Latin American Business Conference: "Sustained Growth in Latin America: Key Lessons From Chile"
Lecture by Pedro Aspe, Protego, former Finance Minister of Mexico; from the Latin American Briefing Series of the Center for Latin American Studies (http://clas.uchicago.edu).
The Liberian Widows Initiative: A Helping Hand that Stretches from the U.S. to Africa
Kristin King and Kate Brubacher are founding members of Liberian Widows Initiative (LWI), an organization to aid women devastated by the Liberian Civil War. LWI provides small business loans and savings accounts to members of the extreme poor -- Liberian refugee women who struggle to feed their families and send their children to school. LWI was an outgrowth of Brubacher's residence in West Africa during 2004-2005. Brubacher is now at Yale Law School and King is a second year MBA student at Whar
What Does the Drooping Book Business Need? How About a Jolt of Espresso?
What if you could print a perfect-bound volume for as little time as it takes to brew a cup of coffee? That is the premise behind the Espresso book machine, which turns digital PDF files into paperbacks in minutes. Jason Epstein and Dane Neller, chairman and CEO respectively of On Demand Books in New York, the company behind the Espresso book machine, believe their technology has the potential to transform book publishing. Epstein, who was editorial director of Random House for 40 years, recentl
Integrative Biology 131 - Lecture 02: Skeletal System General Human Anatomy. UC Berkeley lecture with Professor Marian Diamond. The functional anatomy of the human body as revealed by gross and microscopic examination.
A Design Approach to Research in Technology Enhanced Mathematics Education
This thesis explores the prospect of a design science of technology enhanced mathematics education (TEME), on three levels: epistemological, methodological and pedagogical. Its primary domain is the identification of scientific tools for design research in TEME. The outputs of this enquiry are evaluated by a demonstrator study in the domain of secondary school mathematics.
A review of existing literature establishes a need for a design perspective in TEME research, but at the same time suggests
Etude de connaissances d'élèves de seconde sur les mutations génétiques.
L'ADN est une notion qui pose problème aux élèves de lycée aussi nous nous proposons d'identifier et de classer les conceptions des élèves sur ce sujet.
Pour cette analyse, nous avons utilisé la notion de mutation, qui permet d'étudier à la
fois, comme nous le souhaitions, la structure et la fonction de l'ADN. Après avoir effectué une étude bibliographique et une analyse du savoir, nous avons cherché à vérifier l'existence de six niveaux biologiques dans les productions des élèv
Learning in the laboratory: an interactional, factual and conceptual experience.
When the teacher acts in a particular way, how does the student probably experience his act? What is the nature of these experiences and how teachers may influence them? Our starting point was a three-dimensional model (subject, object, project) defining three domains of experience: the interactional, perceptual domain, the conceptual, mental domain and the factual, concrete domain. We adapted this theoretical framework to the context of learning in the laboratory. It is assumed that all three d
Take into account knowledge constraints for design of TEL environments in
medical education
In this paper we present an approach, based on
exploiting and modeling empirical knowledge, for design an adaptive intelligent tutoring system in medical education. We present our learning knowledge design constraints and their related computer representations. We conclude with the possibilities of our approach and their perspectives.
Pedagogical innovation in new learning communities
This report is part of the research project on Pedagogical Innovations in New ICT-facilitated Learning Communities (LearnCom), under an Administrative Arrangement between IPTS (IS Unit) and DG Education and Culture.
The aim of this study is to review and assess the new social and pedagogical approaches to learning that are emerging in new ICT-facilitated collaborative learning settings. In addition to formal education, such communities are increasingly emerging in informal and non-formal lifelo
Le télé-apprentissage et le développement de compétences
Cette étude vise à dresser un portrait général de l'état actuel du télé-apprentissage et du développement des compétences au sein des entreprises. Le télé-apprentissage semble jouer un rôle stratégique dans les contextes de la "nouvelle économie", des "organisations apprenantes" et du "nouveau paradigme pédagogique".,Note de recherche No 2002-2, Télé-université, Université du Québec
Over and Inside the Ivory Bridge: How Universities will Become Ideal Places Where to Learn
This Paper presents the Learnovation vision for 2025 in the areas of Higher Education, Evolved Distance Education and Virtual Mobility. There are several common features in the above e-learning fields. All three areas cover larger scale, state-supported or maintained systems. These fields have significant records of contributions in the modernisation processes of education, through the integration of ICTs and open learning methods. In the meantime, they represent a kind of “marker”, being quit
Inspiring Young People to Become Lifelong Learners in 2025
This Paper presents the Learnovation vision for 2025 within and around the formal education system, including primary and secondary schools as well as Vocational Education and Training. There are a number of characteristics shared by these three areas (or territories) of Lifelong Learning: Normally, all or most of a school systemÂ’s elements are institutionalized, controlled and
regulated by the state, irrespective of whether they are operated by the state or other public bodies or by private in
Learning Individuals and Learning Communities: Informal Learning in 2025
This Paper presents the Learnovation vision within and around the area of informal learning, and more specifically it concerns three “eLearning territories”: individual development through e-Learning, nonprofessional learning communities, and communities generating learning as side effect. What these
three territories have in common is that learning is not organised or structured, nor necessarily intentional from the learnerÂ’s perspective.
A key assumption to understand the Learnovation Visio
E-safety and Web 2.0 for children aged 11-16
This paper reports findings from a survey and interviews with children aged 11–16 years, teachers and parents on their attitudes to e-safety in relation to social networking and media creation (Web 2.0) and their practices at school and at home. The results showed that 74% of the children surveyed have used social network (SN) sites and that a substantial minority regularly interact socially online with people they have not met face-to-face. Online interaction forms a different, although overla
Workshop White Paper - Education in the Wild: contextual and location-based mobile learning in actio
The workshop explored recent innovations into location-based, or geospatially-informed, contextual mobile learning, and issues arising from them. Location-based technologies offer opportunities for new forms of learning that engage more deeply with physical surroundings and support continuity of understanding across settings; they also pose technical difficulties of modelling and maintaining continuity of context, and ethical challenges including the right to privacy of location and escape from
Workshop White Paper - Technology-enhanced learning in the context of technological, societal and cu
This paper reports on the aims, processes and outcomes of a workshop organised by Norbert Pachler (London Mobile Learning Group; www.londonmobilelearning.net) on technology-enhanced learning in the context of transformation as part of the STELLAR Alpine Rendez-Vous in 2009.
The aim of workshop was to augment the work of the LMLG around its socio-cultural ecology, and to extend the interdisciplinary nature of its work through exposure to perspectives advanced by (TEL) researchers in cognate field
Moving learning games forward
The notion of using video games for learning causes some to cringe, others to leap for joy, and many to ask questions about this learning medium. These questions often come from people and organizations that are considering delving into the world of learning games but donÂ’t know if this is advisable or donÂ’t know where to start. The goal of this paper is to answer those questions about learning games and to help plot a path for people and organizations interested in developing or fostering the
Activity theory and learning from digital games: developing an analytical methodology
This text outlines the development of a methodology that could credibly answer Squire challenge to identify what, if anything, people are learning by playing games.
