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The Dispositions, Abilities and Behaviours (Dab) Framework for Profiling Learners’ Sustainability Competencies in Higher Education
Abstract The concepts of sustainability and sustainability competence are controversial, complex, difficult to define and measure, and have varied meanings for different people and practices. Given
Future learning spaces: The potential and practice of learning 2.0 in higher education
Higher education institutions are promoting the integration of online technologies in teaching and learning as an attempt to provide flexible modes of delivery, to diversify the profile of students
Performance anxiety in academia: Tensions within research assessment exercises in an age of austerity
The current recessionary economic climate in Ireland has (re-) awakened a neoliberal agenda that is changing the dynamic of what is being valued within research assessment exercises, specifically
A comparative analysis of policies, strategies and programmes for information and communication technology integration in education in the Kingdom of Saudi Arabia and the republic of Ireland
TLDR
The analysis showed that while KSA was a relative newcomer to the integration of ICT in education, it was responsive in seeking to enhance the quality of education and support transitions to the knowledge economy through a range of initiatives, including: reform of the curriculum and provision of teacher professional development in ICT integration.
Game-Play: Effects of Online Gamified and Game-Based Learning on Dispositions, Abilities and Behaviours of Primary Learners
TLDR
The results indicate that online gamified/games-based learning has been shown to increase the level of academic performance of learners, and improve cognitive competencies in problem-solving, multiplicative reasoning ability, self-efficacy and critical thinking.
Flipping learning! Challenges in deploying online resources to flipped learning in higher education
TLDR
This chapter presents a meta level review of emerging and emergent challenges of integrating online resources to flip the learning in higher education and recommends the reorientation of prevailing learner, educator and institutional cultures and contexts so that learner centred, autonomous, flexible learning experiences can be facilitated when flipping learning within higher education.
Design Criteria for Visual Cues Used in Disruptive Learning Interventions Within Sustainability Education
Abstract This paper presents the design criteria for Visual Cues – visual stimuli that are used in combination with other pedagogical processes and tools in Disruptive Learning interventions in
Flipping learning!: Challenges in deploying online resources to flipped learning in higher education
TLDR
This chapter presents a meta level review of emerging and emergent challenges of integrating online resources to flip the learning in higher education and recommends the reorientation of prevailing learner, educator and institutional cultures and contexts so that learner centred, autonomous, flexible learning experiences can be facilitated when flipping learning within higher education.
Crafting Pedagogical Pathways that Disrupt and Transform Anthropocentric Mindsets of Higher Education Students
A key challenge in education for sustainable development is in enabling learners to critically review and re-orient anthropocentric (human-centric) perspectives on sustainability. Sustainability
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