Suchergebnisse

Dieses Papier versucht, die Rolle des Kontexts beim mobilen Lernen zu überprüfen und neu zu überdenken. Es beginnt mit einer Definition des kontextbewussten mobilen Lernens, da die Technologien ausgereifter, robuster und breiter verfügbar geworden sind und der Begriff des Kontexts immer umfassender geworden ist. Die künftige Rolle des kontextbewussten mobilen Lernens wird im Kontext der Zukunft des mobilen Lernens betrachtet, das sich von den Herausforderungen und Möglichkeiten der Pädagogik und Technologie zu den Herausforderungen und Möglichkeiten der Politik, des Umfangs, der Nachhaltigkeit, der Gerechtigkeit und des Engagements mit Augmented Reality, "Blended Learning", "Lerngeräten", "nutzergenerierten Kontexten" und dem "Internet der Dinge" bewegt. Dies ist im Wesentlichen eine Perspektive auf mobiles Lernen und andere Formen des technologiegestützten Lernens (TEL), bei der Pädagogen und ihre Einrichtungen die Agenda bestimmen und den Wandel steuern. Es gibt jedoch auch andere Perspektiven auf den Kontext. Die zunehmende Verfügbarkeit und Nutzung von Smartphones und anderen persönlichen mobilen Geräten mit ähnlich leistungsstarken Funktionen bedeutet, dass die Erfahrung des Kontexts für viele Menschen in Form von personalisierten oder ortsbezogenen Diensten zunehmend eine soziale und informelle Erfahrung ist und nicht mehr eine fachliche oder pädagogische Erfahrung. Dies ist Teil der transformativen Auswirkungen von Mobilität und Vernetzung auf unsere Gesellschaft, die durch diese universellen, allgegenwärtigen und allgegenwärtigen Technologien hervorgerufen werden. Dieses Papier trägt zu einem überarbeiteten Verständnis von Kontext im breiteren Kontext (sic) der Veränderungen bei, die in unseren Gesellschaften stattfinden. Dabei handelt es sich um subtile, aber allgegenwärtige Veränderungen von Arbeitsplätzen, Arbeit und Wirtschaft, von unserem Gefühl für Zeit, Raum und Ort, von Wissen und Lernen sowie von Gemeinschaft und Identität. Dies führt zu einem radikalen Überdenken des Kontexts, da sich die Vorstellungen von 'Selbst' und 'Anderem' verändern. ; This paper attempts to review and reconsider the role of context in mobile learning and starts by outlining definitions of context-aware mobile learning as the technologies have become more mature, more robust and more widely available and as the notion of context has become progressively richer. The future role of context-aware mobile learning is considered within the context of the future of mobile learning as it moves from the challenges and opportunities of pedagogy and technology to the challenges and opportunities of policy, scale, sustainability, equity and engagement with augmented reality, «blended learning», «learner devices», «user-generated contexts» and the «internet of things». This is essentially a perspective on mobile learning, and other forms of technology-enhanced learning (TEL), where educators and their institutions set the agenda and manage change. There are, however, other perspectives on context. The increasing availability and use of smart-phones and other personal mobile devices with similar powerful functionality means that the experience of context for many people, in the form of personalized or location-based services, is an increasingly social and informal experience, rather than a specialist or educational experience. This is part of the transformative impact of mobility and connectedness on our societies brought about by these universal, ubiquitous and pervasive technologies. This paper contributes a revised understanding of context in the wider context (sic) of the transformations taking place in our societies. These are subtle but pervasive transformations of jobs, work and the economy, of our sense of time, space and place, of knowing and learning, and of community and identity. This leads to a radical reconsideration of context as the notions of ‹self› and ‹other› are transformed.

The article focuses the challenges for school-learning because of world-complexity. It's a plead for multi-perspective and non-reductionist learning arrangements of Global Citizenship Education and Education for Sustainable Development, arguing from a perspective of an affirmative and reconstructive postmodernism; offered by teachers as gatekeepers or facilitators within three contexts, presenting life-chances - scale, meaning and feeling, politics and economy. (DIPF/Orig.) ; Der Beitrag beschäftigt sich mit Herausforderungen schulischen Lernens angesichts von Weltkomplexität. Aus der Perspektive eines bejahenden, rekonstruktiven Postmodernismus wird für multiperspektivische und nicht-reduktionistische Lernangebote der Global Citizenship Education und der Education for Sustainable Development plädiert; angeboten von Lehrkräften als 'gatekeeper' bzw. 'facilitator' innerhalb dreier, Lebenschancen offerierender Kontexte - Raum, Meinung und Gefühl, Politik und Ökonomie. (DIPF/Orig.)

One of the Web's most celebrated high-tech culture mavens returns with this second collection of essays and polemics. Discussing complex topics in an accessible manner, Cory Doctorow's visions of a future where artists have full freedom of expression is tempered with his understanding that creators need to benefit from their own creations. From extolling the Etsy makerverse to excoriating Apple for dumbing down technology while creating an information monopoly, each unique piece is brief, witty, and at the cutting edge of tech. Now a stay-at-home dad as well as an international activist, Doctorow writes as eloquently about creating real-time Internet theater with his daughter as he does while lambasting the corporations that want to profit from inherent intellectual freedoms.

The book Thinking, Fast and Slow is reviewed and shows what sociologists could learn from Daniel Kahneman's work on behavioral economics by extending this knowledge to cover the study of social interactions.

Contact between cultures has been understood in various ways and this particular volume considers the European cultural, social, scientific, philosophical and political contexts framing encounter. All of the essays thus look at the different ways in which individuals and institutions work these contexts into their representations of contact settings. In Part 1, the conventional stance is adopted where encounter is understood as taking place elsewhere and not on European soil. The chapters ex...

Childhoods in context offers a critical exploration of childhood, drawing attention to the physical and social context of children and young people's lives. Three key themes are explored: Childhood is always located somewhere. The book offers insights into childhood by focusing on places specially designed for children as well as the territories that children develop for themselves. Childhood is experienced through objects, people and places and through everyday routines. Discussions about childhood are rooted in the details of children's lives, whether on the street, in an institution or in different definitions of home. Childhood and adult identities are relational. Definitions and understandings of childhood are dependent on how adulthood is viewed. These themes are explored through accounts of home and family, school, public spaces and sites of work in local and global settings. They raise questions about methodological approaches to understanding childhoods in context which is the focus of the concluding chapter. This is the third in a series of four books, written by experts in the field, which provides an introduction to childhood degree programmes and related modules. The series features international case studies, examples and readings to supplement the chapters, and is illustrated in full colour

In her book, Barbe discusses verbal irony as an interpretative notion. Verbal irony is described in its various realizations and thus placed within linguistics and pragmatics. From the point of view of an analyzing observer, Barbe provides an eclectic approach to irony in context, a study of how conversational irony works, and how it compares with other concepts in which it plays a role. In addition, by means of the analysis of irony as an integrated pervasive feature of language, Barbe questions some basic unstated, literacy and culture-dependent assumptions about language. Her study of irony complements contemporary research in the area of conversational analysis.