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The concept of learning ecologies emerged in a context of educational change. While the "learning ecologies" construct has offered a broad semantic space for characterizing innovative ways of learning, it is also true that its potential to promote innovative educational interventions may have been hindered by this same broadness. Based on this assumption, in this paper the authors carried out a systematic review of the literature on learning ecologies with the aim of analysing: (1) the varying definitions given to the concept, including the ontological perspective underlying the phenomena studied; (2) the methodological approaches adopted in studying the phenomenon; and (3) the applications of the research on this topic. Throughout this analysis, the authors attempt to describe the criticalities of the existing research, as well as the potential areas of development that align well with the theoretical/ontological issues, methodological approaches and educational applications. The authors selected and analysed 85 articles, which they then classified in a set of 20 categories defined by them on a theoretical basis. Moreover, in order to triangulate the manual coding, a bibliometric map was created showing the co‐citation activity of the 85 papers. The emerging picture showed significant variability in the ontological definitions and methodological approaches. In spite of this richness, few educational applications currently exist, particularly with regard to technology‐enhanced learning developments. Most research is observational, devoted to describing hybrid (digital and on‐site) learning activities that bridge the gap between the school and social spaces. Furthermore, many of the studies relate to the field of secondary education, with fewer studies exploring adult learning and higher education. The studies dealing with professional development relate mostly to teachers' continuing education. The authors conclude that the concept of learning ecologies could be used to address further experimental and design‐based research leading to research applications if there is proper alignment between the ontological, methodological and applicative dimensions. The main potential of this strategy lies in the possibility of supporting learners by raising their awareness of their own learning ecologies, thereby empowering them and encouraging them to engage in agentic practices. This empowerment could help maintain and build new and better learning opportunities, which every learning ecology can incorporate, amidst the chaotic abundance that characterizes the digital society. [ABSTRACT FROM AUTHOR]

This paper presents the results of a study that analyzed the structure, organization and offering of internships as part of undergraduate degrees in Social Work at Spanish universities (82), as well as the intended attainment from these work experiences in social institutions and entities. The content of undergraduate degrees in Social Work taught at Spanish universities (37), the courses related to internships or work placements (85), and the range of specific skills associated with these courses were analyzed. The content analysis of the selected skills identified and described 42 professional skills. The results of this study provide insight into the offering of undergraduate degrees in Social Work in Spain, as well as skills acquired from internships that relate to professional activity. Social Work internshipsare a transactional space of collaborative learning between universities, the profession, and social entities that generate clear potential for all the involved parties. The acquisition of skills, abilities and competencies through internships facilitates understanding the use of methodology in different professional areas and levels, as well as the application of ethical problem solving principles and strategies; this facilitates the acquisition of professional skills in all areas of development. [ABSTRACT FROM AUTHOR]

This paper examines the usage of institutional and non-institutional technologies to support learning and teaching in UK higher education. Previous work on disruptive technology and disruptive innovation has argued that users prefer simple and convenient technologies, and often repurpose technologies from designers' intentions; this paper evaluates its data in relation to this argument. The paper uses a structured observation as its research instrument; seven participants (three lecturers and four students) were given one of two tasks. Results showed the participants using a narrow range of technologies, and showed a preference for non-institutional over institutional technologies. The paper argues that there is a misalignment between the technologies provided by higher education institutions (HEIs) and the technologies used in practice by students and lecturers, and further argues that disruptive technology and disruptive innovation comprise a useful means of assessing the likely success, in terms of usage, of a technology. [ABSTRACT FROM PUBLISHER]

Improving the governance is one of the priorities of the reforms in the area of higher education in Russia. Radical reforms and massive democratisation of the sector in the last 25 years resulted in accumulation of many development issues: the quality of public services, the efficiency of public spending and the modes of interaction between state, society and institutions. Supervisory boards are the latest addition to the landscape of the university governance. The paper discusses the legal framework of the supervisory boards in Russia, analyses how it relates to the best world practices in the sector and how it reflects in the actual composition of the boards and affects the roles they accomplish at the universities. The paper concludes with the discussion of the areas of concern in the current boards’ practices and suggests how they can be improved. [ABSTRACT FROM AUTHOR]

This paper investigates the perception amongst insiders of the degree of innovativeness of organisational culture in Ireland's higher education institutions. While the role of higher education institutions has expanded to include being a driver of innovation, we suggest that any such body is perhaps best suited to achieve this if it itself is innovative. We review the literature on corporate innovation, discuss a recent metric of innovativeness in culture and present the results of a large-scale survey on said culture within the higher education sector in Ireland. There is a divide between the university and institutes of technology sector, with organisational culture in universities being perceived to be much more innovative than that in institutes, despite these latter being designed to be closer to industry. We also find that STEM faculty members see culture as less innovative than others. These findings raise questions around the implicit and explicit thrusts of Irish higher education policy. [ABSTRACT FROM AUTHOR]

This article aims to set out our discussions, reflections and research at Málaga University (Spain) in relation to Lesson Study (LS), as a cooperative action research process. The paper aims to summarise the main findings of ten years of research, addressing the concepts and dilemmas found both in forming teachers' practical thinking and in the complex processes of reconstruction through LS. The results of our research provide evidence that it is a useful way to deal with the reconstruction of teachers' practical knowledge in teacher training. Teachers' practical knowledge should be more broadly seen as an active combination of theoretical knowledge, procedural knowledge and skills, attitudes, emotions, believes, and values: i.e. teachers' practical thinking. Most of these personal and professional resources are unconscious, or rather sub-conscious. Changes in teachers' practical thinking require more practical experience and reflexion: a dialectical process based around two key components: theorisation of practice and experimentation of reconstructed theory. The results of our research show that these dialectical process could be developed with LS as a particular way of developing AR, adding a complex, systematic, flexible and cooperative way of dealing with specific and contextual curricular innovation projects. We therefore conclude that LS could be a very useful path to follow in reconstructing teachers' practical thinking from within, strengthening the professional teaching community. [ABSTRACT FROM AUTHOR]

This paper presents data from the first six‐months of an ongoing speculative design project in which youth and researchers co‐created a videogame club, and later an eSports team, in an urban youth centre in Montréal, Québec. It describes how process philosophy informed researchers' approach to speculative design, allowing youth and researchers to co‐compose a sense of value for the club and the potentials for what they could do together through the club. This speculative process is contrasted with structuralist approaches to design‐based research in education, which can overly or pre‐determine value and mechanisms of social change, with or without the collaboration of youth and communities. [ABSTRACT FROM AUTHOR]

The intentions with which hands-on simulations are used in vocational education are not always clear. Also, pedagogical-didactic approaches in hands-on simulations are not well conceptualised from a learning theory perspective. This makes it difficult to pinpoint the added value that hands-on simulations can have in an innovative vocational curriculum that not only aims at developing technical and procedural skills, but also at developing competencies and professional identity. This paper introduces a more explicit conceptual discussion regarding the opportunities for using hands-on simulations in innovative curricula. A systematic literature review aimed at positioning hands-on simulations in relation to other work-related contexts, based on their learning environment characteristics and outcomes, shows that certain constructivist characteristics and outcomes are underexposed in empirical research about simulations. The results of an additional in-depth analysis of literature specifically focusing on two fundamental characteristics of constructive vocational learning (i.e. authenticity and increasing students’ ownership) propose ideas about how hands-on simulations can have added value to innovative curricula. This paper concludes with concrete strategies for designing and implementing hands-on simulations from the social constructive learning theory with the aim of stimulating not only technical and procedural skills, but also competencies and professional identity. [ABSTRACT FROM PUBLISHER]

Set within the context of a global pursuit towards the internationalisation of higher education, this paper critically examines student discourse in a globally connected classroom between learners in the USA and Singapore. It makes salient some of the cultural assumptions and tensions that undergird students’ discourse in collaborative international exchanges. We argue that technological innovation can enhance campus internationalisation efforts by providing opportunities for groups of students to intersect and interact across cultures. Such opportunities for social connection can bring about a transformative third space wherein domestic students and their international peers can engage in meaningful and productive dialogic exchanges. However, as this analysis suggests, the mere opportunity for connection will not necessarily manifest outcomes consistent with ideals of internationalisation and may instead result in superficial exchanges and reified stereotypes. Specifically, findings from this study demonstrate several tensions in US students’ discourse, revealing ways in which they simultaneously reject and represent American identity, challenge and reify national stereotypes, and pursue open-mindedness while maintaining ‘strong convictions'. Finally, as a practical application of findings, we suggest training students to self-reflect through critical examination of their own and others’ discourse as a means for pushing beyond the superficial towards genuine cultural learning. [ABSTRACT FROM PUBLISHER]

An introduction is presented where in the editor discusses articles published within the journal issue on topics including changes in teacher education, role of teachers in school-to-school networks, and policy innovation.

This paper introduces the results of survey among international students using Facebook closed-group as part of an online course. We posted learning materials of one session from online course: "Developing teachers' critical thinking through educational designing" on Facebook and integrated it with platform Moodle. Two groups of students studied during two semesters the online course materials of six sessions. We specifically created Facebook closed-group to offer students to use not only PCs, but also mobile devices to access online course. After completion of the course, we asked students (n = 20) to evaluate using Facebook closed-group for learning. The findings showed that some students indicate imperfect organisation of course materials on Facebook. Nevertheless, majority of students noted the positive role of Facebook in the development of relationships between each other. [ABSTRACT FROM AUTHOR]

This article proposes a taxonomy of entrepreneurship education, with the aim of enhancing our understanding of how higher education contributes to society. Entrepreneurship education programs have become a prominent feature in the curricula of many universities and business schools. Often it is developed in parallel with national policy, as described for our empirical context of Sweden. We identify four types using broad principles in terms of four different key variables described within. To identify our proposed types, we perform a cluster analysis of all 37 universities with entrepreneurship educations in one country. Previous literature provides mixed evidence about entrepreneurship programs' effect on the likelihood of alumni starting a business afterwards. Our contribution is to specify this taxonomy through broad principles, leading to interesting questions about the competing goals between theory and practice in learning outcomes. We conclude with suggested directions for future research and implications for higher education policy. [ABSTRACT FROM AUTHOR]

This article investigates the use of culture portfolios in second language Spanish university classes at an American private university as part of an innovation that incorporated an ACTFL standards-based curriculum to a basic language programme. The portfolios required students to complete different types of tasks through interactions with members of the Hispanic community in the area. The study examines novice high, intermediate low, and intermediate mid students' perceptions of the portfolio tasks, focusing on their views of the pedagogical benefits of these tools not only in terms of culture, but also for the development of their performance. Data were collected with a questionnaire and through the analysis of opinions. The results show that the participants' opinions were generally positive, and that most students believed that the portfolio not only had allowed them to learn more about Hispanic cultures, but had also provided them with opportunities to use the target language beyond the confines of the L2 classroom, and helped them develop their performance in the interpersonal and presentational modes. However, there were statistical differences among the proficiency levels, and novice high students exhibited the most negative perceptions, which could have been related to their low level of proficiency. [ABSTRACT FROM AUTHOR]

The aim of this study has been to explore and understand the implementation of PDP as an educational innovation in a single institutional context. Adopting a Sartrean ontology in which the subjective individual takes precedence over the systems within which that same individual exists, an interview process sought to understand the attitudes of educational members of staff to PDP and the ways in which those attitudes impacted on the innovation process. As an innovation based around the concepts of academic and professional identity, and the ability of a Community of Practice to shape and drive the implementation process, the key barrier to the implementation process proved to be a failure to account for difference at a fundamental level. This was not found to be just socio-political difference but a psychological incongruence between the notions underpinning the concept of PDP and the multitude of worlds through which those notions were to be promoted. In Sartrean terms by focusing on a systems model of change management significant power relationships between self and context had been lost, and yet these ultimately proved highly influential on the behaviours and consequences of the implementation process itself and the willingness of practitioners to engage with it. [ABSTRACT FROM AUTHOR]

In mathematics education, researchers have proposed a wide range of improvements of teaching practice in school, but only a few of these proposals have sustainably changed mathematics education in the desired form. This article takes off with the assumption that this gap between ideals and practice can be understood and challenged through a better understanding of the social functions of mathematics education. Functionalism is a sociological paradigm, which is based on the assumption that sub-systems of society support each other. The application of this theory to mathematics education seeks to illuminate the social connectedness of classroom practice and incorporates various studies from the field of mathematics education and beyond. Its originality lies in its ability to integrate and order results from many different socio-political studies in mathematics education and to identify research desiderata in the field. On this basis, I show that in spite of official discourses on the use-value of mathematics, we lack evidence that mathematics education is functional in providing socially necessary qualifications in mathematics. Instead, possible other functions of mathematics education such as the training of economically beneficial character traits, the legitimisation of mathematics as a social tool of power, the transfer of social advantages from parents to children, the training of a bureaucratic mentality and the projection of societal wishes and fears are discussed. The results do not only provoke further debate on educational goals of mathematics education but may form a basis on which to plan educational innovation with particular attention towards social constraints underlying mathematics education. [ABSTRACT FROM AUTHOR]

The flipped classroom model is an innovative educational trend that has been widely adopted in the social sciences but not engineering education. In this model, an active instructional approach shifts the educational strategy from a teacher- to a student-centred approach. The purpose of this study is to compare the learning outcomes of engineering students attending a flipped-model section of the Dynamics of Structures course with students attending a traditional, lecture-based section of the same course taught by the same instructor. The results confirm previous research showing that test scores in the flipped course sections were slightly higher than traditional sections. Although the improvement in test scores was statistically insignificant, student statements indicated that the flipped model promoted a deeper, broader perspective on learning, facilitated problem-solving strategies and improved critical-thinking abilities, self-confidence and teamwork skills, which are needed for a successful engineering career. [ABSTRACT FROM AUTHOR]

Although upper-level accounting majors tend to be more motivated than introductory-level students, or non-accounting majors, it is still challenging to motivate such students to complete and understand assigned readings. The purpose of this study is to assess student perceptions on the implementation of guided reading questions to motivate and enhance student reading to help flip the intermediate accounting classroom. Without essential preparation, students may be unable to adequately participate during class discussions or perform well across other course dimensions, especially in a flipped classroom setting. We assigned guided reading questions related to two required intermediate financial accounting textbook presentations (one course specifically for accounting majors and the other for non-accounting majors). Student perception results indicate that the guided reading questions positively impact student motivation, reading comprehension, effort level, and understanding of the material before attending class. The results are strongest for non-accounting majors. [ABSTRACT FROM PUBLISHER]

Whereas a great deal of literature based upon the context of Western societies has concluded criminology is an ideal discipline for active learning approach, it remains uncertain if this learning approach is applicable to Chinese learners in the discipline of criminology. This article describes and provides evidence of the benefits of using active learning approach in a criminology class in a publicly funded university in a Chinese city − Hong Kong. Using quantitative and qualitative data collected from four cohorts of students enrolled in the course over four years (2008–2011) through structured questionnaire, focus group meetings and students’ self-reflection, it was evident that active learning could not only enable Chinese learners to achieve the course-intended outcomes but also could advance their attitude, knowledge and skills of learning. The findings were further discussed with respect to the feasibility and constraints of launching active learning for Chinese learners. [ABSTRACT FROM PUBLISHER]

This design-based research project is concerned with the design, development and deployment of interactive technological learning environments to support contemporary education. The use of technologies in education often replicates instructivist positions and practices. However, the use of Cultural Historical Activity Theory (C), authentic learning (A), and educational technologies as tools (T) to mediate learning provides an integrated CAT framework to design and use learning experiences that transform not only individuals but also their world view. The work reports on the design, redesign, and evaluation of an honors course on the use of information communication technologies in teaching and learning. Analyses identified a number of design principles useful in conceiving learning tasks to support the theoretical framework. The CAT framework fosters the use of learning mediation through the use of educational tools that support collective knowledge construction of individuals and their communities, rather than replicate the use of technology for instruction. [ABSTRACT FROM PUBLISHER]