Rivista e Edizione

Volume 8 (2021): Edizione 1 (December 2021)

Volume 7 (2020): Edizione 1 (December 2020)

Volume 6 (2019): Edizione 1 (December 2019)

Volume 5 (2018): Edizione 1 (December 2018)

Volume 4 (2017): Edizione 1 (December 2017)

Volume 3 (2016): Edizione 2 (December 2016)

Volume 3 (2016): Edizione 1 (July 2016)

Volume 2 (2015): Edizione 2 (December 2015)

Volume 2 (2015): Edizione 1 (July 2015)

Volume 1 (2014): Edizione 1 (September 2014)

Dettagli della rivista
Formato
Rivista
eISSN
2353-5415
Pubblicato per la prima volta
29 Sep 2014
Periodo di pubblicazione
2 volte all'anno
Lingue
Inglese

Cerca

Volume 4 (2017): Edizione 1 (December 2017)

Dettagli della rivista
Formato
Rivista
eISSN
2353-5415
Pubblicato per la prima volta
29 Sep 2014
Periodo di pubblicazione
2 volte all'anno
Lingue
Inglese

Cerca

6 Articoli
access type Accesso libero

Foreword

Pubblicato online: 31 May 2018
Pagine: I - II

Astratto

access type Accesso libero

Using visualisation software to improve student approaches to HE online assessment

Pubblicato online: 29 Dec 2017
Pagine: 1 - 6

Astratto

Abstract

Studying via the Internet using information tools is a common activity for students in higher education. With students accessing their subject material via the Internet, studies have shown that students have difficulty understanding the complete purpose of an assessment which leads to poor information search practices. The selection of relevant information for particular learning assessments is the topic of this paper as it describes a case study that focuses on the information tool use of a small group of participants and is a continuation of similar research studies. The study and discussed research findings point to the benefit of students use of a visualisation tool to provide relevant learning cues and to transition to improved engagement with online assessment.

Parole chiave

  • Visualisation
  • Open source
  • Online
  • Assessment
access type Accesso libero

The power of belonging

Pubblicato online: 29 Dec 2017
Pagine: 7 - 17

Astratto

Abstract

Coming from a Nordic environment, professionally working in teacher education, both authors engaged in developmental work and research in the Uluguru mountains in Tanzania. The research is carried out in a community-based organization for vulnerable youth, Mgeta Orphan Education Foundation (MOEF), which builds on principles of action learning and action research. We have followed and participated in the development of the organization since 2010, and this article builds on data gathered in 2016-17. We will show and discuss some of the transformations we have witnessed, mainly in the older members. The transformations seem to have an emergent character, and we examine further factors we have seen as crucial for transforming the lives of the young people in the orphan education project. Surprisingly, duty was a factor coming forth in the data. The youth perceived duty in a relational way, mainly caused by inner motivation nurtured by the example of their coordinator, Solomon, and by facing the continuous, emergent need for assistance in their local communities. Less surprisingly, belonging transpired as a fundamental factor. Previously, we have analyzed the transformational learning among the youngsters, and identified a set of transformational tools (Gjotterud, Krogh, Dyngeland, & Mwakasumba, 2015). Building on the transformational tools, we have derived a model for Relational Transformation. Transformative action research is the approach we follow, and one aim of this article is to contribute to the understanding of the reciprocity of transformative processes in transformative research.

Parole chiave

  • Transformative learning
  • Transformative action research
  • Transformative tools
  • Community development
  • Tanzania
access type Accesso libero

Transformative research: personal and societal

Pubblicato online: 29 Dec 2017
Pagine: 18 - 24

Astratto

Abstract

Transformative researchers have the potential to contribute to both personal and societal transformation. In this article, I argue that the two are intertwined and that personal transformation is a necessary component of research that is designed to support change at the societal level in the form of furthering human rights and social justice. I describe a transformative framework that examines assumptions related to ethics, the nature of reality, epistemology, and methodology that can guide researchers who choose to address both the personal and societal levels of transformation. Ethically, researchers need to examine who they are and who they are in relation to the community in which they are working. This process goes beyond self-examination to a critical analysis of the cultural blinders that might obscure our ability to contribute to positive impacts. I put forth the hypothesis that if we design our research so that it explicitly addresses issues of discrimination and oppression that the probability of personal and social transformation increases.

Keywords

  • Transformation
  • Ethics
  • Indigenous
  • Deafness
  • Discrimination
access type Accesso libero

Understanding the direct involvement of parents in policy development and school activities in a primary school

Pubblicato online: 29 Dec 2017
Pagine: 25 - 33

Astratto

Abstract

It is acknowledged that parental engagement with children’s learning and education is of vital importance. But, there is a tendency to confuse engagement with learning with engagement with the school. While all types of parents’ involvement can have a positive effect, it is actually what parents do with their child at home that has the greatest impact. However, unless parental involvement in learning is embedded in whole-school processes it is unlikely to as effective as possible. This paper documents an action research study that explores the inclusion of parents and home values in the construction of the teaching and learning environment. This was a small step towards positive parent-teacher collaboration, which allowed an exchange of knowledge, values and cultural background experiences. In acknowledging the ways in which the parents already engaged with their children’s learning, it began to enhance self-efficacy in their ability to directly affect this learning. This work has also provoked reflexive engagement of my influence and understanding of involving parents of children with additional and diverse learning needs. But, it also details the transformative journey that influenced my thinking about how we as a school could begin to develop whole-school processes to directly involve parents in policy development and school activities.

Parole chiave

  • Parental involvement
  • Parental engagement with learning
  • Action research
  • Policy development
access type Accesso libero

Using the Business Model Canvas (BMC) strategy tool to support the Play4Guidance online entrepreneurial game

Pubblicato online: 29 Dec 2017
Pagine: 34 - 41

Astratto

Abstract

The Erasmus + Play4Guidance (P4G) project introduces an online business game, designed to help teach entrepreneurial, transversal and mathematical skills using a real-world business environment. This paper explains how the Business Model Canvas (BMC) strategy tool facilitated student understanding of real life business development prior to playing the game. An initial mapping exercise was conducted to find out if the Business Model Canvas could transform the experience of playing the game by providing an overview of real life business strategy, and explain the crucial role that markets and customers play in business growth. As a result of the mapping exercise a workshop session was developed to ensure that students could enact the real life business scenarios presented in the game. Three different types of videos were produced and integrated into the workshop to demonstrate key entrepreneurial competencies and graphically illustrate the nine key building blocks of the BMC. Survey responses from a student cohort evidenced that the workshop was central in helping them to understand real life business strategy prior to playing the game.

Parole chiave

  • Business Model Canvas
  • Entrepreneurial Competencies
  • Online Business Game
  • Play4Guidance project
6 Articoli
access type Accesso libero

Foreword

Pubblicato online: 31 May 2018
Pagine: I - II

Astratto

access type Accesso libero

Using visualisation software to improve student approaches to HE online assessment

Pubblicato online: 29 Dec 2017
Pagine: 1 - 6

Astratto

Abstract

Studying via the Internet using information tools is a common activity for students in higher education. With students accessing their subject material via the Internet, studies have shown that students have difficulty understanding the complete purpose of an assessment which leads to poor information search practices. The selection of relevant information for particular learning assessments is the topic of this paper as it describes a case study that focuses on the information tool use of a small group of participants and is a continuation of similar research studies. The study and discussed research findings point to the benefit of students use of a visualisation tool to provide relevant learning cues and to transition to improved engagement with online assessment.

Parole chiave

  • Visualisation
  • Open source
  • Online
  • Assessment
access type Accesso libero

The power of belonging

Pubblicato online: 29 Dec 2017
Pagine: 7 - 17

Astratto

Abstract

Coming from a Nordic environment, professionally working in teacher education, both authors engaged in developmental work and research in the Uluguru mountains in Tanzania. The research is carried out in a community-based organization for vulnerable youth, Mgeta Orphan Education Foundation (MOEF), which builds on principles of action learning and action research. We have followed and participated in the development of the organization since 2010, and this article builds on data gathered in 2016-17. We will show and discuss some of the transformations we have witnessed, mainly in the older members. The transformations seem to have an emergent character, and we examine further factors we have seen as crucial for transforming the lives of the young people in the orphan education project. Surprisingly, duty was a factor coming forth in the data. The youth perceived duty in a relational way, mainly caused by inner motivation nurtured by the example of their coordinator, Solomon, and by facing the continuous, emergent need for assistance in their local communities. Less surprisingly, belonging transpired as a fundamental factor. Previously, we have analyzed the transformational learning among the youngsters, and identified a set of transformational tools (Gjotterud, Krogh, Dyngeland, & Mwakasumba, 2015). Building on the transformational tools, we have derived a model for Relational Transformation. Transformative action research is the approach we follow, and one aim of this article is to contribute to the understanding of the reciprocity of transformative processes in transformative research.

Parole chiave

  • Transformative learning
  • Transformative action research
  • Transformative tools
  • Community development
  • Tanzania
access type Accesso libero

Transformative research: personal and societal

Pubblicato online: 29 Dec 2017
Pagine: 18 - 24

Astratto

Abstract

Transformative researchers have the potential to contribute to both personal and societal transformation. In this article, I argue that the two are intertwined and that personal transformation is a necessary component of research that is designed to support change at the societal level in the form of furthering human rights and social justice. I describe a transformative framework that examines assumptions related to ethics, the nature of reality, epistemology, and methodology that can guide researchers who choose to address both the personal and societal levels of transformation. Ethically, researchers need to examine who they are and who they are in relation to the community in which they are working. This process goes beyond self-examination to a critical analysis of the cultural blinders that might obscure our ability to contribute to positive impacts. I put forth the hypothesis that if we design our research so that it explicitly addresses issues of discrimination and oppression that the probability of personal and social transformation increases.

Keywords

  • Transformation
  • Ethics
  • Indigenous
  • Deafness
  • Discrimination
access type Accesso libero

Understanding the direct involvement of parents in policy development and school activities in a primary school

Pubblicato online: 29 Dec 2017
Pagine: 25 - 33

Astratto

Abstract

It is acknowledged that parental engagement with children’s learning and education is of vital importance. But, there is a tendency to confuse engagement with learning with engagement with the school. While all types of parents’ involvement can have a positive effect, it is actually what parents do with their child at home that has the greatest impact. However, unless parental involvement in learning is embedded in whole-school processes it is unlikely to as effective as possible. This paper documents an action research study that explores the inclusion of parents and home values in the construction of the teaching and learning environment. This was a small step towards positive parent-teacher collaboration, which allowed an exchange of knowledge, values and cultural background experiences. In acknowledging the ways in which the parents already engaged with their children’s learning, it began to enhance self-efficacy in their ability to directly affect this learning. This work has also provoked reflexive engagement of my influence and understanding of involving parents of children with additional and diverse learning needs. But, it also details the transformative journey that influenced my thinking about how we as a school could begin to develop whole-school processes to directly involve parents in policy development and school activities.

Parole chiave

  • Parental involvement
  • Parental engagement with learning
  • Action research
  • Policy development
access type Accesso libero

Using the Business Model Canvas (BMC) strategy tool to support the Play4Guidance online entrepreneurial game

Pubblicato online: 29 Dec 2017
Pagine: 34 - 41

Astratto

Abstract

The Erasmus + Play4Guidance (P4G) project introduces an online business game, designed to help teach entrepreneurial, transversal and mathematical skills using a real-world business environment. This paper explains how the Business Model Canvas (BMC) strategy tool facilitated student understanding of real life business development prior to playing the game. An initial mapping exercise was conducted to find out if the Business Model Canvas could transform the experience of playing the game by providing an overview of real life business strategy, and explain the crucial role that markets and customers play in business growth. As a result of the mapping exercise a workshop session was developed to ensure that students could enact the real life business scenarios presented in the game. Three different types of videos were produced and integrated into the workshop to demonstrate key entrepreneurial competencies and graphically illustrate the nine key building blocks of the BMC. Survey responses from a student cohort evidenced that the workshop was central in helping them to understand real life business strategy prior to playing the game.

Parole chiave

  • Business Model Canvas
  • Entrepreneurial Competencies
  • Online Business Game
  • Play4Guidance project

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