The book provides new conceptual frameworks to understand good practice in the field of mobile learning. The book fills a gap in the current literature by drawing on examples of best practice from leading schools in the United States, Canada and Australia. The author visited thirty educational sites and interviewed over 100 eminent teachers, principals, district superintendents and academics in the three aforementioned countries to study the implementation of mobile devices such as smartphones and tablets in teaching and learning. During that period evidence and exemplars on issues that currently challenge educators worldwide such as modern pedagogies, digital citizenship, institutional change, equity and professional development were collected. The book presents a large number of case studies illustrating an effective integration of mobile learning and other technologies into the curriculum. The contents include topics that are at the core of current attempts by educators to meet the demands of 21st century learning. The book: Addresses issues related to the delivery of mobile learning (e.g., smartphones, tablets) Presents real life scenarios from leading practitioners in the United States, Canada and Australia Introduces a four?conversion model for whole?school school transformation Provides principals with practical strategies to create effective communities of practice Provides teachers with best practice examples and recommendations for using mobile devices in teaching and learning Suggests practical activities and insights as to how to implement digital citizenship in schools

This book is the result of years of research following a realization of the mismatch of engineering skills produced by universities and those that industry required, based on the situation in Sub-Saharan Africa, equally applicable to other regions in Africa and indeed worldwide. The book is meant to assist engineering academics and engineers in industry to build capacity and cope with the dynamic trends in technology brought on by the 4th Industrial Revolution and to prepare for the 5th Industrial Revolution, an era predicted to be dominated by critical and system thinkers with creative and innovative skills as basic necessities. The book is also useful for policy-making researchers in academia, industrial and public sector researchers, and implementers in governments that provide required funding for the development of human resources and skills. The book primarily consists of the novel research and innovation approaches of modelling and building systems thinking sub-models which were ultimately integrated into the Universal Systems Thinking (UST) model aimed at improving the quality of engineers and engineering practice. The initiatives in this book include strategies for bridging the gap between industry and academia through systems thinking research. The book provides information on how to model, simulate, adjust and implement integrated systems thinking approaches to engineering education and training for capacity building and sustainability. The book also covers approaches to address research gaps and mismatch of skills while capitalizing on the successes of several projects carried out and supported by the Royal Academy of Engineering over the years.

Higher education, especially that which is publicly funded, is under increasing scrutiny from politicians and the public as competition in this sector increases. Susanne Warning provides a comprehensive analysis of the strategic positioning of public universities as service providers in a competitive sector. The author develops two distinct theoretical approaches to the analysis of public universities. The first is the concept of strategic groups, originating in management theory. It implies that due to different returns on investment in teaching quality and research quality, heterogeneity will exist in the university sector. The second approach involves a three-stage duopoly game of competition between universities, and is underpinned by the industrial economics literature. Universities in this formal equilibrium model of differentiation position themselves in terms of teaching and research quality in order to attract students. Although the analysis is based on data for German publicly funded universities, however, the author's conclusions offer important insights for all countries where publicly funded universities play a role, particularly in the current climate of shifts towards more competitive university systems. With an exclusive combination of economic analysis and institutional data, this book will prove invaluable for anyone with a particular interest in the economics of higher education.

Even though diversity is currently conveyed as a ubiquitous principle within institutions of higher education, professionals of color still face issues such as discrimination, the glass ceiling, lack of mentoring, and limited access to career networks. Unfortunately, an open channel does not exist for professionals of color to express their frustrations and genuine concerns. The narratives in No Ways Tired present a powerful voice about the experiences of student affairs professionals of color in higher education, including intersecting identities such as race, class, and gender. Furthermore, the narratives are nuggets of personal truth that can serve as a lens for professionals of color who wish to develop strategies to succeed as they traverse their careers in higher education. Through the sharing of their visions of success, lessons learned, and cautionary tales, the authors openly offer insights about how they have created a way to survive and thrive within higher education in spite of challenges and distractions. They also articulate a vision where student affairs professionals of color can develop fully, be authentic, use their agency, and effectively contribute. This book includes recommendations for professionals of color at all levels within higher education and ways to construct opportunities to flourish. The ultimate goal for this book is to promote discussions regarding how professionals of color can be more proactive in developing strategies that are conducive to their professional and personal success as they navigate their higher education careers.

As e-learning has evolved into a global change agent in higher education, it has become more diverse in its form and applications. Now that many institutions have implemented e-learning programs as part of their course offerings, it is essential for these institutions to fully grasp how best to facilitate continued improvements and accessibility in online education. The Handbook of Research on Building, Growing, and Sustaining Quality E-Learning Programs highlights several significant elements of e-learning, including program planning, quality standards, and online course development, as well as institutional, student, and faculty support. Serving as a critical resource for online and hybrid learning programs, this publication is designed for use by administrators, educators, instructional designers, and doctorate-level students in the field of education.

Why do some students struggle to understand and retain information, while other students don't? The answer may well lie in the memory system, which is the root of all learning. In Memory at Work in the Classroom, Francis Bailey and Ken Pransky expertly guide you through the aspects of human memory most relevant to classroom teachers. Real classroom examples help to deepen your understanding of how memory systems play a central role in the learning process, as well as how culture plays a sometimes surprising role in memory formation and use. The memory systems covered in the book are: Working Memory: the gateway to learning. Executive Function: the cognitive skills children need to independently orchestrate their memory systems in service to learning. Semantic Memory: the storehouse of a person's knowledge of the world, including academic concepts, and the part of the memory system most affected by culture. Episodic Memory: rich, multisensory personal memories of specific events. Autobiographical Memory: one's sense of self, tied directly to student motivation. Although the techniques described apply to all students, the authors concentrate on explaining the source of struggling students' academic challenges and provide effective strategies for helping students become better learners. Whether you're a new or a veteran teacher, this book will offer fresh insights into your students' learning difficulties and move you to explore classroom practices that align with the functioning of memory and the ways students learn.

This book is a comparative study of the endeavors to create a socialist system of higher education in the Soviet Union under Stalin and in China under Mao. It is organized around three themes: the convergence of Maoism with Stalinism in the early 1950s, which induced the transnational transplantation of the Soviet model of higher education to China; historical convergence between Stalinism of the First Five-Year Plan period (1928-1932) and Maoism of the Great Leap period (1958-1960), which was prominently manifested in Soviet and Chinese higher education policies in these respective periods; the eventual divergence of Maoism from Stalinism on the definition of socialist society, which was evinced in the different final outcomes of the Maoist and Stalinist endeavors to create a socialist system of higher learning.

This book explores approaches to developing and using postdigital humans and the impact they are having on a postdigital world. It presents current research and practices at a time when education is changing rapidly with digital, technological advances. In particular, it outlines the major challenges faced by today's employers, developers, teachers, researchers, priests and philosophers. The book examines conceptions of postdigital humans and studies the issue in connection with ethics and employment, as well as from perspectives such as philosophy and religion.

This is the fully updated, comprehensive solution for Level 2 learners working in primary and secondary schools. It covers all mandatory and optional units, providing everything teaching assistants need to know in easy-to-read language. It is completely redesigned in colour with new photos and illustrations, making it easy and enjoyable to use. It is packed with activities to help readers to build evidence for their portfolio, with clear referencing to the standards to help them organise their work. It is also reviewed by an expert on Scottish education to ensure full applicability to the SVQ.

Online learning has become a prominent and inseparable component of higher education in recent years. Questions related to course structure, levels of interaction, presence, and participation within online courses persist and invite further inquiry for determining factors that encourage effective teaching and learning in online environments. The Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses explores models of course development and delivery techniques to improve instruction, learning, and student satisfaction in online courses. Covering topics such as rates of participation, student engagement and retention, and social development, this handbook serves as a resource for educators in online learning environments, as well as for course designers and developers of online courses and researchers whose agenda includes examining interaction, presence, and participation in online courses.