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Learning Identities in a Digital Age : Rethinking creativity, education and technology
Digital media are increasingly interwoven into how we understand society and ourselves today.From lines of code to evolving forms of online conduct, they have become an ever-present layer of our age.The rethinking of education has now become the subject of intense global policy debates and academic research, paralleled by the invention and promotion of new learning identities, which are intended to incite teachers and students to think, feel, and act as social operators in schools and beyond.Learning Identities in a Digital Age provides a critical exploration of how education has been reimagined for the digital future.It argues that education is now the subject of a "cybernetic" mode of thought: a contemporary style of thinking about society and identity that is saturated with metaphors of networks, flexibility, interactivity, and connectedness.This book examines how shifts in thought have translated into fresh ideas about creative learning, interactive tools, curriculum reform, and teacher identity.The text identifies how learning identities have been promoted, and position young people as networked learners, equipped for political, economic and cultural participation in the digital age. Included in the text:- mapping the digital age- reconstructing the future of education-making up digital learning identities-assembling creative learning-thinking with digital tools- protoyping the curriculum of the future-being a teacher in a digital age. This book situates education and technology in an intergenerational and interdisciplinary conversation.It will be of interest to students, researchers and practising education professionals who want to understand the wider sociological and psychological significance of new technologies on education and learner identity.
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Learning to Embed Sustainability in Teacher Education
This book offers an accessible guide to understanding the importance of a systems approach to embedding sustainability into teacher education practice, providing a practical resource for teacher education academics and others with an interest in organisational change.It draws principally on the findings of a 12-year research project in Australia, working directly with academics and their teacher education institutions to ensure that sustainability and education for sustainability are embedded in teacher education courses.Illustrating the need for change in teacher education in the context of education for sustainability, the book discusses the theory underpinning and practical application of a system-based change model.It also offers examples of how the model has been used in practice and shows education academics how to implement change within their own organizations and use the ideas and tools presented to advance sustainability in their discipline areas.
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Global Approaches to Sustainability Through Learning and Education
Unequal distribution of wealth, poverty, pollution, and gender inequality are just a few of the problems we face and struggle to eliminate.Sustainable development offers a long-term holistic solution to these problems through meeting the needs of the current generation without endangering the capability of future generations in meeting their own needs.Sustainable education or education for sustainability is a transformative learning paradigm that prepares learners and provides them with knowledge, ethical awareness, skills, values, and attitudes to achieve sustainable goals. Global Approaches to Sustainability Through Learning and Education is a comprehensive academic publication that facilitates a greater understanding of sustainable development and fosters a culture of sustainability through learning and education.Highlighting a range of topics such as ethics, game-based learning, and knowledge management, this book is ideal for teachers, environmentalists, higher education faculty, activists, curriculum developers, academicians, researchers, professionals, administrators, and policymakers.
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Learning Innovation and the Future of Higher Education
Giving higher education professionals the language and tools they need to seize new opportunities in digital learning. A quiet revolution is sweeping across US colleges and universities.As schools rethink how students learn - both inside and outside the classroom - technology is changing not only what should be taught but how best to teach it.From active learning and inclusive pedagogy to online and hybrid courses, traditional institutions are leveraging their fundamental strengths while challenging long-standing assumptions about how teaching and learning happen.At this intersection of learning, technology, design, and organizational change lies the foundation of a new academic discipline of digital learning.Coalescing around this new field of study is a common critical language, along with a set of theoretical frameworks, methodological practices, and shared challenges and goals.In Learning Innovation and the Future of Higher Education, Joshua Kim and Edward Maloney explore the context of this new discipline, show how it exists within a larger body of scholarship, and give examples of how this scholarship is being used on campuses. What Kim and Maloney demonstrate in this foundational text is an understanding that change is a complex dynamic between what happens in the classroom and the larger institutional structures and traditions at play.Ultimately, the authors make a compelling case not only for this turn to learning but also for creating new pathways for nonfaculty learning careers, understanding the limits of professional organizations and social media, and the need to establish this new interdisciplinary field of learning innovation.
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What is the difference between learning and education?
Learning is the process of acquiring knowledge, skills, and understanding through various experiences, interactions, and self-study. It is a lifelong process that occurs both inside and outside of formal educational settings. Education, on the other hand, refers to the structured and systematic process of imparting knowledge, skills, and values to individuals through institutions such as schools, colleges, and universities. While learning can take place in a variety of informal and non-traditional ways, education typically follows a more formalized curriculum and is often guided by specific learning objectives and outcomes.
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How can one complete further education through distance learning?
One can complete further education through distance learning by enrolling in online courses or programs offered by universities, colleges, or online learning platforms. These courses allow students to study at their own pace and from anywhere with an internet connection. Additionally, one can pursue a degree through distance learning by enrolling in online degree programs offered by accredited institutions. Distance learning provides flexibility and convenience for individuals who may not be able to attend traditional on-campus classes.
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To what extent is education a stimulus for learning?
Education serves as a significant stimulus for learning by providing structured knowledge, resources, and opportunities for individuals to acquire new skills and information. It acts as a foundation that ignites curiosity, critical thinking, and problem-solving abilities in learners. However, the extent to which education stimulates learning also depends on the individual's motivation, engagement, and willingness to actively participate in the learning process. Ultimately, education can serve as a catalyst for lifelong learning and personal growth when coupled with a proactive and open-minded approach to acquiring knowledge.
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How can one pursue further education through distance learning?
One can pursue further education through distance learning by researching and identifying accredited online programs or universities that offer the desired course or degree. It is important to ensure that the institution is reputable and recognized. Once a suitable program is found, one can apply for admission, complete the required coursework remotely, and engage with professors and classmates through virtual platforms. Regular communication with instructors and staying organized with assignments and deadlines are key to succeeding in distance learning.
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Employing Community-Based Experiential Learning in Teacher Education
This book positions itself at the intersection of the interrelationship between three key areas of initial teacher education: constructivist learning theories, teaching practicum, and the promotion of reflective practices.It presents an innovative approach to teacher preparation at undergraduate and postgraduate levels by critically examining the implementation of a mandatory experiential learning block across subject disciplines on undergraduate and postgraduate teacher preparation courses.This book presents multiple examples and case studies of these varied experiential learning projects that will inform academics, teachers and policymakers.Through these rich examples the authors set out to address the theory-practice dilemma in teacher education, where teachers-to-be are often positioned as ‘consumers’ of educational research in classrooms, read reference books and academic papers on teaching, and observe university and school experts before applying the same acquired theories and practices in their own classes.In the book the authors argue for a shift away from this conventional teacher-learning curriculum that is characterised by the separation of theory and practice, choosing instead to promote pedagogy and methods courses where practice underpins all learning.These pedagogical perspectives include the promotion of a diverse range of learning contexts (including on- and off-campus learning sites) for student teachers to experience during their time on teacher education courses.
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Teaching and Learning in Further Education : Diversity and change
Teaching and Learning in Further Education is established as an authoritative, wide-ranging introductory text for those training to work in the further education, post-compulsory education and lifelong learning sectors.It offers an easy to read picture of the practitioner’s everyday working life, a thorough historical account of the FE context and excellent advice on how to improve practice and enhance professional development.Essential topics covered include: Key theorists Teaching strategies Assessment issues The diverse curriculum The nature of the student body Blended learning and virtual learning E-assessment and personal records of achievementThe fourth edition will be significantly updated in light of the latest research into teaching and learning, as well as extensive changes in the field including: Revision to the professional standards for teachers, tutors and trainers in the lifelong learning sector; increased provision of HE in FE; the introduction of functional skills and the 14-19 Diploma and the shifting nature of vocational qualifications. Illustrated throughout by case studies and vignettes, and supported by reflective actitities and references to well respected research and literature, Teaching and Learning in Further Education is an essential text to be used throughout an FE tutor’s journey from trainee to qualified lecturer.
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Inclusive Adult Education : Embedding Diversity and Supporting Alternative Learning Environments in UK Higher Education
This book offers critical discussion of developing inclusive theory, practice, and policy that supports the needs and experiences of adult learners within higher education settings in the UK.The first part of the book shares the research of authors, all who have lived experience of their area of expertise, and the experiences and needs of adult learners in relation to religion, ethnicity, gender, sexuality, and disability as well as including an intersectional lens.The second section of the book discusses practice and understandings of adults learners in non-conventional higher education settings within the police service, criminal justice, and health care. These contributions provide new knowledge to better support those from diverse backgrounds to thrive in the higher education environment.This book will be of interest to academics who teach/support adult learners, students of education, as well as practitioners who work outside traditional higher education settings such as community educators and policymakers.
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Inclusion, Diversity and Innovation in Translation Education
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What is the connection between learning, upbringing, and education?
Learning, upbringing, and education are interconnected in that they all contribute to the development and growth of an individual. Upbringing shapes a person's values, beliefs, and attitudes, which in turn influence their approach to learning and education. Education provides the formal structure and guidance for learning, while learning is the process of acquiring knowledge, skills, and understanding. Together, they form a continuous cycle that shapes an individual's intellectual, emotional, and social development.
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Why deep learning compared to machine learning?
Deep learning is a subset of machine learning that uses neural networks to learn from data. It is more powerful than traditional machine learning techniques because it can automatically discover and learn from complex patterns and features in the data without the need for explicit feature engineering. Deep learning can handle large amounts of data and is capable of learning from unstructured data such as images, audio, and text, making it more versatile and effective for a wide range of applications. Additionally, deep learning models can continuously improve their performance with more data, making them more adaptable and scalable compared to traditional machine learning models.
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Is distance learning as recognized as traditional learning?
Distance learning is becoming increasingly recognized and accepted as a legitimate form of education, especially with the advancements in technology and the widespread availability of online courses. However, traditional learning still holds a higher level of recognition and credibility in many circles, such as certain industries or academic institutions. Ultimately, the recognition of distance learning versus traditional learning can vary depending on the context and the perceptions of individuals or organizations.
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Is distance learning worse than on-campus learning?
The effectiveness of distance learning versus on-campus learning depends on individual preferences, learning styles, and the specific course or program. Distance learning can offer flexibility and convenience for those with busy schedules or other commitments, while on-campus learning may provide more opportunities for in-person interaction and hands-on experiences. Both modalities have their own set of advantages and disadvantages, and the quality of the learning experience ultimately depends on the resources, support, and engagement available to the student in either setting.
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