Rethinking Learning for a Digital Age addresses the complex and diverse experiences of learners in a world embedded with digital technologies. The text combines first-hand accounts from learners with extensive research and analysis, including a developmental model for effective e-learning, and a wide range of strategies that digitally-connected learners are using to fit learning into their lives. A companion to Rethinking Pedagogy for a Digital Age (2007), this book focuses on how learners’ experiences of learning are changing and raises important challenges to the educational status quo. Rethinking Learning for a Digital Age: moves beyond stereotypes of the "net generation" to explore the diversity of e-learning experiences today analyses learners' experiences holistically, across the many technologies and learning opportunities they encounter reveals digital-age learners as creative actors and networkers in their own right, who make strategic choices about their use of digital applications and learning approaches. Today’s learners are active participants in their learning experiences and are shaping their own educational environments. Professors, learning practitioners, researchers, and policy-makers will find Rethinking Learning for a Digital Age invaluable for understanding the learning experience, and shaping their own responses.
Drawing on exclusive interviews with Jacques Delors himself, this comprehensive, accessibly written study of his life and Commission presidency is an invaluable resource for all those interested in European and French Politics. Debunking populist images and myths about him, this book presents a balanced examination of a widely misinterpreted political figure. This book also raises important issues such as: the role of individual leaders in contemporary politics the legitimacy of the European Union as a political system.
This wide-ranging study of three European cities shows how hybrid forms of governance emerge from the tensions between new ideas and past legacies, and existing institutional arrangements and powerful decision makers. Using detailed studies of migration and neighborhood policy, as well as a novel Q methodology analysis of public administrators.
A major feature of the political development of Western democracies is the growth of indigenous, ethnic and national groups striving for political self-determination. This book analyses the institutional responses individual governments have made to these demands. Sub-State Nationalism provides a much needed categorization and genuinely comparative analysis of the political voice gained by sub-state national groups in multinational democratic communities. The book includes international case-studies drawn from Canada, New Zealand, Australia and the USA. It covers the empirical question of what voice these groups have, and how its institutions are structured, and the analytical question of how such knowledge contributes to our theoretical understanding of the politics of group rights and representation.
The rapid growth of promotional material through the internet, social media, and entertainment culture has created consumers who are seeking out their own information to guide their purchasing decisions. Promotional Culture and Convergence analyses the environments necessary for creating a culture of collaboration with consumers, and critically engages with key areas of contemporary promotional development, including: promotional culture’s primary industries, including advertising, marketing, PR and branding, and how are they informed by changes in consumer behaviour and market conditions how industries are adapting in the digital age to attract both audiences and advertising revenue the evolving dialogues between ‘new consumers’ and producers and promotional industries. Ten contributions from leading theorists on contemporary promotional culture presents an indispensable guide to this creative and dynamic field and include detailed historical analysis, in-depth case studies and global examples of promotion through TV, magazines, newspapers and cinema.
This book shows how in nineteenth-century Britain, confronted with the newly industrialized and urbanized modern world, writers, artists, journalists and impresarios tried to gain an overview of contemporary history. They drew on two successive but competing conceptual models of overview: the panorama and the compilation. Both models claimed to offer a holistic picture of the present moment, but took very different approaches. This book shows that panoramas (360° views previously associated with the Romantic period) and compilations (big data projects previously associated with the Victorian fin de siècle) are intertwined, relevant across the entire century, and often remediated, making them crucial lenses through which to view a broad range of genre and forms. It brings together interdisciplinary research materials belonging to different period silos to create new understandings of how nineteenth-century audiences dealt with information overload. It argues for a new politics of distance: one that recognizes the value of immersing oneself in a situation, event or phenomenon, but which also does not chastise us for trying to see the big picture. This book is essential reading for students and scholars of nineteenth-century literature, history, visual culture and information studies.
Covering the period c.1530-c.1760, this book analyses the aims, facilities and achievements across all levels of education in England, institutional and informal, acknowledging in context the education situation in the rest of the British Isles, western Europe and North America.
This book interweaves an authoritative authorial commentary – significantly expanded from the last edition - with extracts from a diverse and contemporary collection of cases and materials from three leading academics in the field. It provides an all-encompassing student guide to constitutional, administrative and UK human rights law. This fourth edition provides comprehensive coverage of all recent developments, including the Fixed Term Parliaments Act 2011, restrictions on judicial review (Criminal Justice and Courts Act 2015), changes to judicial appointments (Crime and Courts Act 2013), the 2014 Scottish Independence Referendum, Scotland Act 2016 and draft Wales Bill 2016. Recent devolution cases in the Supreme Court, including Imperial Tobacco (2012) and Asbestos Diseases (2015) are fully analysed, as is the 2015 introduction of English Votes for English Laws. The remarkable Evans (2015) ‘Black Spider memos’ case is considered in a number of chapters. The common law rights resurgence seen in Osborn (2013), BBC (2014) and Kennedy (2014) is analysed in several places, along with other key developments in judicial review such as Keyu (2015) and Pham (2015). Ongoing parliamentary reform in both Lords and Commons, including major advances in controlling prerogative powers, are fully explained, as is the adaptation of the core Executive to Coalition Government (2010-2015). There is comprehensive coverage of key Strasbourg and HRA cases (Horncastle (2010), Nicklinson (2014), Moohan (2014), Carlile (2014)), and those in core areas of freedom of expression, police powers and public order (Animal Defenders (2013), Beghal (2015), Roberts (2015), Miranda (2016)) and the prisoners’ voting rights saga, up to Chester (2015).
From Simon & Schuster, Low Vision is Hele Neal's guide to what you can do to preserve—and even enhance—your usable sight. Perfect for anyone suffering from macular degeneration, congenital low vision, detached retina, and other vision-related conditions, Low Vision is Helen Neal's guide to sustaining, and even improving, your usable sight.
Native American Literature underwent a Renaissance around 1968, and the current canon of novels written in the late twentieth century in American English by Native American or mixed-blood authors is diverse, exciting and flourishing. Despite this, very few such novels are accepted as part of the broader American literary canon. This book offers a valuable and original approach to contemporary Native American literature. Dennis’s contemplation of space and spatialized aesthetics is compelling and persuasive. Considering Native American literature within a modernist framework, and comparing it with writers such as Woolf, Stein, T.S Eliot and Proust results in a valuable and enriching context for the selected texts. Vital reading for scholars of Native American Literature, this book will also provide good grounding in the subject for those with an interest in American and twentieth century literature more generally.
Aimed at addressing the difficulties associated with teaching often abstract elements of technical ethics, this book is an extended fictional case study into the complexities of technology and social structures in complex organizations. Within this case study, an accidental discovery reveals that the algorithms of Professor John Blackbriar are not quite what they were purported to be. Over the course of 14 newspaper articles, a nebula of professional malpractice and ethical compromise is revealed, ultimately destroying the career of a prominent, successful academic. The case study touches on many topics relevant to ethics and professional conduct in computer science, and on the social structures within which computer science functions. Themes range from the growing influence of generative AI to the difficulties in explaining complex technical processes to a general audience, also touching on the environmental consequences of blockchain technology and the disproportionate gender impacts of Coronavirus. Each new revelation in the case study unveils further layers of complexity and compromise, leading to new technical and social issues that need to be addressed. Directly aimed at making ethics in the digital age accessible through the use of real-world examples, this book appeals to computer science students at all levels of the educational system, as well as making an excellent accompaniment to lecturers and course convenors alike.
This book is the first comprehensive survey of women in the Weimar Republic, exploring the diversity and multiplicity of women’s experiences in the economy, politics and society. Taking the First World War as a starting point, this book explores the great changes in the lives, expectations, and perceptions of German women, with new opportunities in employment, education and political life and greater freedoms in their private and social life, all played out in the media spotlight. Engaging with the most recent research and debates, this book portrays the Weimar Republic as a period of progressive change for young, urban women, to be stalled in 1933. This book will be essential reading for students and researchers of German women in the early twentieth century, and will also appeal to anyone interested in the Weimar Republic and women’s history.
This comprehensive guide to continuing professional development (CPD) in the lifelong learning sector (LLS) provides teachers with practical support and guidance alongside development activities. It encourages teachers to reflect on their practice and subsequently shape and develop their teaching in response to the needs of their learners, their institution and local and national priorities. The book emphasises the importance of teachers as professional individuals who are responsible for their own CPD. It also helps senior managers to create a positive environment and 'learning organisation' in which teaching and learning can flourish. The book sets the context for CPD and: Offers an understanding of the CPD process and the need for undertaking reflective practice Meets the needs of new teachers, trainers and tutors in the sector Considers CPD for teaching and learning and subject-specific CPD Provides an introduction to action research and case studies of research into teaching and learning in the sector Accessible to anyone who is working, or training to work, in the LLS, this book will provide practical suggestions, ideas and activities to stimulate activities and research.
These essays trace the femme fatale across literature, visual culture and cinema, exploring the ways in which fatal femininity has been imagined in different cultural contexts and historical epochs, and moving from mythical women such as Eve, Medusa and the Sirens via historical figures such as Mata Hari to fatal women in contemporary cinema.
This book aims to restore the role of political analysis in education policy by presenting a new political sociology for framing, conducting and presenting research. In doing so, it will be the first in the field to connect political thinking from Arendt with sociological thinking from Bourdieu.
The popular image of the British soldier in the First World War is of a passive victim, caught up in events beyond his control, and isolated from civilian society. This book offers a different vision of the soldier's experience of war. Using letters and official sources relating to Liverpool units, Helen McCartney shows how ordinary men were able to retain their civilian outlook and use it to influence their experience in the trenches. These citizen soldiers came to rely on local, civilian loyalties and strong links with home to bolster their morale, whilst their civilian backgrounds helped them challenge those in command if they felt they were being treated unfairly. The book examines the soldier not only in his military context but in terms of his social and cultural life. It will appeal to anyone wishing to understand how the British soldier thought and behaved during the First World War.
Rethinking Learning for a Digital Age addresses the complex and diverse experiences of learners in a world embedded with digital technologies. The text combines first-hand accounts from learners with extensive research and analysis, including a developmental model for effective e-learning, and a wide range of strategies that digitally-connected learners are using to fit learning into their lives. A companion to Rethinking Pedagogy for a Digital Age (2007), this book focuses on how learners’ experiences of learning are changing and raises important challenges to the educational status quo. Rethinking Learning for a Digital Age: moves beyond stereotypes of the "net generation" to explore the diversity of e-learning experiences today analyses learners' experiences holistically, across the many technologies and learning opportunities they encounter reveals digital-age learners as creative actors and networkers in their own right, who make strategic choices about their use of digital applications and learning approaches. Today’s learners are active participants in their learning experiences and are shaping their own educational environments. Professors, learning practitioners, researchers, and policy-makers will find Rethinking Learning for a Digital Age invaluable for understanding the learning experience, and shaping their own responses.
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