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Enhancing Learning in the Social Sciences最新文献

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Knowledge exchange in Scotland 苏格兰的知识交流
Enhancing Learning in the Social Sciences Pub Date : 2011-12-01 DOI: 10.11120/elss.2011.04010004
C. Lightowler
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引用次数: 0
Current higher education development in Northern Ireland 当前北爱尔兰高等教育的发展
Enhancing Learning in the Social Sciences Pub Date : 2011-12-01 DOI: 10.11120/ELSS.2011.04010003
Linda Moore
{"title":"Current higher education development in Northern Ireland","authors":"Linda Moore","doi":"10.11120/ELSS.2011.04010003","DOIUrl":"https://doi.org/10.11120/ELSS.2011.04010003","url":null,"abstract":"","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132410578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
OER: opening doors and breaching boundaries OER:打开大门，打破界限
Enhancing Learning in the Social Sciences Pub Date : 2011-12-01 DOI: 10.11120/ELSS.2011.04010010
C. Pegler
{"title":"OER: opening doors and breaching boundaries","authors":"C. Pegler","doi":"10.11120/ELSS.2011.04010010","DOIUrl":"https://doi.org/10.11120/ELSS.2011.04010010","url":null,"abstract":"The white paper on higher education (BIS, 2011) refers to the government’s social mobility strategy, Opening doors, breaking barriers (HM Government, 2011). The expressed aspirations of the OER (open educational resources) community resonate with the white paper’s three central challenges: attaining sustainability; improving the learner experience; and taking responsibility for social mobility. Lee (2008), writing of the potential of OER, recalls the actions of the eponymous Jude the Obscure, whose anger at exclusion from university led him to graffiti the closed gates of ‘Biblioll College’ (Hardy, 1895). However, while both groups agree that change is necessary, there is little common ground in mapping solutions to opening doors to HE.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122414484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Exploring the connections in the employability agenda 探索就业能力议程中的联系
Enhancing Learning in the Social Sciences Pub Date : 2011-12-01 DOI: 10.11120/ELSS.2011.04010011
G. Taylor
{"title":"Exploring the connections in the employability agenda","authors":"G. Taylor","doi":"10.11120/ELSS.2011.04010011","DOIUrl":"https://doi.org/10.11120/ELSS.2011.04010011","url":null,"abstract":"","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"10 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132372994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Manchester blues — or just seeing red? Implementing the HE white paper at MMU 曼彻斯特蓝军，还是只看到红色?在MMU推行高等教育白皮书
Enhancing Learning in the Social Sciences Pub Date : 2011-12-01 DOI: 10.11120/elss.2011.04010006
K. Bonnett
{"title":"Manchester blues — or just seeing red? Implementing the HE white paper at MMU","authors":"K. Bonnett","doi":"10.11120/elss.2011.04010006","DOIUrl":"https://doi.org/10.11120/elss.2011.04010006","url":null,"abstract":"","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121138268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The troubling concept of class: reflecting on our ‘failure’ to encourage sociology students to re-cognise their classed locations using autobiographical methods 令人不安的阶级概念:反思我们在鼓励社会学学生使用自传体方法重新认识他们的阶级位置方面的“失败”
Enhancing Learning in the Social Sciences Pub Date : 2011-07-01 DOI: 10.11120/elss.2011.03030013
Celia Jenkins, Joyce E. Canaan, Ourania Filippakou, K. Strudwick
{"title":"The troubling concept of class: reflecting on our ‘failure’ to encourage sociology students to re-cognise their classed locations using autobiographical methods","authors":"Celia Jenkins, Joyce E. Canaan, Ourania Filippakou, K. Strudwick","doi":"10.11120/elss.2011.03030013","DOIUrl":"https://doi.org/10.11120/elss.2011.03030013","url":null,"abstract":"Abstract This paper provides a narrative of the four authors’ commitment to auto/biographical methods as teachers and researchers in ‘new’ universities. As they went about their work, they observed that, whereas students engage with the gendered, sexualised and racialised processes when negotiating their identities, they are reluctant or unable to conceptualise ‘class-ifying’ processes as key determinants of their life chances. This general inability puzzled the authors, given the students’ predominantly working-class backgrounds. Through application of their own stories, the authors explore the sociological significance of this pedagogical ‘failure’ to account for the troubling concept of class not only in the classroom but also in contemporary society.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130586168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Using biographical approaches to explore student views on learning and teaching 用传记的方法探讨学生对学习和教学的看法
Enhancing Learning in the Social Sciences Pub Date : 2011-07-01 DOI: 10.11120/elss.2011.03030005
H. Wright
{"title":"Using biographical approaches to explore student views on learning and teaching","authors":"H. Wright","doi":"10.11120/elss.2011.03030005","DOIUrl":"https://doi.org/10.11120/elss.2011.03030005","url":null,"abstract":"Abstract After a brief historical overview, this paper considers key challenges that arise when biographical approaches are used to explore education. It focuses on a specific context: a doctoral study of mature women studying to work in childcare that developed into a much broader analysis of their ‘integrated lives’. This is an account of the students’ views on learning and teaching that also draws attention to the ways that biographical strategies made visible such views. It reveals the holistic possibilities of biographical interpretation and demonstrates how its inherent flexibility enables the researcher to address issues that really matter to people.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126424648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Narrating the self: intersections between the public and the personal 叙述自我:公共与个人的交集
Enhancing Learning in the Social Sciences Pub Date : 2011-07-01 DOI: 10.11120/elss.2011.03030007
Roy Williams, Regina Karousou, C. Mallia
{"title":"Narrating the self: intersections between the public and the personal","authors":"Roy Williams, Regina Karousou, C. Mallia","doi":"10.11120/elss.2011.03030007","DOIUrl":"https://doi.org/10.11120/elss.2011.03030007","url":null,"abstract":"Abstract This paper explores the intersections between private and public settings of narratives and narration: the way that individuals narrate ‘the self’, and the way narratives are created and used. Drawing on critical theory and complexity theory, we analyse the relationship between narrators and facilitators. Empirical evidence is drawn from case studies in two universities, which used in-depth interviews. Questions are posed regarding narrative dynamics, the extent to which contexts can affect the way meaning is negotiated, and the implications for individuals and education. Narratives can provide rich data for learning in higher education institutions, with a strong ontological emphasis over and above epistemology.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130709087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Introduction to Biographical Methods 传记法概论
Enhancing Learning in the Social Sciences Pub Date : 2011-07-01 DOI: 10.11120/elss.2011.03030004
M. Mclean, Andrea Abbas
{"title":"Introduction to Biographical Methods","authors":"M. Mclean, Andrea Abbas","doi":"10.11120/elss.2011.03030004","DOIUrl":"https://doi.org/10.11120/elss.2011.03030004","url":null,"abstract":"The genesis of the collection was a day conference at the University of Nottingham organised by members of the team of the ESRC-funded Pedagogic Quality and Inequality in University First Degrees project, which is a mixed method project that systematically and critically explores how to evaluate the quality of undergraduate degrees in different universities in socially-just ways (see http://www.pedagogicequality.ac.uk/ for further details). The aim of the day was collaboration with potential lecturer and student users of the project findings. The focus of discussion was the notion of ‘quality’ in relation to the trend of using student biographies in the teaching of university sociology (McLean and Abbas, 2009). The concrete outcome is this collection intended to contribute to arguments about whether, in Bernstein’s (2000) terms, biographical methods are a recontextualisation of ‘pure’ sociology which disadvantages some students or whether, on the contrary, it gives all students access to powerful knowledge.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132062662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Reframing assessments for the University of the Future 重塑未来大学的评估体系
Enhancing Learning in the Social Sciences Pub Date : 2011-07-01 DOI: 10.11120/ELSS.2011.03030014
Phill Johnson
{"title":"Reframing assessments for the University of the Future","authors":"Phill Johnson","doi":"10.11120/ELSS.2011.03030014","DOIUrl":"https://doi.org/10.11120/ELSS.2011.03030014","url":null,"abstract":"Abstract This paper proposes the use of visual assessment methods for students in the social sciences at the University of the Future. The current hegemony of the written word does not assist students seeking a degree to further their employment aspirations and the orthodoxy also restricts the development of effective research methods. The incorporation of visual methods such as photography can overcome these problems and provide appropriate learning experiences for the digital world. A new approach to assessments can also reconfigure the student role from a passive consumer into an active producer of knowledge.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116646772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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