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Highly cited articles have been revealed as being informative for research fields, topics, and trends. Through reading highly cited articles, researchers can gain fruitful results from previous studies and can identify essential clues and potential future research directions for their own research. Aiming at exploring the possibility of the application of and innovations in flipped learning, this study reviewed 100 highly cited articles related to flipped learning. By performing a literature review of the highly cited studies on flipped learning, we have discovered the proposed new learning strategies and flipped learning applied to the research topics that seldom draw attention, and the research fields that are less-frequently examined, including those research issues that are rarely discussed. We have also noticed that many studies have focused on comparing different flipped learning modes and identifying more effective flipped learning approaches. Only a minority of studies have compared the influences of flipped learning and traditional learning. Moreover, we found that researchers have tended to focus more on students' learning achievements and learning behaviors. Lastly, based on the reviews of the past flipped learning articles, this study provides suggestions from different perspectives. We hope to provide a reference for researchers and teachers to conduct flipped learning studies and design flipped learning activities in the future. [ABSTRACT FROM AUTHOR]

Madigan argues that the research and inquiry part of PBL is the essence of school library instruction. Project Based Learning (PBL) is a strategy employed across the world in the education sector in which learning takes place by doing. This book references the American Association of School Librarians (AASL) 2018 I National School Library Standards for Learners, School Librarians, and School Libraries i in underlining why this is a library publication and why school librarians should be involved in PBL. [Extracted from the article]

A repeated crossover experiment comparing learning among students handing in pen-and-paper homework (PPH) with students handing in web-based homework (WBH) has been conducted. The system used in the experiments, the tutor-web, has been used to deliver homework problems to thousands of students in mathematics and statistics over several years. Since 2011, experimental changes have been made regarding how the system allocates items to students, how grading is done, and the type of feedback provided. The experiment described here was conducted annually from 2011 to 2014. Approximately, 100 students in an introductory statistics course participated each year. The main goals were to determine whether the above-mentioned changes had an impact on learning as measured by test scores in addition to comparing learning among students doing PPH with students handing in WBH. The difference in learning between students doing WBH compared to PPH, measured by test scores, increased significantly from 2011 to 2014 with an effect size of 0.634. This is a strong indication that the changes made in the tutor web have a positive impact on learning. Using the data from 2014, a significant difference in learning between WBH and PPH for 2014 was detected with an effect size of 0.416 supporting the use of WBH as a learning tool. [ABSTRACT FROM AUTHOR]

The article focuses on the Journal of Geography in Higher Education provides a forum for geographer to present the results of research and to share and discuss common educational interests It mentions the journal focuses on teaching and learning of Geography in the context of higher education. It also mentions that the journal was originally established to create a space where issues of teaching and learning could be shared between practitioners.

First-year university students (n = 199) completed an online questionnaire that queried their purchase of paper books and eBooks for university study and personal interest. The questionnaire also required students to rate their learning characteristics including reading strategies, study self-regulation, learning control beliefs and achievement motivation. Self-reported student learning characteristic scores were associated with self-reported book purchases. For example, as student extrinsic motivation scores increased, number of paper books purchased for university study tended to increase. As student learning control belief scores increased, purchase of eBooks for university study tended to increase. Collectively, such results lend support to the conclusion that education students who embrace emerging technologies such as eBooks and who read for leisure perceive themselves as more able learners than students who do not embrace emerging technologies such as eBooks and who do not read for leisure. [ABSTRACT FROM PUBLISHER]

This commentary discusses the four papers that comprise the special issue on dialogic teaching and learning, while making general observations that apply across the field as a whole. Similarities and differences are identified over the concepts of 'dialogue' and 'dialogic pedagogy'. The possibility is raised that some aspects of dialogic pedagogy are more tractable than others, perhaps because they are more readily mapped onto traditional practices. The implications of this for analysing the dialogue-learning relation are considered. Attention is paid to the relevance for classroom dialogue of topic, epistemology, multilingualism, and the wider socio-political context. Finally, the challenge of scalability is addressed, in particular the need for cost-effective methods of teacher professional development if dialogic pedagogy is ever to become widely embedded in classrooms. [ABSTRACT FROM AUTHOR]

This article evaluates the impact of extending a traditional written research paper into a digital documentary on students’ perception and level of comprehension of a global sustainability issue. An adaptation of Moon's (1999) five-stage map of learning was used to assess the written and digital projects students submitted to a statewide conference. The assessment was enriched by a survey gauging students’ feelings about the process of creating their papers and documentaries. Results show the value of the written paper (expository) as a reflection artifact of a student's personal worldview. Transforming the message into a digital documentary encourages students also to appreciate global issues through the eyes of cultural “others,” a process Hanvey (1982) called “perspective consciousness.” [ABSTRACT FROM PUBLISHER]

The number of science education research papers has been rapidly rising in recent years. This number has been particularly influenced by researchers from non-English speaking countries who contribute to the field. With this number of papers, literature reviews gain in importance as they help researchers more easily orient themselves in problem areas. The authors of this study present a literature review on science textbook research. The importance of textbooks in education is indisputable, yet research in this field is surprisingly unbalanced between particular regions or states. In this paper, a review of 183 papers published between 2000 and 2018, indexed to the Web of Science database, is introduced. The results show that researchers in Europe and the USA focus on textbook research more than researchers elsewhere in the world. The textbooks most frequently researched on are science books for secondary schools. Textbook research consists mostly of analysing learning concepts and how concepts are integrated, non-textual elements in textbooks, visual representations, learning content or learning text analysis. [ABSTRACT FROM AUTHOR]

The concept of 'pedagogic voice' emphasises the capacity of children to express their views on matters related to teaching, learning and curriculum. 'Pedagogic voice' aligns with children's rights to be listened to and the extent to which their views are fully considered and acted upon. Combined, these rights based approaches positively shape children's learning experiences. This paper draws on quantitative and qualitative data from the longitudinal mixed methods cohort study Children's School Lives to explore children's voice. Grounded in the sociology of pedagogic voice literature and building upon research on children's participatory rights, the paper explores children's experiences of being heard and actively participating in decision-making processes in diverse primary school settings in Ireland. It analyses children's voice by looking at their capacity to influence their own learning, contrasting their experiences and perspectives, to those of their teachers. Findings illustrate the interplay between children's and teachers' narratives regarding children's voice and their pedagogical encounters to explore the impact on teaching and learning processes, highlighting structural challenges to the realisation of children's voice in primary classrooms in Ireland. [ABSTRACT FROM AUTHOR]

The author describes her work as a learning support assistant, and the changes and developments in her thinking and her approach to work in class with an overactive, excitable boy who could not tolerate making mistakes and often refused to try the tasks he was set in class. The Work Discussion seminar the author attended as part of her Psychoanalytic Observational Studies course provided her with a different way of understanding and thinking about the boy and of working with him, which led to small, positive changes. The paper focuses on the work of one academic year. [ABSTRACT FROM AUTHOR]

In Japan during the 1980s, there was an interesting debate about how to teach the area of a parallelogram effectively to primary school children. Yutaka Saeki criticized the standard method, which relies on a cut-and-paste procedure. He argued that the standard method inevitably failed to convince children because it does not provide any cogent reason for them to accept that the formula 'base x height' is indeed true. Saeki proposed his own method using a bundle of paper. This method, however convincing at first glance, was totally dismissed by Akira Nakagaki based on his orthodox scientific methodology. There emerged a lively debate between the two. By means of a reconstruction of this debate, this paper will show how the materiality of a thing can scaffold the process of gaining understanding of the concept of geometrical space. Although Saeki and Nakagaki were both unaware of the fact, the debate between them shows clearly that the convincing points of Saeki's method rely on its material basis. The materiality of a thing (a bundle of paper in this case) can serve as a common basis, in which acquaintance in the context of everyday life is transgressed to the mathematical context. With this transgressive structure entailed in the materiality of a thing, children can be led to understand the spatial logic of the parallelogram, while they themselves make their own reasoning and judgement based on the context of their everyday lives. [ABSTRACT FROM AUTHOR]

This paper draws on the breadth of Forest School research literature spanning the past ten years in order to categorise theorisations across the papers. As Forest Schools in the UK are still a fairly recent development research is still limited in quantity and can lack theorisation at a broader level of abstraction. The systematic literature review draws largely on the framework produced by the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre) ([2019b]. What is a Systematic Review? Accessed: 13 August 2020. http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=67). The paper highlights a set of overarching themes for Forest School research as well as providing a conceptual map representing three distinct contexts: early years, special education needs and disability, and formal education. In addition, a set of more abstract themes emerged from work associated with the Forest School space. [ABSTRACT FROM AUTHOR]

The article presents the discussion on educational research making considerable progress in describing activities promoting more effective student learning bridging the fields of educational assessment and self regulated learning.

Attempts to pursue sustainable mobility face widespread challenges. One key way of approaching these challenges is through policy transfer and policy learning; indeed, the practice of learning from elsewhere is encouraged at various levels of government. This paper contends that a better understanding of what facilitates learning through policy transfer might support further change, yet such examinations remain underdeveloped in the field of transport. This paper synthesises key concepts and factors that drive this learning process, by reviewing 65 papers on transport policy published between 2011 and 2020. Our findings testify to the growing prevalence of policy transfer research and emerging critical perspectives on the transfer and translation of global ideas. We uncover critical factors of the learning process, including settings where learning takes place, inter-actor relations, and organisational and institutional patterns. While most papers reviewed here aimed to examine learning, few employ theories to measure the concept. Consequently, one of our main conclusions is that relatively little is known about how and to what extent learning, triggered by experiences from other contexts, is actually transformed into action. Suggestions include more systematically focusing on organisational and institutional dimensions and concerted trans-disciplinary efforts to close the gap between research and practice. [ABSTRACT FROM AUTHOR]

This research uses the theoretical framework of CALL normalisation developed by Bax (2003) and Chambers and Bax (2006) to offer a systematic review (Gough et al., 2012) of the uses and spread of data-driven learning (DDL) and corpora in language learning and teaching across five major CALL-related journals during the 2011–2015 period. DDL research represented 4.2% of all published papers on CALL during this time frame. The main focus of research was found to be the use of concordancing and collocations when developing university students' writing skills. Contrary to previous research, access to technology was not identified as an impeding factor for normalisation. Syllabus integration and a lack of contribution from language teachers other than researchers emerged as threats to the normalisation of corpora use. Further theorisation is needed if DDL and corpora are to expand their influence on mainstream second language education. [ABSTRACT FROM AUTHOR]

Both medium (paper or screens) and interest have been noted as important factors in learning from reading text, but connections between them have not been examined. The purposes of this study are to examine whether reading medium and interest, both individual and situational, interact to predict performance on a reading assessment and whether medium affects situational interest. College students (N = 206) reported their individual interest in the content of a textbook excerpt, were randomly assigned to read a textbook excerpt from paper or screen, and then reported their situational interest in the textbook excerpt. Based on the findings of this study, individual interest did not interact with medium to predict reading performance; however, situational interest was more predictive of performance when reading from screens than from paper. Medium did not influence situational interest. [ABSTRACT FROM AUTHOR]

The concept of engagement is a multidimensional construct that has long been used by researchers as a means of explaining student behaviour in classrooms and schools. However, the research using this construct within physical education has been particularly uneven. The goal of this paper was to examine the application of the concept of student engagement with the research literature on physical education. The scoping review was conducted using the boundaries of including the terms 'physical education' and 'engagement' in the title, being located specifically within physical education settings, and focused on student (rather than teacher) engagement. Analysis of the corpus of papers led to the conclusion that studies could be grouped into five categories, with each differentiated by source, involvement of theory, methodology, definitions of engagement, and intended audience. These were given the following labels: (i) studies involving operational and multi-dimensional definitions of engagement (ii) figurative studies (iii) single dimension studies, (iv) qualitative studies, and (v) reviews and practitioner-oriented papers. Given the considerable diversity in the application of the term engagement, it is recommended that future research in the field (no matter the intended audience), should consider the author's interpretation of the term formally somewhere in the introduction. In addition, it is proposed that future empirical research examining student engagement in physical education could also benefit from including evidence of both student self-perceptions about their engagement as well as observations of their in-class behaviours. [ABSTRACT FROM AUTHOR]

There are many ways to keep up to date with research that affects your role and personal development. You can regularly use PubMed or Scholar to find recent papers using keyword searches, you can rely on others to do the work for you with literature reviews, share the job with Journal clubs or using Journal alerts you can have the papers and research you want delivered to your inbox. [ABSTRACT FROM AUTHOR]

The goal of this paper is to bring new insights to the study of social learning processes by designing measures of collaboration using high-frequency sensor data. More specifically, we are interested in understanding the interplay between moments of collaboration and cooperation, which is an understudied area of research. We collected a multimodal dataset during a collaborative learning activity typical of makerspaces: learning how to program a robot. Pairs of participants were introduced to computational thinking concepts using a block-based environment. Mobile eye-trackers, physiological wristbands, and motion sensors captured their behavior and social interactions. In this paper, we analyze the eye-tracking data to capture participants' tendency to synchronize their visual attention. This paper provides three contributions: (1) we use an emerging methodology (mobile dual eye-tracking) to capture joint visual attention in a co-located setting and replicate findings that show how levels of joint visual attention are positively correlated with collaboration quality; (2) we qualitatively analyzed the co-occurrence of verbal activity and joint visual attention in low and high performing groups to better understand moments of collaboration and cooperation; (3) inspired by the qualitative observations and theories of collaborative learning, we designed a new quantitative measure that captures cycles of collaborative and cooperative work. Compared to simple measures of joint visual attention, we found it to increase correlation coefficients with learning and collaboration scores. We discuss those results and describe how advances in analyzing sensor data can contribute to theories of collaboration. We conclude with implications for capturing students' interactions in co-located spaces using Multimodal Learning Analytics (MMLA). [ABSTRACT FROM AUTHOR]

This paper focuses on how social group work is integral to teaching and learning about critical reflection on practice (CRoP), on three different levels. The paper provides an overview of the theory and practice of CRoP, followed by a description of group work in two MSW CRoP course sections at a school of social work in Ontario, Canada. The paper describes the process of integrating CRoP into practicum integration seminar groups to sustain skills in critical reflection, as well as our own group process in our small faculty research and teaching group. By integrating group work and critical reflection literature and by focusing on the development of critical acceptance and mutual aid, this paper will outline benefits, challenges, and opportunities related to the use of groups in facilitating the CRoP process, along with next steps and further discussion. [ABSTRACT FROM AUTHOR]

Entry of children to primary schools in India marks a sudden shift in the pedagogical approach as play-based pedagogy gives way to formal instruction. This paper argues that children's play motives do not subside when they enter school, rather play takes a more mature form and represents a strong linkage between their thought and reality. The recently introduced National Education Policy 2020 in India mandates a large-scale achievement survey at the age of 8, the fear is that this will lead to formalisation and academisation of early schooling. The paper presents a case study of a school in rural India that follows a play-based pedagogy in the primary years. The study uses dialectical-interactive approach for data collection and analysis. The analysis shows that play creates a pedagogic opportunity for the teacher and children to engage with each other's motives thus creating a shared 'object of activity' that ensures children's motivated engagement in their learning. [ABSTRACT FROM AUTHOR]

Item banking involves tests being constructed by selecting from a bank of pre-written questions. There are various examples of multiple-choice tests where item banking is used, but few examples involving other question types. This research explored the use of banking with structured questions. Three question writers were asked to construct examination papers using a bank of structured physics questions and were interviewed. Factors considered when constructing examinations included the topic and skills to be assessed, the intended difficulty level of questions, and task type (e.g., definition, explanation, calculation, graph use). Participants' strategies varied with one spending time viewing a range of questions, the second using information about the questions to narrow down which to view, and the third relying mostly on information about the questions. Several issues arose such as challenges around achieving the necessary total mark and potential wastage of questions if the topics in a syllabus change. [ABSTRACT FROM AUTHOR]

The term "gamification" was introduced in 2002 and used in business education to enhance the teaching and learning process and connect students with the real world of business. This research aims to review gamification in business education using visualizing bibliometric networks analysis. A total of 343 Scopus-indexed research papers published from 2012 to 2022 were analyzed related to the use of gamification in business education, both teaching and learning, as well as training. In addition, the analysis of research papers also covers the use of gamification in teaching business-related subjects in other specializations. [ABSTRACT FROM AUTHOR]

An editorial is presented on first 2023 issue of Open Learning. Topics include readers also recognising other familiar themes such as blended learning, and continuing professional development (CPD); and spending some time exploring the benefits of adopting a community of practice approach in order to facilitate cross-institutional working.

Actual accounts of the experiences of Aboriginal and Torres Strait Islander peoples since colonization remain largely misunderstood and misrepresented within Australian education systems and the broader social consciousness. Culturally sensitive practice and ethnic diversity are challenging topics to teach social work students when truth-telling is absent. Social workers need to develop an understanding of intergenerational trauma experienced by Aboriginal and Torres Strait Islander peoples, critically reflect on perpetuated stereotypes, and confront internalized beliefs about peoples of diverse ethnic and cultural identities in preparation to work respectfully with Indigenous communities. A course focused on building students' knowledge and skills for culturally responsive practice is described in this paper, along with suggestions for enhancing teaching and learning. The paper argues for the importance of truth-telling about Australia's continuing racism in social work education to create cultural safety for service users. [ABSTRACT FROM AUTHOR]

Youth co-design has the possibility to reframe learning and participation, repositioning and remediating youth roles. However, youth co-design processes can also unintentionally reproduce normative forms of power and learning. This paper describes how co-design processes can position youth as having full agency for the design of a digital badge system, yet their participation and design are still guided by existing normative concepts of learning. We asked: How do youth roles, positioning, activity structures, and materials shape youth agentic participation in co-design and the disruption of traditional hierarchical design processes? This paper documents the youth co-design of a digital badge system that represented participation in a program at an aquarium where youth volunteers interpret exhibits for aquarium patrons. In coordination with faculty at a local university, the badge system culminated in college credit for qualifying high school youth. During the co-design process, youth initially imported school-based frames of learning and participation that constrained definitions of the who, what, and how of learning. However, with the support of new physical and conceptual resources, the design team expanded how they framed learning and participation, while still maintaining some school-based products and processes. This paper contributes to literature on including youth in design processes, indicating the importance of scaffolding for agency and participation. [ABSTRACT FROM AUTHOR]

This paper adopts an ecological approach to describe the opportunities offered by school landscape for children's curricular learning. The approach is based on Gibson's concept of affordances which refers to the opportunities offered by an environment to its users. The research conducted in school grounds in two different contexts – Scotland and Bangladesh drew on this theory to examine the relationship between the school landscape and children's learning. Case study research included application of observation and behaviour mapping in school grounds, and interviews with participants in both contexts. Opportunities for teaching and learning offered by the school landscape in both cases were later defined as 'cognitive affordances' by the authors. 'The concept of 'cognitive' affordances' had limited attention in the field of landscape research. This paper thus introduces and defines the term to understand and study the potential of outdoor environments for development of children's learning and cognition. [ABSTRACT FROM AUTHOR]

Generative Artificial Intelligence (AI)'s emergence is viewed as a disruptive technological advancement that has been beneficial for most educational purposes but also coupled with emerging challenges and potentially destabilizing effects. Given the unprecedented onset and surge in interests, education stakeholders are often pressured to adopt such emergent technologies with little space and time to seek better understanding and to attain literacy. This paper brings together existing contributions to identify a list of five common themes (5Ts) and various uses of generative AI for improving students learning and future education research. The challenges and opportunities from the use of generative AI in education were also explored, and as part of a rethink of how stakeholders can continue to be relevant in a dynamic learning environment with emerging technologies, three "R" guidelines (3Rs) are also proposed to aid educators and students to stay ahead of the curve in addressing challenges and embracing opportunities arising from the use of generative AI for learning. [ABSTRACT FROM AUTHOR]

This collection of papers on ""future-readiness in education" aims to re-examine the purposes of education to include country-specific contexts and trajectories in the future. The purposes of education are developing learners for "Living, Learning, and Lifework." The contexts – economic, environmental, societal, and learning are deeply intertwined and interconnected with the education system. The papers examined the changing realities of these contexts and explore the implications of school leadership, teaching, learning, assessment, and educational outcomes. [ABSTRACT FROM AUTHOR]

Cognitive assistance systems help people with learning disabilities to increase their skills and consequently their employment opportunities in the regular labour market. Research on advanced work instructions has encouraged training disabled workers in cognitively demanding production tasks, especially manual assembly. However, studies lack evidence on the effect of repetition or work cycle alongside the form of instruction and type of disability. This paper addresses this gap and reports on an experiment conducted at a sheltered workplace. Four forms of instruction (paper-based, animations, projection, adaptive projection) were tested to assist operators with three types of disability (illiterate, psychosocial, cognitive) with a manual assembly task. The results show that projection enhances the first assembly cycle. Challenging operators by filtering the content of the instruction with increased experience leads to greater independence and a better understanding of their tasks. However, adaptive instructions can form a barrier for those operators who are most dependent on mentor support. The form of instruction should thus be considered carefully for each operator as their adaptation to changes and cognitive assistance systems varies. The results are discussed in light of the Industry 5.0 human-centric and socially sustainable production agenda with managerial and research implications and future research priorities. [ABSTRACT FROM AUTHOR]

In this invited commentary for the special issue on 'How built spaces influence practices of educators' work: An examination through practice lens,' I discuss how insights from the theory of practice architecture and the theory of practice ontology are helpful in exploring the complexities of educational practices, particularly with reference to the locations within and through which such practices take place. By focusing on the doings, sayings and relatings that take place in such practices and on their material conditions, the contributions add much nuance and detail to the understanding of educational practices, particularly when such practices are 'in transition' due to forces that are often beyond the influence of the actors in such practices themselves. The main critical point I make concerns the sayings utilised by the authors themselves. I suggest that references to 'learning' are problematic in the study of educational practices. I single out the idea of seeing schools, colleges and universities as 'learning environments.' I provide reasons why this way of engaging with educational practices is problematic – both from a research perspective and from a practice and policy perspective – and suggest that the better designation would be that of seeing them as educational practices. [ABSTRACT FROM AUTHOR]

When is an internal reference price selected for price judgements? This paper analyses how the combination of price and product attributes during the learning phase of internal reference prices influences reference price utilisation. We apply an experimental approach that accounts for two mechanisms of reference price learning. In two experiments, we vary the relationship between price and product attribute value. The results show that the internal reference price is only utilised in price judgements when a consistent relationship between previously observed prices and attribute values exists in the learning phase. This paper provides a unique approach to study reference price learning, which contributes to research by offering insight into the utilisation of reference prices. Results enable managers to strategically influence reference price learning and utilisation. [ABSTRACT FROM AUTHOR]

The development of learning practices that enable students to transfer knowledge across contexts, is a dominant topic in Physics Education Research. Assessment is a key activity in the learning process. The purpose of this paper is to illustrate the value of analysing introductory physics assessments using the Semantics dimension of Legitimation Code Theory. We discuss the tools used to analyse the test and exam question papers of two consecutive calculus-based introductory physics modules. An analysis of past question papers over 5 years revealed various weaknesses. The outcomes of an intervention based on critical self-evaluation of question papers, using the same tools, are presented. The results indicate that the intervention increased focus on core concepts and context and supported learning that enables transfer. We argue that the use of semantic gravity to analyse assessments is a useful starting point for change in educational practices in order to support transfer. [ABSTRACT FROM AUTHOR]

Recent work in children's geographies and geographies of education has presented the argument that when conceptualising the various roles that adults occupy in children's lives, it is equally important to conceptualise adultism. In this paper we argue that this existing work critiques adultism's logics but does not adequately conceptualise adultism's structural and scalar spatialities. We reconceptualise adultism as a structural and scalar phenomenon by examining our case study of a community music programme designed to reconnect children with their 'learning identities'. We borrow the spatial metaphor of 'chains' from human geography's postcapitalist literature to highlight how adultism structurally pervades this space of resistance, underscoring the more broadly applicable point that practices of resistance that fail to address adultism's co-creative relationships with other structures of domination can end-up reasserting adultist relations. However, towards the end of the paper we argue that this reconceptualisation of adultism does not mean community music (or other critical pedagogies) should be abandoned, rather illustrating how the organisation in our case study innovate in order to address adultism's structural and scalar facets. [ABSTRACT FROM AUTHOR]

Innovative activities are increasingly decentralized and globally dispersed, which provides new upgrading opportunities for emerging market firms. However, little is known about how latecomer firms (re-)organize their research and development (R&D) over time as conditions for upgrading change. This paper systematically maps the R&D networks of China's lead firms in the wind turbine industry. The empirical findings reveal that latecomer firms not only exploit but increasingly co-create vanguard knowledge in global R&D networks through organizational diversification. Taking an evolutionary perspective, the paper extends our understanding of the changing nature of upgrading mechanisms and provides new insights into the reorganization of innovation processes in an era of technological change. [ABSTRACT FROM AUTHOR]

Housing social movements, in the course of their everyday activities, continually share and produce knowledge, a process defined as learning. This paper addresses a gap in the literature on housing activism, looking at learning as a crucial domain of housing movements' politics and practice. By looking at housing activism through the lens of theories on learning in social movements, we provide a nuanced understanding of Barcelona's neighbourhood-based housing groups. Previously centralized in one movement (the Plataforma de Afectados por la Hipoteca), housing activism in the city is now spread into a heterogeneous network, including small and localized collectives. The paper examines one neighbourhood housing group, the Grup d'Habitatge de Sants, and its relations with other groups, scrutinizing how processes and potentials of learning unfold in four critical moments: assemblies, workshops, direct action and debates/congresses. We reveal learning as a complex and multilayered phenomenon, arguing that it is fundamental for housing activism and an essential path towards achieving housing justice. [ABSTRACT FROM AUTHOR]

Cities learning from or with each other – or city to city learning (C2C) – is the focus of analysis for this systematic literature review. This research paper sought to understand C2C learning by examining conceptual, methodological, and empirical evidence. Conceptually, this research paper found few definitions of C2C learning. By formulating a definition as well as building a process-and-outcome model, which integrates different phases, mechanisms, conditions, and effects, this research paper contributes to furthering the conceptual debate and clarity on C2C learning. C2C learning is defined here as a dynamic yet sequential mutual process participated in by cities and their representatives which starts with exploration, followed by acquisition, utilization, and internalization. Each phase is activated by specific mechanisms and can be influenced by different conditions that can lead to multiplicity of outcomes. For future research, more diverse methodologies, such as the use of non-qualitative and longitudinal studies, are suggested. Lastly, further empirical analysis, which can make use of the proposed C2C learning process-and-outcome model, is recommended. Overall, it is important to further investigate the link(s) between the (wider patterns of) learning processes, the conditions under which C2C learning works, and (the multiplicity of) outcomes across different contexts. [ABSTRACT FROM AUTHOR]

As HE professional educators in Social Sciences, we teach a curriculum which foregrounds inequalities. This includes inequalities related to diverse social groups and differences of race, class, gender, disability and sexuality, underpinned by global approaches. Learners are asked to reconsider the social world through a critical lens with perhaps very different explanations of inequalities and the (re)production of power. This paper illuminates early considerations arising from primary research of those teaching moments described as 'difficult' by our participants. The difficulty created for the teacher/student partnership is often experienced by us through the resistance by students who often cannot imagine a world view beyond their own. They can believe their way of knowing themselves in the world is how the world is for everyone. The critical educator recognises that in any given moment they are required to consciously manage the pedagogical illuminations of structural inequalities and individual agency. These difficult moments produce struggle for the student who is learning and pedagogical challenges for the lecturer. This paper captures a snapshot of some of the experiences of educators teaching diversity across a range of subject areas. We also reflect on the potential for professional development and possibilities for embedding best practice in preparing academic staff to deal with difficult moments. [ABSTRACT FROM AUTHOR]

Several analysis methods exist to identify hotspots regarding resource efficiency in industry and consecutively find measures to reduce environmental impact. Still, many companies do not use systematic methods to analyse and improve their resource efficiency, partly because they do not have the competencies to apply them. In this context, learning factories support by providing a realistic environment to teach methodological competencies. This paper systematically derives criteria and compares hotspot analysis methods for the identification of resource efficiency hotspots. Based on these results, an approach is developed to derive needed competencies and a list of required technical infrastructure for learning factories. The developed tool includes the general ratings of the methods depending on prerequisites as well as the possibility to weight the criteria. Learning factory operators and trainers can use this tool to identify suitable hotspot analysis methods and get guidance on how to implement the methods in their learning environment. [ABSTRACT FROM AUTHOR]

In this third paper in a series of four, we explore some ways of doing education differently. An education that moves beyond the persistent failures and irredeemable injustices of modern mass schooling episteme. The episteme for education we adumbrate – an episteme of life continuance – begins with a recognition of interdependency and the value of diversity, diverse knowledges and relations of tolerance. We propose an escape from the extinction ethics which modern schools perpetuate and a new grammar of living in which education and politics are processes of re-learning, co-learning, decision taking, limit testing, and conflict resolution in relation to an uncertain future. To achieve this, we outline a set of open and 'unplanned' commoning activities that would take place within local social infrastructures focused on re-politising learning itself and practicing the care of oneself, others, community and the environment. The proposal for a different education as common(ing) activities undertaken within social infrastructures, is about reimagining political and environmental relations, and co-creating a sense of collective ownership of and responsibility for the environment. A form of community that it is practical, rather than utopian, and that would be both the means and ends for such an education. [ABSTRACT FROM AUTHOR]

Both challenges and opportunities are inherent with a growth in Chinese international students in UK Higher Education. However, teachers from the West may not understand the differences in Chinese educational practices, which can lead to negative stereotyping of these students as passive and problematic. This paper rejects this deficit perspective, focusing on the views of Chinese students as to what might need to change about the UK teaching and campus environment to improve their learning experience. Two focus groups were held with Chinese social science Masters' students in a UK university. Some of their key requests included to reduce class sizes; to provide more guidance around study skills; to offer more timely and accessible information; to provide a more flexible range of services and learning support; and to create more social time with staff and other students. The discussions particularly brought out the importance of 'relational pedagogy'. These requirements will need more staff time and institutional flexibility which will necessitate adequate funding. The authors conclude that, despite Chinese students' significant contribution to the local economy and to University finances, there does not seem to be a commensurate investment in protecting their wellbeing and ensuring they receive a quality education. We consider it is important to listen to and act on the students' suggestions outlined here if UK Higher Education is to remain the destination of choice for many Chinese and other international students. [ABSTRACT FROM AUTHOR]

This article examines the characteristics, implementation and contribution of narrative pedagogy to the professional development of novice teachers through the example of two case studies. A holistic analysis of each case reflects a narrative pedagogy model, which includes four stages of the teaching-learning process: telling a personal life story, eliciting and analysing issues, interpreting and contextualising, and reflecting/integrating personal and theoretical knowledge. Findings show that (1) narrative pedagogy relies on a dynamic curriculum (2) the role of the instructor is changed in the learning process (3) It can bridge the gap between emotional-personal and theoretical knowledge. [ABSTRACT FROM AUTHOR]

In this paper, we develop an integrodifference equation model that incorporates spatial memory and learning so that each year, a fraction of the population use the same dispersal kernel as the previous year, and the remaining individuals return to where they bred or were born. In temporally static environments, the equilibrium of the system corresponds to an ideal free dispersal strategy, which is evolutionarily stable. We prove local stability of this equilibrium in a special case, and we observe convergence towards this equilibrium in numerical computations. When there are periodic or stochastic temporal changes in the environment, the population is less able to match the environment, but is able to do so to some extent depending on the parameters. Overall, the mechanism proposed in this model shows a possible way for the dispersal kernel of a population to evolve towards an ideal free dispersal kernel. [ABSTRACT FROM AUTHOR]

Student democratic participation in schools is often limited to involvement in school councils with associated dangers of tokenism and speaking for others. There is limited space for students to have a voice in what is learned due to mandated state curricula and scepticism about student capacity, even though consultation with students about matters that affect them is a legally binding obligation under Article 12 of the UN Convention on the Rights of the Child. These challenges have resulted in limited research on operationalising substantive student voice. Student agency remains feasible within the boundaries of the formal curriculum, but with significant limitations on decision-making. This paper conceptualises the relationship between student voice and agency, mediated by forms of curricular engagement. We posit that ideological dimensions of engagement and associated student positionality exert a dominant influence on voice and agency. Furthermore, we examine the potential for more authentic approaches to voice and agency to dynamically alter student engagement. Empirically, we draw on work on curriculum negotiation and integration to consider the operationalisation of student voice as the fundamental driver of curriculum, with authentic engagement and agency as emergent properties. Practical considerations for incorporating such approaches in state curricula are explored. [ABSTRACT FROM AUTHOR]

The present moment is beset by many complex challenges. Young people face living with the consequences of decisions being made largely without their consent or involvement. Centering youth voices may be part of the solution. But we need to go beyond liberal, individualist and rights-based models that pay insufficient attention to the enabling conditions of meaningful voice, to temporalities, or to schooling as institution and process. Seeking alternative conceptualizations of voice, this paper draws on Annemarie Mol's work on the 'logic of care' in relation to health services. She describes this as a ceaseless, ongoing, mutual process of attunement to the unpredictable nature of human existence, implicating a range of actors, technologies, resources, materials, meanings, and affects. This description better captures aspects of good – responsive – educational practice. It also resonates with recent feminist scholarship on the posthuman, new materialist and affective dimensions of everyday life and education. This can support innovative work related to youth voice, as exemplified by a research project aiming to 'attune, animate and amplify' what matters to young people in learning about sexuality. Such reconceptualizations may help us meet the challenges we face, not only in schools but those of life on a finite planet. [ABSTRACT FROM AUTHOR]

Student voice has held a prominent place in the tradition of progressive and democratic schools and classrooms around the world. Once engaged it offers a chance to develop and use crucial skills for democratic living and to shape meaningful contexts for learning as students bring their own personal questions, cultural experiences, resources, and prior skills to curriculum planning and school policy. At the same time, engaging student voice raises concerns about curriculum design, teacher and student roles, student expectations, and school politics, as well as the need for scaffolding and support for both teachers and students. This paper outlines the rationale for student voice, a framework to consider options for teacher and student voice in curriculum planning, and a number of examples of student voice in curriculum planning, school policy, classroom organisation, and school culture drawn from the author's long involvement with student voice projects. [ABSTRACT FROM AUTHOR]

Agent-based training systems can enhance people's social skills. The effective development of these systems needs a comprehensive architecture that outlines their components and relationships. Such an architecture can pinpoint improvement areas and future outlooks. This paper presents ARTES: a general architecture illustrating how components of agent-based social training systems work together. We studied existing systems and architectures for training and tutoring to design ARTES and identify its essential components and interaction characteristics. ARTES comprises two core components: the agent simulation of social situations, and educational elements to provide guided learning. We link ARTES's crucial components to four primary learning theories (behaviourism, cognitivism, social cognitive theory, and constructivism) to illustrate the role of agent simulation and tutoring elements in establishing desired learning outcomes. Furthermore, we map ARTES's components against eight architectures, 43 systems and three tools to indicate the components' relevance, completeness, generalisation, and deployment potential across contexts. In addition to ARTES, the paper also contributes by identifying future improvements and research directions, such as the agent's thinking, tutoring methods, knowledge transfer, and ethical implications. We believe ARTES can help bridge the gap between virtual human simulations and impactful educational learning, offering training system developers desirable features like understandability and adaptability. [ABSTRACT FROM AUTHOR]

Doctoral researchers are our present and future knowledge-makers. Social justice requires democratic opportunities for knowledge creation, and to this end doctoral supervision theory and practice have become increasingly inclusive, flexible, culturally responsive, and person-centred over time. However, consideration of trauma and trauma-informed practice has remained absent from this work. This conceptual paper signals the need to recognise that doctoral cohorts will include those with lived experiences of trauma. The paper then presents a rationale for developing trauma-informed approaches to doctoral supervision, theorising this approach in relation to wider inclusive education efforts in higher education, Universal Design for Learning, and the social model of disability. Intersections with current trends in doctoral supervision literature and practice are considered, and core principles of trauma-informed practice are identified that can inform work in the specific context of doctoral supervision. The paper offers a fresh perspective on inclusive doctoral education and directions for future work. [ABSTRACT FROM AUTHOR]