This study promotes a model of education which is collaborative and non-hierarchical. While traditional approaches to learning and teaching stress cognitive aspects of development and learning, this text advocates an approach which synthesizes the cognitive, affective and social dimensions of learning. Revealing personal and social learning as being involved with the whole school experience, the authors support the nature of learning within this radical model, and highlight key social values such as equality, respect and justice.

This volume provides a contemporary glance at the drastically expanding field of delivering large-scale education to unprecedented numbers of learners. It compiles papers presented at the CELDA (Cognition and Exploratory Learning in the Digital Age) conference, which has a goal of continuing to address these challenges and promote the effective use of new tools and technologies to support teaching, learning and assessment. Given the emerging global trend to exploit the potential of existing digital technologies to improve the teaching, learning and assessment experiences for all learners in real-life contexts, this topic is a unifying theme for this volume. The book showcases how emerging educational technologies and innovative practices have been used to address core global educational challenges. It provides state-of-the-art insights and case studies of exploiting innovative learning technologies, including Massive Open Online Courses and educational data analytics, to address key global challenges spanning from online Teacher Education to large-scale coding competence development. This volume will be of interest to academics and professional practitioners working in the area of digital technology integration in teaching, learning and assessment, as well as those interested in specific conference themes (e.g., designing and assessing learning in online environments, assessing learning in complex domains) and presenters, invited speakers, and participants of the CELDA conference.

The university is being transformed and can be transformed. This doubleness informs this book. 'Transforming' in 'transforming higher education' can be read as adjective, suggesting that higher education is being transformed by the social and political situation in which it is enmeshed. 'Transforming' can also be read as a gerund, implying the critical activity of changing the university, as signaling a creative and political act of radical possibility. The essays in this book address the transformation of higher education and the transformative possibilities of its current conditions. Only by viewing the university as a historical construction can we assess the dangers and opportunities of the new conditions of higher education, and chart a reasonable course for the future. The essays in this book are critical of recent developments in universities and higher education. Most of us come from public universities, and all remain committed to a democratic higher education that we see threatened by recent developments. There is a danger that the combination of economic crisis, market ideology, and global pressures will continue to structure the debate about higher education in ways that freeze out the transformative and politically critical possibilities of the university. Part I of the book examines the historical transformation of the university as it has changed into its current form. Part II examines both the transformation of the university into a neoliberal institution and makes the case for the more political and radical idea of transforming the university in opposition to how it has been transformed in recent years. Part III offers a number of studies aimed at illuminating possibilities for transforming the university in a more progressive, democratic direction.

This book focuses on multicultural curriculum transformation in social students and civic education subject areas. The discussion of each area outlines critical considerations for multicultural curriculum transformation for the area by grade level and then by eight organizing tools, including content standards, relationships with and among students and their families, and evaluation of student learning and teaching effectiveness. The volume is designed to speak with PK-12 teachers as colleagues in the multicultural curriculum transformation work. Readers are exposed to “things to think about,” but also given curricular examples to work with or from in going about the actual, concrete work of curriculum change. This work supports PK-12 teachers to independently multiculturally adapt existing curriculum, to create new multicultural curriculum differentiated by content areas and grade levels, and by providing ample examples of what such multicultural transformed social studies and civic education curricula looks like in practice.

Research has revealed ineffectiveness among university graduates in Africa. Some possible causes include a lack of transformative teaching and learning methods. Most of the learning methods used in Africa today were installed by colonial educational systems, often reducing the learner to an empty container waiting to be filled with lecture after lecture. As a result, there is a cry throughout Africa for an education that can empower the learner to think critically, to love both God and others, and to bring change in his or her community. This is what education for holistic transformation is all about. This book came about as a result of a doctoral study conducted in Kenya, which featured both Christian higher educational institutions and public universities in a unique comparative analysis that will be helpful to educational leaders on both sides. Readers will learn that transformation is a discovery that takes place through change of perspective. As this research reveals, this new perspective is triggered by a new revelation, a new truth, a provoking thought, a shocking observation, or a new testimony. Thus, the process of holistic transformation takes place through divine revelation, self-reflection, written material, and "the other."

This book asks how education can be developed to facilitate the radical social, cultural and economic transformations needed to deal with the ongoing climate emergency. The author illuminates important links between the work currently being done in climate change and education and the broader and older theories of radical education: an area of education theory and practice that has long grappled with the question of how to use education to create a more just society. Highlighting both current work and long traditions that include popular, progressive, feminist, anti-racist and anti-colonial education, the author draws on interdisciplinary research to make the case for how radical education can help tackle the climate change crisis. It will have direct relevance for scholars of environmental education and radical education as well as activists and practitioners.

This book examines how organizations can, and should, transform their practices to compete in a world economy. Research results from a multi-disciplinary team of MIT researchers, along with the experiences and insights of a select group of industry practitioners, are integrated into a model that stresses the need for systemic and transformative rather than piecemeal or incremental changes in organization practices and public policy. This integration of research and experience results in an argument for a new organizational learning model--one capable of gaining advantage from employee diversity, cooperation across organizational boundaries, strategic restructuring, and advanced technology. The book begins with a foreword by Lester C. Thurow.

The Quarterly Review of Distance Education is a rigorously refereed journal publishing articles, research briefs, reviews, and editorials dealing with the theories, research, and practices of distance education. The Quarterly Review publishes articles that utilize various methodologies that permit generalizable results which help guide the practice of the field of distance education in the public and private sectors. The Quarterly Review publishes full-length manuscripts as well as research briefs, editorials, reviews of programs and scholarly works, and columns. The Quarterly Review defines distance education as institutionally-based formal education in which the learning group is separated and interactive technologies are used to unite the learning group.

In recent years, the landscape of education in India has been undergoing a profound transformation. As the nation strides towards a knowledge-driven society, the traditional methods of teaching are no longer sufficient to prepare students for the challenges of the future. In this book, we explore a range of new teaching methods that have emerged in India and their impact on students' learning experiences, outcomes, and overall development.

The digital transformation is in full swing and fundamentally changes how we live, work, and communicate with each other. From retail to finance, many industries see an inflow of new technologies, disruption through innovative platform business models, and employees struggling to cope with the significant shifts occurring. This Fourth Industrial Revolution is predicted to also transform Logistics and Supply Chain Management, with delivery systems becoming automated, smart networks created everywhere, and data being collected and analyzed universally. The Digital Transformation of Logistics: Demystifying Impacts of the Fourth Industrial Revolution provides a holistic overview of this vital subject clouded by buzz, hype, and misinformation. The book is divided into three themed-sections: Technologies such as self-driving cars or virtual reality are not only electrifying science fiction lovers anymore, but are also increasingly presented as cure-all remedies to supply chain challenges. In The Digital Transformation of Logistics: Demystifying Impacts of the Fourth Industrial Revolution, the authors peel back the layers of excitement that have grown around new technologies such as the Internet of Things (IoT), 3D printing, Robotic Process Automation (RPA), Blockchain or Cloud computing, and show use cases that give a glimpse about the fascinating future we can expect. Platforms that allow businesses to centrally acquire and manage their logistics services disrupt an industry that has been relationship-based for centuries. The authors discuss smart contracts, which are one of the most exciting applications of Blockchain, Software as a Service (SaaS) offerings for freight procurement, where numerous data sources can be integrated and decision-making processes automated, and marine terminal operating systems as an integral node for shipments. In The Digital Transformation of Logistics: Demystifying Impacts of the Fourth Industrial Revolution, insights are shared into the cold chain industry where companies respond to increasing quality demands, and how European governments are innovatively responding to challenges of cross-border eCommerce. People are a vital element of the digital transformation and must be on board to drive change. The Digital Transformation of Logistics: Demystifying Impacts of the Fourth Industrial Revolution explains how executives can create sustainable impact and how competencies can be managed in the digital age - especially for sales executives who require urgent upskilling to remain relevant. Best practices are shared for organizational culture change, drawing on studies among senior leaders from the US, Singapore, Thailand, and Australia, and for managing strategic alliances with logistics service providers to offset risks and create cross-functional, cross-company transparency. The Digital Transformation of Logistics: Demystifying Impacts of the Fourth Industrial Revolution provides realistic insights, a ready-to-use knowledge base, and a working vocabulary about current activities and emerging trends of the Logistics industry. Intended readers are supply chain professionals working for manufacturing, trading, and freight forwarding companies as well as students and all interested parties.