promotes learning throughout the year in a safe and controlled environment. Benefits mentioned include having a single interface to access materials and tools, and allowing teachers to provide enhanced resources. The document also discusses how Ning could facilitate collaborative writing tasks and references several studies on the benefits of collaborative and online learning.
Chapter 13 online communities and interactionsgrainne
The document discusses online communities and interactions. It explores how tools and user practices co-evolve over time as users gain experience with tools and discover new ways to use them. The document also describes different modes of online interaction, from individual to networked. It presents frameworks for understanding online pedagogies and evaluating online communities, including how they support reflection, experience, and conversation.
This document provides a historical overview of theories of learning from the 20th century. It discusses early theories that viewed learning as an individual cognitive process (behaviorism, constructivism). It then outlines how later theorists emphasized the social context of learning, including social learning theory, Vygotsky's work on the zone of proximal development, and situated learning theory which views learning as participation within a community. The document traces how views have evolved from seeing learning as an internal individual process to recognizing the importance of social and cultural influences.
This document provides an overview of a presentation on reframing information literacy as metaliteracy. It discusses the changing information environment and rise of online learning. Metaliteracy is presented as a framework that promotes critical thinking and collaboration in digital spaces. It emphasizes metacognition and the ability to critically evaluate one's own skills. The document outlines several metaliteracy objectives like understanding different content formats and privacy issues. Examples are given of how metaliteracy can be practiced, including a student project and potential badging system. Overall, the presentation argues that metaliteracy provides a more comprehensive approach for engaging with information in today's online world.
Controller Design and Load Frequency Control for Single Area Power System wit...IJERA Editor
The document presents a load frequency control technique for a single area power system using model order reduction. It first describes the modeling of a single area power system as a third order transfer function. It then uses Routh approximation to reduce this to a second order system without significantly changing the dynamic behavior. An internal model control approach is also presented to design a PID controller for improved load disturbance rejection. Simulation results show that the step response of the original third order system matches well with that of the reduced second order system, validating the model order reduction technique. The reduced order model enables simpler controller design while maintaining good dynamic characteristics.
The document discusses the debate around whether media influences learning. It provides background on Clark's position that media does not influence learning and Kozma's challenge to that view. The document then discusses how the debate has been reframed in light of Web 2.0 technologies, which enable new capabilities like collaboration and user-generated content. Proponents argue these unique attributes support learning in ways that older media could not by engaging students and improving cognitive skills, though more research is still needed.
New Visual Social Media for the Higher Education ClassroomRochell McWhorter
Authors: Julie A. Delello and Rochell R McWhorter
This chapter examines how next-generation visual social platforms motivate students to capture authentic evidence of their learning and achievements, publish digital artifacts, and share content across visual social media. Educators are facing the immediate task of integrating social media into their current practice to meet the needs of the twenty-first century learner. Using a case study, this chapter highlights through empirical work how nascent visual social media platforms such as Pinterest are being utilized in the college classroom and concludes with projections on ways visual networking platforms will transform traditional models of education.
For German Philosopher Martin Heidegger, “To be a work means to set up a world , and holds truth: Truth, as the
clearing and concealing of beings, happens in being composed.” Taking an adult-centered online course as “the
work” and a metaphor for a constructed world, the author uses an interdisciplinary approach to discuss the development of adults as learners.
Presented at the Jean Piaget Society for the Study of Knowledge & Development 37th Annual Meeting, Amsterdam
31 May–2 June, 2007
This document summarizes Richard Beach's seminar on teaching English language arts beyond the common core standards. It outlines strengths and limitations of the CCSS, including an emphasis on informational texts but a formalist approach to reading and writing. It discusses how publishers have implemented "text-dependent questions" and the decline in writing about personal experiences. Finally, it proposes alternative instructional models that focus on social practices and identity development through online discussions and role-playing.
Developing Metaliterate Citizens: Designing and Delivering Enhanced Global Le...Tom Mackey
Presented at the Conference on Learning Information Literacy across the Globe in Frankfurt am Main, Germany 10th of May 2019. Metaliteracy is examined as an empowering pedagogical framework that advances learners as informed consumers and original producers of information.
This document is an introduction to a comprehensive exam that argues U.S. undergraduates are underprepared for post-college life due to increasing complexity in society. It discusses how life has become more interconnected globally yet differentiated in choices. This complexity challenges higher education's role in preparing students. The exam relates this issue to HESAL's mission of developing student learning across contexts. It also shows mission statements commonly emphasize preparing students for life beyond college, though their value is debated.
The document discusses different social structures that can support city-wide collaborative learning. It describes structures like communities of practice that are focused on specific tasks, learning ecologies made of overlapping communities, and "mycorrhizae" communities without defined membership. New technologies enable loosely coupled groups like smart mobs. Design challenges include supporting exploration across multiple social worlds and understanding the roles of virtual and physical spaces.
When the game becomes serious, what are the rights and responsibilities for and of the learners avatar: a presentation to \'Interactive Technologies and Games, (i<tag.) Nottingham Trent University, 26/27 Oct 2010. Lesley Scopes and John Woollard
The document discusses Neil Selwyn's exploration of the role of Web 2.0 tools in education. It describes how Web 2.0 has facilitated a shift from one-way content consumption to user-generated and shared content. However, fully realizing Web 2.0's potential faces challenges from rigid school structures and the difficulties of translating online activities into the classroom. The document considers proposals to replace schools with Web 2.0-driven learning but argues a more balanced, "bottom-up" reform is needed that recognizes the social contexts around education.
Developing Metaliterate Learners: Transforming Literacy across DisciplinesTom Mackey
This was the opening keynote presentation by Tom Mackey and Trudi Jacobson for the SUNY "Conversations in the Disciplines" one-day conference focused on metaliteracy.
Earning formal academic credit through a citizen’s viral and OER learning (Id...Merilyn Childs
Earning formal academic credit through a citizen’s viral and OER learning
What are the implications for mobile, hybrid and online learning? Ideas paper presented at: eLmL 2013, The Fifth International Conference on Mobile, Hybrid, and Online Learning, February 24th to March 1st, 2013, Nice, France.
The document discusses the design and implementation of an after-school program called Explore Locally, Excel Digitally (ELED) at Robert F. Kennedy Community Schools in Los Angeles. The program aimed to establish a culture of participatory learning using a theoretical framework called PLAY! (Participatory Learning and You!). PLAY! was informed by concepts like new media literacies, social and emotional learning skills, characteristics of participatory culture, and ethics. Through activities, reflection, and creating digital portfolios, the program sought to improve students' digital skills, literacies, social-emotional skills, and ethical thinking related to digital citizenship. Initial findings suggested the program successfully facilitated participatory learning and supported students' skill development.
From AASHE 2017 workshop:
Interpersonal Competences (ICs) are vital for sustainability change agents. Evidence shows that ICs are also highly-prized career skills. A student with strong ICs can productively interact and empathize with collaborators and stakeholders from diverse backgrounds and perspectives. ICs allow students to effectively learn from and teach others across different values and cultures, negotiate conflicts, and facilitate effective community decision-making. Organizational Development consultants and others have designed and used facilitation techniques for interpersonal work in industry, governance and NGOs. However, these techniques are not yet widely implemented in formal education settings, and ICs are rarely explicitly addressed in pedagogy. It is therefore imperative to improve ICs development in higher education.
This session reviews some widely-used strategies and promising innovations to foster ICs. It demonstrates teachable tools for: improving communication framing and story-telling; promoting constructive dialogue and small-group conversations; and facilitating information-sharing, collaboration and decision-making in large groups. Such tools for group process and information sharing can enhance every student’s ICs, promoting student success across all disciplines and career paths. We will consider and practice a selection of strategies synthesized from Organizational Development, to help educators from all disciplines foster ICs in sustainability education.
Handouts and references available at https://perplexedprimate.org/2017/10/19/adventures-at-aashe/
Metaliteracy as an Empowering Model for Teaching Mobile and Social LearnersTom Mackey
Tom Mackey and Trudi Jacobson presented a collaborative keynote on metaliteracy at The University of Puerto Rico’s Mobile Learning Week event on Monday, March 20 at 10am eastern time. In a presentation entitled “Metaliteracy as an Empowering Model for Teaching Mobile and Social Learners,” Tom and Trudi will explored the theory of metaliteracy while illustrating practical applications that can be applied in a variety of teaching and learning situations. In today’s mobile media environments our learners are continuously engaged with information in a variety of forms using a range of technologies. Learners from around the world are texting, posting, and sharing documents they find online through a multitude of social media spaces and mobile devices. But how much of this information can be trusted?
Metaliteracy and the Participatory Role of Learners in Today’s Social Informa...Tom Mackey
This document summarizes a presentation on metaliteracy and the participatory role of learners in today's social information environment. The presentation covered key concepts of metaliteracy including its focus on learner empowerment and participation beyond just searching and retrieving information. It also discussed how metaliteracy aligns with the ACRL Framework and provided examples of metaliteracy learning projects including a digital badging system and MOOCs. The presentation concluded with a discussion of integrating metaliteracy into general education information literacy courses through curriculum design considerations and assessment approaches.
The document discusses the objectives and benefits of developing an all-in-one virtual learning environment (VLE) using Ning. The key objectives are to create a collaborative learning space that promotes learning throughout the year in a safe and controlled environment. Benefits mentioned include having a single interface to access materials and tools, and allowing teachers to provide enhanced resources. The document also discusses how Ning could facilitate collaborative writing tasks and references several studies on the benefits of collaborative and online learning.
Chapter 13 online communities and interactionsgrainne
The document discusses online communities and interactions. It explores how tools and user practices co-evolve over time as users gain experience with tools and discover new ways to use them. The document also describes different modes of online interaction, from individual to networked. It presents frameworks for understanding online pedagogies and evaluating online communities, including how they support reflection, experience, and conversation.
This document provides a historical overview of theories of learning from the 20th century. It discusses early theories that viewed learning as an individual cognitive process (behaviorism, constructivism). It then outlines how later theorists emphasized the social context of learning, including social learning theory, Vygotsky's work on the zone of proximal development, and situated learning theory which views learning as participation within a community. The document traces how views have evolved from seeing learning as an internal individual process to recognizing the importance of social and cultural influences.
This document provides an overview of a presentation on reframing information literacy as metaliteracy. It discusses the changing information environment and rise of online learning. Metaliteracy is presented as a framework that promotes critical thinking and collaboration in digital spaces. It emphasizes metacognition and the ability to critically evaluate one's own skills. The document outlines several metaliteracy objectives like understanding different content formats and privacy issues. Examples are given of how metaliteracy can be practiced, including a student project and potential badging system. Overall, the presentation argues that metaliteracy provides a more comprehensive approach for engaging with information in today's online world.
Controller Design and Load Frequency Control for Single Area Power System wit...IJERA Editor
The document presents a load frequency control technique for a single area power system using model order reduction. It first describes the modeling of a single area power system as a third order transfer function. It then uses Routh approximation to reduce this to a second order system without significantly changing the dynamic behavior. An internal model control approach is also presented to design a PID controller for improved load disturbance rejection. Simulation results show that the step response of the original third order system matches well with that of the reduced second order system, validating the model order reduction technique. The reduced order model enables simpler controller design while maintaining good dynamic characteristics.
Поисковое продвижение клиентских сайтовПаньшин Групп
Презентация с кейсами успешного продвижения клиентских бизнесов.
Тесное взаимодействие клиента и компании по продвижению - залог успеха и достижения результатов в маркетинге.
Assessing monetary value of the nuisance caused by an msw landfillIAEME Publication
This document describes a study that uses conjoint analysis to assess the monetary value of nuisance caused by a municipal solid waste landfill site in Kerala, India. The study identifies attributes affected by the landfill, including drinking water source, proximity to facilities, contamination level, and plot access. It then designs a conjoint analysis survey with choices combining these attributes at different levels, along with a monetary savings attribute. The survey responses are analyzed to determine the monetary value (willingness to pay) that residents assign to avoiding each nuisance attribute from the landfill. This monetary value represents the external costs of the landfill that should be included in its overall cost calculation.
Annual meeting Blue Sky Award summary slide show finalCALSTART
CALSTART held its Annual Meeting and Blue Sky Award Ceremony on December 9, 2014 at the Westin Bonaventure Hotel in Los Angeles, CA. Among the many dignitaries present were representatives from the US EPA, DOE's ARPA-E, California Air Resources Board and the California Energy Commission. Blue Sky Award winners were Senator Fran Pavley, California State Senate District 27
Senator Ricardo Lara, California State Senate District 33
Assemblyman Henry T. Perea, California State Senate District 31; General Motors; Frito-Lay; and Caterpillar Inc.
Low Memory Low Complexity Image Compression Using HSSPIHT EncoderIJERA Editor
Due to the large requirement for memory and the high complexity of computation, JPEG2000 cannot be used in
many conditions especially in the memory constraint equipment. The line-based W avelet transform was
proposed and accepted because lower memory is required without affecting the result of W avelet transform, In
this paper, the improved lifting schem e is introduced to perform W avelet transform to replace Mallat method
that is used in the original line-based wavelet transform. In this a three-adder unit is adopted to realize lifting
scheme. It can perform wavelet transform with less computation and reduce memory than Mallat algorithm. The
corresponding HS_SPIHT coding is designed here so that the proposed algorithm is more suitable for
equipment. W e proposed a highly scale image compression scheme based on the Set Partitioning in
Hierarchical Trees (SPIHT) algorithm. Our algorithm, called Highly Scalable SPIHT (HS_SPIHT), supports
High Compression efficiency, spatial and SNR scalability and provides l bit stream that can be easily adapted to
give bandwidth and resolution requirements by a simple transcoder (parse). The HS_SPIHT algorithm adds
the spatial scalability feature without sacrificing the S NR embeddedness property as found in the original
SPIHT bit stream. Highly scalable image compression scheme based on the SPIHT algorithm the proposed
algorithm used, highly scalable SPIHT (HS_SPIHT) Algorithm, adds the spatial scalability feature to the SPIHT
algorithm through the introduction of multiple resolution dependent lists and a resolution-dependent sorting
pass. SPIHT keeps the import features of the original SPIHT algorithm such as compression efficiency, full
SNR Scalability and low complexity.
4 membuat menu_baru_menu_top_pada_joomlaDedy Setiawan
Dokumen ini memberikan instruksi untuk membuat menu baru dan menu top pada Joomla, meliputi cara menambahkan menu baru dan item menu, membuat menu top, serta menambahkan module menu top agar dapat ditampilkan pada halaman web.
A Study on Mechanical Properties of Vinylester Based BioComposite Material wi...IJERA Editor
In composites a conglomeration produces material properties which are unavailable from individual constituent
materials. The use of petroleum based products as constituents in polymer matrix composite has raised concerns
regarding environmental issue and non-renewability of the resource. Therefore in this work an attempt has been
made to develop a biocomposite material using untreated dupion silk fiber as reinforcement material and vinyl
ester as matrix material with Potato Starch used as filler material by hand layup technique.
The biocomposites were prepared in varying percentage of filler addition (0%, 10%, 20%, and 30%) and
different mechanical tests (tensile, flexure and hardness) were conducted on the samples prepared to the ASTM
standards.
From the results of the experiments conducted on the specimen it can be concluded that the performance of 10%
Starch filler content Biocomposite is satisfactory in all aspects compared to 0%, 20%, and 30% Starch filler
content Biocomposites.
Sediment flow changes induced by dams in pamba riverIAEME Publication
The document summarizes research on changes to sediment flow in the Pamba River in Kerala, India induced by dams constructed along the river. Eleven dams have been built on the Pamba River and its tributaries for hydroelectric, water supply, and irrigation projects. Analysis of sediment load and discharge data from three gauging stations on the river from before and after dam construction shows that the dams have significantly impacted the flow of sediments through the river by slowing or stopping sediment movement downstream. In particular, the dams prevent the natural movement of sediment and disrupt the river's morphological equilibrium between sediment inflow and outflow.
Jennifer Mesa is the Managing Partner of MRI-GLE, a specialized advisory firm based in Las Vegas, Nevada that offers services to the global gaming, hospitality, and entertainment industries including executive search, talent consulting, succession planning, and organizational development. She has over 20 years of experience in commercial banking and previously launched a gaming division for US Bancorp. She also has experience as an executive consultant providing services to companies in the gaming, leisure, and entertainment industries.
Interactive Fuzzy Goal Programming approach for Tri-Level Linear Programming ...IJERA Editor
The aim of this paper is to present an interactive fuzzy goal programming approach to determine the preferred
compromise solution to Tri-level linear programming problems considering the imprecise nature of the decision
makers’ judgments for the objectives. Using the concept of goal programming, fuzzy set theory, in combination
with interactive programming, and improving the membership functions by means of changing the tolerances of
the objectives provide a satisfactory compromise (near to ideal) solution to the upper level decision makers.
Two numerical examples for three-level linear programming problems have been solved to demonstrate the
feasibility of the proposed approach. The performance of the proposed approach was evaluated by using of
metric distance functions with other approaches.
Detection and prevention method of rooting attack on the android phonesIAEME Publication
This document summarizes a thesis about detecting and preventing rooting attacks on Android phones. It discusses how personal information and authentication certificates are saved on Android devices and vulnerable to exploitation during financial transactions if the phone is rooted. The document outlines two common rooting methods, RageAgainstTheCage and GingerBreak, that gain root access by exploiting vulnerabilities in the Android OS. It proposes analyzing how information is stored and establishing countermeasures to protect against rooting attacks and prevent leakage of financial data from Android phones.
Academics in Social Media: Acts of Personal Defiance and Sharing ( at AECT 2013)George Veletsianos
The ways that emerging technologies and social media are used and experienced by researchers and educators are poorly understood and inadequately researched. The goal of this study was to examine the online practices of individual scholars using ethnographic data collection and qualitative data analysis methods. In this presentation I report two findings: Academics' social media use to (a) defy and circumvent academic publishing, and (b) share intimate details of one’s life.
Learning Theories and Instructional Pathways for Adult Learners in the Online...AngelaGibson
This document summarizes a presentation about best practices for teaching adult learners in online environments. It discusses key aspects of andragogy (adult learning theory) including the characteristics of adult learners and concepts like experiential learning, self-directed learning, and transformative learning. The presentation covers challenges adult learners face and online solutions. It also reviews Community of Inquiry framework and concludes that strategies for online learning should consider course development, community engagement, and classroom settings while knowing the students and blending pedagogy and andragogy.
Quantitative Research Proposal College.pdfsdfghj21
This quantitative study aims to examine how social capital and grit influence academic and professional success among first-generation college students from various socioeconomic backgrounds. Self-reported surveys will be used to collect data on social capital, grit, academic performance, and professional achievement from a sample of first-generation college students. Regression analysis will then analyze the relationships between these variables and determine whether social capital predicts professional performance or grit predicts academic performance differently for students from lower-resourced backgrounds. The findings could help universities better support first-generation students.
Dr. W.A. Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
Donavon's story provides three key lessons for schools based on his experience as an urban high school student. First, listening to student voices can provide valuable perspectives on improving teaching and learning. Second, supportive relationships with caring teachers who have high expectations can help students build resilience. Third, including student voices in school decision-making can strengthen student engagement and school climate.
Where Is The M In Interactivity, Collaboration, and Feedback?Michael Coghlan
Presentation for the Wireless Ready Event on March 29th, 2008. Audio accompanying approximately the first half of these slides at http://michaelc.podomatic.com/entry/2008-03-29T07_39_46-07_00
UNISA keynote on building academic resilience in a context of diversityAlan Cliff
This document discusses the concept of resilience from various theoretical perspectives including psychology, psychoanalytic theory, and social learning theory. It emphasizes that resilience is influenced by social context and can be enabled or constrained based on that context. It also reviews theories around academic literacies, communities of practice, and the work of Lea and others in conceptualizing literacy as a socioculturally situated practice. Finally, it discusses implications for understanding academic resilience as a whole system focus involving agency, multiple communities of practice, and collectivist and psycho-social dimensions rather than just an individual skill.
Running head: STUDENT TRANSFER 1
STUDENT TRANSFER 3
Student transfer
Tangela Jones
Walden University
5/20/18
The above stakeholders all play important roles to ensure there are no significant gaps during the transfer enrollment processes. Rhine et al. (2000), asserts that both 4-year institutions and community college should work together for smooth student transitioning. Unfortunately, there is the theta of state cuts which affects transfer students in community colleges such as in California (Keller, 2009).
References
Keller, J. (2009). At transfer time in California, thousands of students hit a dead end. Chronicle of Higher Education, 56(7), A1-A20.
Rhine, T., Milligan, D., & Nelson, L. (2000). Alleviating transfer shock: Creating an environment for more successful transfer students. Community College Journal of Research and Practice, 24(6), 443-453.
Administrator
The Office of Admissions and registrar
Roles:
Maintenance and supervision of university
Professors
Department of Dean of Studies
Role:
To offer guidance to students on the metrics to consider when transferring.
Lecturers
Department of undergraduate and postgraduate studies
Role:
To develop and implement learning courses that help students transition from one major to another.
Researchers
Department of academic research
Role:
To provide comprehensive and free resources that guide students on enrolling on the best transfer programs and academic majors
Students
School of undergraduate and graduate studies
Role:
To fully engage with all the stakeholders involved in the transfer enrollment processes in order to fully meet their academic and career needs.
Week 14 - Ethics and Information Management
Discussion Question
Using Campbellsville University library and/or other sources such as Google Scholar, read at least four (4) academically reviewed articles on the ethical issues that may arise in information management.
Please note that Wikipedia or other internet articles or books will not be accepted for this discussion.Students must support their discussion with at least 4 academically reviewed articles. (Wikipedia, Smallbusinesschron.com and other internet articles are not acceptable. Professor reviews the originality of all postings). Do not copy and paste.
1. Write a comparative analysis of the articles noting the similarities and differences.
2. Compare the information in those articles to the materials in Chapter 14 of your textbook. Does the premise of those articles support the overall theme of the materials in Chapter 14 of your textbook? Why or why not?
3. Discuss what you learned from those articles. In your discussion, give example(s) of your organization handles ethic concerns as they relate to information man ...
This slide is part of MOOC - Mini open online Course for educators interested in applying Scientific Dilemmas in the classroom.
URL: http://engage.exactls.com
This document discusses hybrid online collaborative learning environments that combine both face-to-face and online learning. It notes that current asynchronous online and in-person models have limitations, but that a hybrid model allows for more interaction and accessibility. A hybrid model incorporates tools like simulations, visualizations, and collaborative activities. It also lists benefits like personalized and accessible learning that better accommodates different needs and styles. The document outlines considerations for implementing hybrid learning environments and barriers to overcome, such as developing effective pedagogical approaches and gaining institutional support.
Read the article Adult Education and the Social Media Revolution,.docxmakdul
Read the article “Adult Education and the Social Media Revolution,” available in the eReserves section of the classroom. Pay particular attention to the references these authors make to the works of others. Every citation within this article is essentially a head nod to other authors who have written about the same or similar topics. Were they all in the same room, you could imagine the authors of this article pointing to or calling out those other authors while speaking. This is what we mean when we refer to research and writing as one big conversation, with all of the participants listening and responding to one another.
In a discussion post, point to an example from this article and explain how the authors do one of the following:
· refer to another work in order to give legitimacy to their own point;
· refer to another work in order to build upon the ideas of others; or
· refer to another work in order to challenge that work.
If you select "refer to another work in order to give legitimacy to their own point," first describe what the authors' point is, then describe how the cited article supports that point.
If you select "refer to another work in order to build upon the ideas of others," first describe what the ideas are, then describe how the authors build upon those ideas.
If you select "refer to another work in order to challenge that work", first describe what is being challenged, then describe how the authors are challenging the cited work.
By Marvin LeNoue, Tom Hall,
Myron A. Eighmy
Marvin LeNoue is an ABD doctoral
candidate in Occupational and Adult
Education at North Dakota State
University, Fargo, ND. He is currently
serving as an instructor at the University
of Oregon American English Institute,
Eugene, OR. His research interests
include technology-enhanced education
delivery and the use of educational
social software.
(Email: [email protected])
Tom Hall has an Ed. D. in Adult and
Higher Education from the University
of South Dakota. He is currently
serving as an Assistant Professor in the
Educational Leadership Program at
North Dakota State University, Fargo,
ND. His research interests include
adult education in the 21st Century, the
impact of different generational cohorts
in today's workplace, and community
education in rural America.
(Email: thomas.e. [email protected] edu)
Myron A. Eighmy is a professor and
program coordinator for the Education
Doctoral Program at North Dakota State
University. Research interests include
alternative delivery modes, learning
communities, and graduate student
self-efficacy.
(Email: [email protected])
Adult Education and the
Social Media Revolution
The advent of Web 2.0 and the spread of social software tools havecreated new and exciting opportunities for designers of digitally-medi-
ated education programs for adults. Whether working in fully online, blended,
or face-to-face learning contexts, instructors may now access technologies that
allow students and faculty to engage in coope ...
This document provides an introduction and background for a dissertation proposal examining the effectiveness of an off-model READ 180 literacy program in an urban high school setting. It discusses the importance of literacy and challenges facing urban students. The school district implemented a modified 50-minute version of READ 180 after receiving a grant but is questioning its effectiveness compared to the standard 90-minute model. The problem statement indicates a need to determine if this modified version yields different results than research on the full program. The purpose is to help the district address the intervention's impact and decide whether to continue it. The introduction provides context on political demands, adolescent literacy challenges, and guidelines for effective literacy programs.
Chapter 1 of "Open Learning Cultures. A Guide to Quality, Evaluation and Asse...Ulf-Daniel Ehlers
THis book aims to provide three things:
- Details the influence of collaborative web-based technology on learning environments and learning behavior
- Provides educators, teachers, lecturers and students with a practical guide to developing customized quality concepts in open learning environments
- Includes guidelines, templates and use cases to facilitate the practical implementation of the methods presentedPresents a concept of quality control and assessments as an integral part of learning processes
Myths And Misperceptions About Online Learning2P Shea
Invited Session featuring researchers who have conducted reviews of online learning published in Review of Educational Research. The session includes a conceptual, traditional, and meta-analytic review of this topic.
Dr. S. Marie McCarther, University of Missouri - Kansas CityWilliam Kritsonis
Dr. S. Marie McCarther, University of Missouri - Kansas City - Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief - www.nationalforum.com
Connectivist And Connected Knowledge CCK09Terry Anderson
1. The document discusses three generations of distance education pedagogy: behavioral/cognitive pedagogies focus on individual learning of content; constructivist pedagogies emphasize active learning through groups and social context; connectivist pedagogies focus on network learning through open online communities.
2. It argues that behavioral/cognitive models are outdated, constructivist models work for cohorts but not lifelong learning, and connectivist models using online networks are Athabasca University's future approach.
3. The future involves developing personal learning networks using tools like social networking, media sharing, and open educational resources to improve the quality and effectiveness of distance education.
This document discusses learning spaces, including the classroom, spaces beyond the classroom like homes and museums, and electronic learning spaces. It addresses factors to consider for classroom design, the importance of excursions and communities of practice outside school. Technologies can be used as tutors, tools, for exploration and communication, and educators must decide if technologies allow new educational opportunities. Students progress through stages in online learning environments.
This document summarizes key points from a presentation about communication design and theories of learning. It discusses how communication designers produce information to explain technologies and work in ill-structured problem domains. It also outlines general problem-solving tasks and what is known about learning, including comprehension, representation, retrieval, and construction of new understandings.
This document summarizes the use of online technology to support socially isolated social work students undertaking rural practicum placements. It discusses how an online learning environment was used to facilitate critically reflective practice and deep learning. Key aspects included developing a community of learners, introducing students to frameworks for critical reflection, and having students analyze critical incidents from their placements. Students reported learning to see issues from multiple perspectives and sit with complexity through collaboratively deconstructing and reconstructing their experiences online. Challenges of the approach included the potential risks of critical reflection and lack of field educator familiarity with the method.
Carl Bereiter is a professor emeritus at the University of Toronto who co-founded the Institute for Knowledge Innovation & Technology. He developed CSILE, the first networked system for collaborative learning, and later Knowledge Forum. Knowledge building environments aim to treat students as members of a knowledge building community rather than just learners. They emphasize knowledge advancement for the community rather than individual achievement and focus on improving ideas rather than acquiring knowledge. Discourse is collaborative problem solving rather than argumentation, and emergent understandings are valued over authoritative knowledge.
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.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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.
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 ...
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
1. Educational Resilience
in the Digital
University
Martin Oliver
UCL Institute of Education
m.oliver@ioe.ac.uk
2. Where this began…
JISC-funded digital literacies project
Gourlay & Oliver (2012) – combat, curation and coping
3. Touching a wider concern
In the US, roughly half of all undergraduates fail to complete their
degrees (Bergman et al, 2014).
Tinto’s analysis (1997) of college leavers & the concept of persistence,
linked to “students’ involvement or integration in the life of the college”
Barnett (2007) and the “fragility” of students’ will to learn, and the
importance of self-belief on persistence, and the role of others in
supporting this.
Ross et al (2013): resilience as “the ability to navigate conditions of
complexity and change. In practice, in this context, this mostly means
that the student keeps going and successfully achieves the qualification
sought.”
‘Grit’ as a determinant of success (Duckworth & Gross, 2014), where
“grit predicts the completion of challenging goals despite obstacles and
setbacks” (p320)
4. Precursors of resilience
The term risk is not being used to refer to the vulnerabilities
of children who have specific, clinical, biological, cognitive,
affective or sensory disorders (e.g. physical handicap, mental
retardation, ADHD, autism, hearing or visual impairment).
Risk is being used here to refer to environmental factors that
either singly or in combination have been shown to render
children’s failure to thrive more likely. (Howard et al, 1999:
307-8)
5. To sociology and schools
…others, also vulnerable – exposed to poverty, biological risks,
and family instability, and reared by parents with little
education or serious mental health problems – who remained
invincible and developed into competent and autonomous
young adults. (Werner & Smith, 1982: 3)
6. The risks of ‘risk’
Pupils labeled ‘at risk’ were:
“often those whose appearance, language, culture, values,
home communities, and family structures […] do not
match those of the dominant culture, suggesting that
ideological factors may be implicated in the construction
or application of the concept of risk”. (Howard et
al,1999: 308),
7. From ‘risk’ to ‘resilience’
Brown (2004:21): initially, resilience understood simply to
“represent the opposite of risk factors”
Moved on initially to ‘resilience factors’
Subsequent revisions reframe the concept more positively,
expressing it in terms of processes of being resilient,
rather than taxonomic classifications of personality or
socio-economic category
8. Reported associations
More likely to… Less likely to…
Value and be satisfied with school
Have positive perceptions of family, peer
and teacher support
Read more and do more homework
Be from higher socioeconomic areas
Be religious
Participate in extra-curricula activities
Have higher social, academic self-concept
Have an achievement motivation
Expect to graduate high school, and
attend graduate schools and colleges
Perceive their classroom favourably
Perceive their teachers as having high
expectations of them
Achieve high grades
Be invited to join a gang
Bring weapons to school
Experience conflicts with other students
Experience family conflicts
Be exposed to violence
Be shy, tired, unattentive or bored in class
Be distracted or disruptive when working
Spend time in class socializing with other
students
9. From diagnosis to
intervention
The resiliency perspective […] may help us design more
effective educational interventions because it enables us to
specifically identify those ‘alterable’ factors that distinguish
resilient and nonresilient students. […] The construct of
‘educational resilience’ is not viewed as a fixed attribute of
some students, but rather as alterable processes or
mechanisms that can be developed and fostered. In other
words, this approach does not focus on attributes such as
ability, because ability has not been found to be characteristic
of resilient students. (Waxman et al, 2004: 4).
10. …and on to agency
Was restitution to be accomplished by the system putting into
place the umbrella of protective factors that corrected the deficits
in the students? In other words, was the system the active
agency, and the students the passive recipients? (Silva & Radigan,
2004: 166)
11. …in the Digital University?
Understood theoretically in terms of a tradition of work drawing on
sociomaterial perspectives, and related work including networked
learning
Crook (2002) – ‘learning nests’
Cornford & Pollock (2002) – the campus as resourceful constraint
Fenwick et al (2011) – sociomateriality of education and knowledge
work
Jones & Healing (2010) – integration of technologies into everyday
life
Gourlay (2012) – posthuman reframing of lecturing and the
distribution of teaching across people and technologies
Etc…
12. Not (quite) this resilience:
To date, resilience in the Digital University has focused on
institutions not learners
Weller, 2011; Weller & Anderson, 2013; Hall & Winn, 2011
(Although some discussion of individuals in Hall & Winn)
Environmental metaphors of resilience
Organisations in ecosystems; systems theory
The continuation of ‘the university’ in the face of
developing challenges (peak oil, sustainability, disruptive
technologies, etc)
Potential for a connection (via networks) with post-ANT?
13. The unfortunate opening of
black boxes
Objects, no matter how important, efficient, central, or necessary
they may be, tend to recede into the background. […] The third type
of occasion [when they become visible] is that offered by accidents,
breakdowns, and strikes: all of a sudden, completely silent
intermediaries become full-blown mediators; even objects, which a
minute before appeared fully automatic, autonomous, and devoid of
human agents, are now made of crowds of frantically moving
humans with heavy equipment. Those who watched the Columbia
shuttle instantly transformed from the most complicated human
instrument ever assembled to a rain of debris falling over Texas will
realize how quickly objects flip-flop their mode of existence.
(Latour, 2005: 81)
14. Sociomaterial resilience
Punctualisation (Law, 1992) as a marker of success
Resilience as a response to breakdowns
Problems with ‘enrolment’ – when “translation becomes
treason, tradutore – traditore, once an enrolled entity refuses
to enter the actor-world” (Callon, 1986: 25)
Reconfiguring the ‘actor-world’ by bringing in alternative
actants to achieve equivalent or comparable ends
‘Heterogeneous re-engineering’
Institutions as well as individuals involved in this process
(Law, 1992)
15. Revisiting ‘combat’
I feel like, also that Google is equally watching you. You know,
they’re all watching you, they’re all trying to sell you things, and
the thing is not, I don’t so much mind being bombarded with
advertising as I mind having things put about me on things like
Facebook that I don’t want. You know, I don’t want my friends
to spy on me, I don’t want my friends to know what I listen to
on YouTube. (Sally Interview 1)
Use of different – and parallel – email accounts to create
boundaries around strands of life
Working around the (treasonous) agency of technology, not
removing it (re-engineer the network, not the ‘black box’ of
Googlemail)
16. Revisiting ‘coping’
University
Library
A printer that only
prints single-sided
Desks
Limited budget
Another university
Desktop computer
Electronic
resources
A girlfriend
Another desktop
Her password
A printer that prints double-sided
17. Conclusions
Resilience as an elusive but pervasive issue
A disconnect from a long tradition of work (…in other
settings)
Visible in interesting ways in the context of the digital
university
Sociomaterial ideas as a possible bridge between different
areas of work, and of theorising agency (resilience as
achieving a social success, rather than a personal, internal
characteristic)
Resilience through re-engineering: can institutions provide
resources and infrastructure that are easier to enroll?
18. References
Barnett, R. (2007) A will to learn: being a student in an age of uncertainty. Maidenhead: McGraw-Hill
Education.
Bergman, M., Gross, J. P., Berry, M., & Shuck, B. (2014). If Life Happened but a Degree Didn’t:
Examining Factors That Impact Adult Student Persistence. The Journal of Continuing Higher
Education, 62 (2), 90-101.
Brown, J. (2004) Resilience: emerging social constructions in educational policy, research, and
practice. In Waxman. H., Padrón, Y., & Gray, J. (eds) Educational Resiliency: Student, teacher and school
perspectives, 11-36. Greenwich, CO: Information Age Publishing.
Callon, M. (1986) Some Elements of a Sociology of Translation: Domestication of the Scallops
and Fishermen of St. Brieuc Bay. In Law, J. (ed) Power, Action and Belief: A New Sociology of
Knowledge?, 196-223. London: Routledge.
Cornford, J. & Pollock, N. (2002) The university campus as ‘resourceful constraint’: process and
practice in the construction of the virtual university. In Lea, M. & Nicoll, K. (eds), Distributed
learning: Social and Cultural Approaches to Practice, 170-181. London: RoutledgeFalmer.
Crook, C. (2002) The campus experience of networked learning. In Networked learning: Perspectives
and issues, 293-308. London: Springer.
19. References
Duckworth, A. & Gross, J. (2014) Self-Control and Grit: Related but Separable Determinants of
Success. Current Directions in Psychological Science, 23 (5), 319-325.
Fenwick, T., Edwards, R. & Sawchuk, P. (2011) Emerging Approaches to Educational Research: Tracing
the Sociomaterial. London: Routledge.
Gourlay, L. (2012) Cyborg ontologies and the lecturer’s voice: a posthuman reading of the ‘face-to-
face’. Learning, Media and Technology 37 (2), 198-211.
Gourlay, L., & Oliver, M. (2012) Curating, combat or coping? Student entanglements with
technologies in HE. Paper presented at Society for Research into Higher Education 2012, Wales.
Hall, R. & Winn, J. (2011) Questioning Technology in the Development of a Resilient Higher
Education. E–Learning and Digital Media, 8 (4), 343-356.
Howard, S., Dryden, J. & Johnson, B. (1999) Childhood Resilience: Review and Critique of
Literature. Oxford Review of Education 25 (3): 307–23.
Jones, C., & Healing, G. (2010). Networks and locations for student learning. Learning, Media and
Technology, 35 (4), 369-385.
Latour, B. (2005). Reassembling the Social: An Introduction to Actor-Network-Theory. Oxford: Oxford
University Press.
20. References
Law, J. (1992) Notes on the Theory of the Actor-Network: Ordering, Strategy, and Heterogeneity.
Systems Practice, 5 (4): 379–393.
Ross, J., Gallagher, M. & Macleod, H. (2013) Making distance visible: assembling nearness in an
online distance learning programme. International Review of Research in Online and Distance Learning,
14 (4), 51-66.
Silva, R. & Radigan, J. (2004) Achieving success: an agentic model of resiliency. In Waxman. H.,
Padrón, Y., & Gray, J. (eds) Educational Resiliency: Student, teacher and school perspectives, 113-136.
Greenwich, CO: Information Age Publishing.
Tinto, V. (1997) Colleges as communities: Taking research on student persistence seriously. The
review of higher education, 21 (2), 167-177.
Weller, M. (2011) The Digital Scholar: How Technology Is Transforming Scholarly Practice. London:
Bloomsbury Academic.
Weller, M., & Anderson, T. (2013) Digital resilience in higher education. European Journal of Open,
Distance and E-Learning, 16 (1), 53.
Werner, E. & Smith, R. (1982) Vulnerable but invincible: a longitudinal study of resilient children and youth.
New York: McGraw Hill.