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TOP PAPERS FROM YOUR NEWSFEED
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This paper
develops a theoretical framework for employing learning analytics in
online education to trace multiple learning variations of online
students by considering their potential of being multiple intelligences
based on Howard Gardner's 1983 theory of multiple intelligences. The
study first emphasizes the need to facilitate students as multiple
intelligences by online education systems and then suggests a framework
of the advanced form of learning analytics i.e., multimodal learning
analytics for tracing and facilitating multiple intelligences while
they are engaged in online...
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Michael Shanks
Stanford University, Archaeology,
Classics, Metamedia/Pragmatology, Center for Design Research, d.school,
Science, Technology and Society, Program in Writing and Rhetoric, Revs
Program, Faculty Member
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A comment on Peter
Miller's article in the Chronicle of Higher Education (March 2015) - Is
'Design Thinking' the New Liberal Arts? - noting connections between
design thinking, problem and project based learning, and the notion of
the Liberal Arts. A key message is that human centered design and
design thinking need a sensibility tuned to history, to memory, to
the-past-in-the-present, an archaeological sensibility, if they are to truly
achieve their promise. And the implications for how we organize our
schools and universities are quite colossal.
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Extension agents
have been described as essential backbones for extension services. The
efficiency of the activities of extension agents as multipurpose staff
is determined by the quality of the training received. In other words,
for extension agents to excel in service delivery opportunities must be
given for training and retraining in the current trends and issues
experientially in extension work. It is against this background that
this paper proposes the kind and the nature of training for Nigerian
extension workers. To this end, the paper examines the nature of
extension work, role and...
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In my final issue
as Senior Editor of Art Education, I examine art + design praxis as a
means for determining where we are now as practitioners and a
profession, and where we must go from here.
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“Unless we resolve
to rehumanise education so its core purpose becomes once again to
develop whole human beings who care, who … respect life, who exercise
wisdom and who have the courage to voice their truths to those who
would corrupt our futures, then we should forget about the whole idea
of education altogether.” Jennifer M. Gidley Postformal Education… So
says Jennifer Gidley in the summary epilogue to this remarkable book.
Rarely have I come across a book with such a copious scope of
reference. The range of material that Jennifer Gidley has marshalled
and organised into this book is...
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“Postformal
Education skillfully navigates the urgency and challenges embedded in
these times, as well as the tremendous possibilities present within
education, offering a vision for a new educational philosophy to awaken
creativity, care, and agency. The book provides a robust and
substantive dialogue among leading thinkers and theories on cultural
evolution, integral theories, developmental psychology, postformal
reasoning qualities, postformal pedagogies, and educational futures,
drawing upon Ken Wilber, Rudolf Steiner, Sri Aurobindo, Jean Gebser,
Joe Kincheloe, Robert Kegan, Edgar...
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As teachers, we
share experiences with one another. It is a way to make sense of our
teaching lives and teaching selves. Ways of Being in Teaching is that
kind of sharing; it is a scholarly conversation that will appeal to
teachers who are tired of the tips and tricks, and want to talk more
deeply about how to flourish in this profession. Most of us know ways
to strengthen and sustain self, soul, heart, identity, and how these
key touchstones also strengthen teaching. This book recognizes that who
we are, where we are, and why, is as much a social process as a
personal one. Attending to...
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This article
explores the relations between European Zionists, Sephardim, and
Oriental Jews in late Ottoman Palestine by narrating the story of A.
Yehudai, a Bulgarian Jewish teacher in the Sephardi community of Gaza
in 1913. Reading through Yehudai’s ambitions, deliberations, and
frustrations, the article makes two main arguments: First, it
challenges the inclusivity often attributed in scholarly literature to
the category of “Sephardi,” suggesting that as a practical category
used by historical figures, especially in the context of national
discourses, it was regarded as much more bounded...
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