Transformative Approaches to Sustainable Development at Universities PDF Download

Author: Walter Leal Filho
Publisher: Springer
ISBN: 3319088378
Category : Science
Languages : en
Pages : 595

View

Book Description
This book documents and disseminates experiences from a wide range of universities, across the five continents, which showcase how the principles of sustainable development may be incorporated as part of university programmes, and present transformatory projects and programmes, showing how sustainability can be implemented across disciplines. Sustainability in a higher education context is a fast growing field. Thousands of universities across the world have signed declarations or have committed themselves to integrate the principles of sustainable development in their activities: teaching, research and extension, and many more will follow.

Author: Diana Oblinger
Publisher: Educause
ISBN: 9780967285320
Category : Computers
Languages : en
Pages :

View

Book Description
This e-book offers an insightful look into the way today's students think about and use technology in their academic and social lives. It will help institutional leaders help their students to become more successful and satisfied.

Author: Antonio Víctor Martín-García
Publisher: Springer Nature
ISBN: 3030457818
Category : Technology & Engineering
Languages : en
Pages : 297

View

Book Description
This book focuses on essential aspects of the theoretical foundations that support blended learning (BL) as a teaching training modality in tertiary education. Analyzing the changes in the world of education that lead to new ways of thinking and learning, it redefines the concept of blended learning at a time of constant growth in many universities around the world. This involves a shared reflection on the role of technology in the current university teacher education programs, as well as on the role that pedagogy plays in increasingly technology-driven contexts. Furthermore, the book presents pedagogical approaches to guide university professors in the design and implementation of blended learning courses. To this end, it describes some of the major models and approaches to BL instructional design, and examines issues related to the quality of BL training and the indicators to measure it, in order to identify those models that contribute to a better understanding of the dimensions that increase its effectiveness.

Author: Aurelio Villa
Publisher:
ISBN: 9788498301984
Category :
Languages : en
Pages : 334

View

Book Description

Author: Michael Allingham
Publisher: OUP Oxford
ISBN: 0191579262
Category : Business & Economics
Languages : en
Pages : 144

View

Book Description
We make choices all the time - about trivial matters, about how to spend our money, about how to spend our time, about what to do with our lives. And we are also constantly judging the decisions other people make as rational or irrational. But what kind of criteria are we applying when we say that a choice is rational? What guides our own choices, especially in cases where we don't have complete information about the outcomes? What strategies should be applied in making decisions which affect a lot of people, as in the case of government policy? This book explores what it means to be rational in all these contexts. It introduces ideas from economics, philosophy, and other areas, showing how the theory applies to decisions in everyday life, and to particular situations such as gambling and the allocation of resources. ABOUT THE SERIES: The Very Short Introductions series from Oxford University Press contains hundreds of titles in almost every subject area. These pocket-sized books are the perfect way to get ahead in a new subject quickly. Our expert authors combine facts, analysis, perspective, new ideas, and enthusiasm to make interesting and challenging topics highly readable.

Author: Divina Frau-Meigs
Publisher: Springer Nature
ISBN: 3030673146
Category : Education
Languages : en
Pages : 161

View

Book Description
This book reports on a rather unique European experience, the pioneering ECO project for Social MOOCs (Massive Open Online Courses) and recapitulates the whole three-year process. It provides a critical perspective on the future of MOOCs in Europe and provides several comparisons with other existing models and platforms. The book contains chapters that address the major issues connected to MOOC design and implementation. The first 8 chapters cover large issues that extend beyond the ECO project experience, such as creative industries and trans-literacy; management and implementation; learning environments and platforms; dissemination; pedagogical models; interactivity and agility; gamification; evaluation; and business models. The last 3 chapters hone in on narrowly focused topics such as mobility, knowledge transfer and peer to peer evaluation. The specificities of this on-going project (funded by the EU) are: a unique collaborative pedagogy, an intercultural process (6 languages), and focus on intercreativity, the multiplying impact of e-teachers (the community of participants that was empowered to create more than 50 new MOOCs), accessibility and gamification. The book will be of interest due to its holistic approach to MOOCs and its assessment of their opportunities and their limitations. Many issues are explored and contribute to deeper understanding of the phenomenon and its transformative capacities for education and learning.

Author: Luke E. Lassiter
Publisher: Rowman Altamira
ISBN: 9780759104846
Category : Biography & Autobiography
Languages : en
Pages : 332

View

Book Description
Prompted by the overt omission of Muncie's black community from the famous study by Lynd and Lynd, Middletown: A Study in Modern American Culture, the authors uncover the neglected part of the story of Middletown, a well-known pseudonym for the Midwestern city of Muncie, Indiana. It is a uniquely collaborative field study involving local experts, ethnographers, and teams of college students. The book, The Other Side of Middletown, and DVD, Middletown Redux, are valuable resources for community research. Sponsored by the Virginia B. Ball Center for Creative Inquiry, Muncie, Indiana.

Author: Olga M. Alegre de la Rosa
Publisher: Nova Science Publishers
ISBN: 9781536108842
Category : College teachers
Languages : en
Pages : 0

View

Book Description
The book Research on University Teaching and Faculty Development: International Perspectives contains twenty-five solid and powerful chapters treating research aspects that reflect current university issues in ten countries. The book has been written by 60 proficient educators and accredited researchers. They have explored university teaching and faculty development as a field of inquiry that uses qualitative and quantitative methodological approaches for studying almost forty university topics. These themes range from academic planning, accountability, and action research to change in teacher education. The question of a relationship between university teaching and teacher induction is first introduced in the book to train future teachers with techniques and social elements that require a scientific rather than an artistic approach to reflective practices. Eight chapters inquire why some university campuses produce more/better collaborative teaching and change predisposition in higher education. The sort of attempt to discover activeness during teaching practice and to define the nature of the induction year may well provide a path to some basic understanding and offers tremendous research potential into the teaching profession. The second section of the book regards faculty development as an enigma. Written throughout five chapters, it stresses expert-novice studies to make coherent sense out of experience within the faculty. The action research approach is a basic method to studying active teaching/assessment and, accordingly, to an understanding of the forces resulting in the internal consistency of the learning communitys styles and processes. A crucial point is the female perspective at the higher education level that has permeated the culture of justice. The third part of the book contains six chapters of a quality nature. Governments and funding initiatives are focusing on the provision of university leadership development as a vehicle for renewing curriculum and quality assurance. The major beneficiaries of a well-run university change system in higher education are the students and graduates of any age, social and personal condition. New research on student assessment is unique among academic responsibilities in providing a direct linkage between learning activities and quality assurance, strategic decision-making processes. In this respect, how universities interpret inclusive education for students with developmental disabilities, and establishing structural relationships with society are important strategic matters to improve the functioning of the universitys organisation. Technology as an agent of university change is the fourth part of the book. It covers six chapters dealing with the impact of digital technology on traditional academic practices. Students' navigating discourses seem appropriate to enhance university learning because they intersect knowledge, competencies, confidence, information, and communication. The present day routine of Web 2.0 instruments in university teaching includes the use of computer generation and storage, to create and disseminate artifacts of undergraduate and graduate students.

Author: Darren Cambridge
Publisher: Taylor & Francis
ISBN: 1000978877
Category : Education
Languages : en
Pages : 292

View

Book Description
Higher education institutions of all kinds—across the United States and around the world—have rapidly expanded the use of electronic portfolios in a broad range of applications including general education, the major, personal planning, freshman learning communities, advising, assessing, and career planning.Widespread use creates an urgent need to evaluate the implementation and impact of eportfolios. Using qualitative and quantitative methods, the contributors to this book—all of whom have been engaged with the Inter/National Coalition for Electronic Portfolio Research—have undertaken research on how eportfolios influence learning and the learning environment for students, faculty members, and institutions.This book features emergent results of studies from 20 institutions that have examined effects on student reflection, integrative learning, establishing identity, organizational learning, and designs for learning supported by technology. It also describes how institutions have responded to multiple challenges in eportfolio development, from engaging faculty to going to scale. These studies exemplify how eportfolios can spark disciplinary identity, increase retention, address accountability, improve writing, and contribute to accreditation. The chapters demonstrate the applications of eportfolios at community colleges, small private colleges, comprehensive universities, research universities, and a state system.

Author: Luke Eric Lassiter
Publisher: University of Chicago Press
ISBN: 0226467015
Category : Social Science
Languages : en
Pages : 217

View

Book Description
Collaboration between ethnographers and subjects has long been a product of the close, intimate relationships that define ethnographic research. But increasingly, collaboration is no longer viewed as merely a consequence of fieldwork; instead collaboration now preconditions and shapes research design as well as its dissemination. As a result, ethnographic subjects are shifting from being informants to being consultants. The emergence of collaborative ethnography highlights this relationship between consultant and ethnographer, moving it to center stage as a calculated part not only of fieldwork but also of the writing process itself. The Chicago Guide to Collaborative Ethnography presents a historical, theoretical, and practice-oriented road map for this shift from incidental collaboration to a more conscious and explicit collaborative strategy. Luke Eric Lassiter charts the history of collaborative ethnography from its earliest implementation to its contemporary emergence in fields such as feminism, humanistic anthropology, and critical ethnography. On this historical and theoretical base, Lassiter outlines concrete steps for achieving a more deliberate and overt collaborative practice throughout the processes of fieldwork and writing. As a participatory action situated in the ethical commitments between ethnographers and consultants and focused on the co-construction of texts, collaborative ethnography, argues Lassiter, is among the most powerful ways to press ethnographic fieldwork and writing into the service of an applied and public scholarship. A comprehensive and highly accessible handbook for ethnographers of all stripes, The Chicago Guide to Collaborative Ethnography will become a fixture in the development of a critical practice of anthropology, invaluable to both undergraduates, graduate students, and faculty alike.