Education

This research project attempts to examine to what extent the technological capabilities of open source 3D printing could serve as a means of learning and communication. The learning theory of constructionism is used as a theoretical framework in creating an experimen- tal educational scenario focused on 3D design and printing. In this paper, we document our experience and discuss our findings from a three-month project run in two high schools in Ioannina, Greece. 33 students were tasked to collaboratively design and produce, with the aid of an open source 3D printer and a 3D design platform, creative artifacts. Most of these artifacts carry messages in the Braille language. Our next goal, which defined this project’s context, is to send the products to blind children inaugurating a novel way of communication and collaboration amongst blind and non-blind students. Our experience, so far, is positive arguing that 3D printing and design can electrify various literacies and creative capacities of children in accordance with the spirit of the interconnected, information- based world.

Las Tecnologías de la Información y Comunicación deben de verse como un medio que abre un abanico importante de oportunidades de mejora en las diferentes áreas del quehacer humano, y en una sociedad como la actual de la que se desprende una discusión para definir si es una sociedad e la información o del conocimiento.

RESUMO: Neste artigo, discutimos possíveis representações do Outro no cinema, atentando para questões culturais, étnicas, de identidade e de gênero. Nosso objetivo é mostrar como essas representações se dão, muitas vezes, de maneira violenta, em um espaço onde a imagem é protagonista e pode ser analisada como um texto que tem sintaxe própria ou uma gramática visual (KRESS e VAN LEEUWEN, 2006). A metodologia utilizada é a análise interpretativa pelo viés da hermenêutica sócio-histórica. Além disso, tecemos algumas considerações sobre as implicações educacionais que estas representações violentas podem suscitar nas aulas, aulas de inglês mais especificamente. Acreditamos que as discussões teóricas sobre imagem e representação, bem como suas implicações educacionais são as contribuições deste artigo.
PALAVRAS-CHAVE: Imagem, representação, educação de língua inglesa

In  Bhagat, D. & O’Neill, P. (2011) Inclusive Practices, Inclusive Pedagogies: Learning from Widening Participation Research in Art and Design Higher Education (co-authors: Janey Hagger & Christobel Harley). London: UKADIA, CHEAD, ACE, HEA ADM. ISBN 978-0-9559473-4-6

To be effective, productive and sustainable, teacher education faculties need to mobilise multiple partnerships involving diverse groups of gatekeepers, participants and stakeholders with separate aspirations. A key element of that mobilization must be identifying ways to fulfill those aspirations as far as possible, thereby valuing members of the partnerships. Yet, given that partners’ interests are often competing, it is difficult to value all partners equally, potentially leading to a devaluing of the partnership and of the teacher education that it is intended to promote. This paper addresses the research question, “Which forms of partnerships add value to and are valued by Australian schools and faculties of teacher education?” The research context is four such schools and faculties, traversing regional Queensland and metropolitan Sydney. The research design draws on a qualitative, inductive, comparative case study method (Lloyd-Jones, 2003) that elicited analytical themes from a common set of questions applied to selected teacher education partnerships in the four institutions. The thematic analysis (Fereday & Muir-Cochrane, 2006) applied to the responses to these questions yielded findings that were consistent with the theoretical framework related to educational partnerships developed by Cardini (2006). In particular, the valuing of partnerships depends on explicit and sustained efforts to value the contributions of individual partners and to render the partnership the sum of all parts, rather than being principally to benefit the host institution. The significance of these findings lies in identified strategies for teacher education schools and faculties and their diverse partners to enhance the mutual advantages of their partnerships.

This paper is an exploration of the potential benefits of applying network theory to the higher education classroom. Though the study of networks began in the realm of math and computers, different disciplines have begun to use the concepts and vocabulary as a framework for understanding their fields in a new way. This paper begins with a brief description of common network structures and the different ways we can see classroom structure through these networks. The focus in the paper is on network formation, and understanding the instructor as a ‘seed’ rather than a single central node in the network, which disrupts the traditional relationship of teacher to students. The investigation also touches on the interaction of human and non-human actors in a traditional classroom, and attempts to understand the impact both have on the creation of a successful learning network. The paper relies on numerous references to computer network terminology as a way to look at the basic elements of a classroom learning situation from new perspectives. Finally, the paper invites the reader to consider how the network framework may change the way we think about teaching pedagogy.

Keywords: network theory, network formation, weak ties, boundary objects, seed node, hubs, protocols, agency

* Note that this paper has not been peer-reviewed, nor submitted for any official publication.

This edited book assembles a collection of chapters that draw on the lived expertise of both current and recent doctoral candidates, with section commentary chapters authored by experienced doctoral supervisors. The doctoral candidates included in this book work with critical topics, theories and methods within the field of education; they face particular challenges – and rewards – when pursuing work that will meet institutional and disciplinary expectations of “good” doctoral-level research. The book addresses the isolation and challenges of what it means to conduct critical doctoral research within a highly contested domain of knowledge.

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The purpose of this article is to briefly review some of the innovations that mobile mental health
apps present to consumers and mental health practitioners. Particular attention was given to understanding
some of the important risks and the potential ethical dilemmas which may arise for
counselors and psychologists who embrace them in their practice. Key considerations of issues
pertinent to regulations, privacy concerns, and research are being discussed.

Dr. Warren J. Blumenfeld examines examples of the ways in which Christian hegemony and Christian privilege become reified as "normal" on a major Midwestern U.S. tax supported land grant university, and how this case study can expose similar forms of Christian promotion throughout U.S. academia.

Desde la definición de ‘Ilustración’ de Kant y la teoría de la virtud aristotélica, este artículo analiza el compromiso educativo de desarrollar en los estudiantes herramientas ético-prácticas para el uso responsable de la tecnología: autonomía en el aprendizaje, pensamiento crítico y el deber moral con la comunidad. Como sugiere Manuel Castells, las nuevas tecnologías han modificado los resultados en los procesos de producción, experiencia, poder y cultura. Por esta razón, en la generación de los millenials y de los nativos digitales, es imperante educarlos para tener ciudadanos que, además de saber usar nuevas tecnologías, posean un criterio que permita dirigir estos conocimientos hacia el mejor de los fines. Al respecto, se consideran datos sobre los hábitos de los usuarios de Internet en México, que demuestran que la prioridad para esta generación es el entretenimiento per se y no el conocimiento, ni la utilidad de la información a la que tienen acceso. Se contrasta con el caso de Damon Horowitz –el filósofo in-house de Google– quien promueve la idea de que el mal en el mundo no proviene de las malas intenciones sino del hecho de “no pensar”.