Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

How to ... be a reflective practitioner.

What Video Games Have to Teach Us about Learning and Literacy

Organizational learning II: Theory, method and practice

Cultivating Communities of Practice: A Guide to Managing Knowledge

This paper reviews existing applications of mobile learning, and discusses some design issues for the development of mobile learning experiences.

Designing mobile learning experiences

We propose Lifelong Learning Organisers (LLOs) as tools to support the capturing, organisation and retrieval of personal learning experiences, resources and notes, over a range of learning topics, at different times and places. The paper discusses general requirements for the design of LLOs based on findings from a diary-based study of everyday learning practice; and also based on the design and evaluation of KLeOS, a prototype LLO that supports learning projects, episodes and activities through the linking of learning content with semantic and episodic context. We suggest that LLOs should assist in capturing both the episodic and the semantic aspects of learning events, and should incorporate retrieval mechanisms that utilise both types of memory (i.e. episodic and semantic) to assist tracing back knowledge and resources. Issues for future research on LLOs are also discussed.

https://lra.le.ac.uk/bitstream/2381/8124/3/%5b02%5d8%5b1%5d.pdf

Lifelong Learning Organisers: Requirements for Tools for Supporting Episodic and Semantic Learning.

This report combines: a literature review of work on mobile learning in informal science settings, a report on empirical work on mobile learning in each of the partners, and guidelines on context-awareness.

https://telearn.archives-ouvertes.fr/hal-00190175/document

Report on literature on mobile learning, science and collaborative acitivity

MyArtSpace is a service on mobile phones for enquiry-led museum learning. It enables students to create their own interpretations of museum visits through descriptions of objects, images and sounds. These are automatically transmitted to a personal online gallery that they can use to reflect upon and share their experience. This paper describes the Lifecycle evaluations of MyArtSpace, throughout the design and deployment stages.

A Lifecycle approach to evaluating MyArtSpace

Descrizione, da una prospettiva europea, dell’innovazione nel settore del mobile learning e l’utilizzabilita’ del mobile learning in contesti educativi. Vengono illustrate i principali progetti europei di m-learning e si esamina le prospettive pedagogiche e teoriche relative al campo.

/pdf/innovation-in-mobile-learning-4ldk47nn5v.pdf

Giasemi Vavoula

Papers

Designing mobile learning experiences

Lifelong Learning Organisers: Requirements for Tools for Supporting Episodic and Semantic Learning.

Report on literature on mobile learning, science and collaborative acitivity

A Lifecycle approach to evaluating MyArtSpace

Innovation in mobile learning