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Niek Wuyts Dorine Bruneel Myriam Meyers Etienne Van Hoof Leander De Vos Greet Langie 《European Journal of Engineering Education》2015,40(4):400-409
The Master of Science in engineering technology: biochemical engineering is organised in KU Leuven at four geographically dispersed campuses. To sustain the Master's programmes at all campuses, it is clear that a unique education profile at each campus is crucial. In addition, a rationalisation is required by increased cooperation, increased exchange of lecturers, and increased student mobility. To achieve this, a multicampus education system for the M.Sc. in engineering technology: biochemical engineering was developed by offering modules that are also available for students of other campuses. Such a module is primarily based on the research expertise present at the campus. In the development, special attention has been given to the optimal organisation of the modules, evaluation, required modifications of the current curricula, and the practical consequences for students following the module at another campus. Even in the first year of implementation, around 30% of the students followed a multicampus module, which indicates the potential success of the multicampus concept described here. 相似文献
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This paper presents a photoelastic study of the conditions of stress concentration about a hole in a beam subjected to pure bending. Rules for stress determination in beams of this type are suggested. 相似文献
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Mariette de Haan Kevin Leander Asli Ünlüsoy Fleur Prinsen 《Learning, Media and Technology》2014,39(4):507-535
New infrastructures that dramatically change our possibilities for knowledge production and learning have also brought forward ideals on ‘new’ connectivity. Two important ideals of connectivity are that of the individual who tailors his or her knowledge among expansively dispersed resources, and the ideal of access to multiple, diverse resources that provide individuals rich learning opportunities. In order to better understand what cultural norms are implied in our ideals of connectivity, we argue, they must be tested in the crucible of empirical data through the analysis of the actual socio-technical practices of different social and cultural groups. Through a combination of ego-network analysis and a qualitative, in-depth discursive approach, we analyze the networked learning practices of three ethnically different groups in the Netherlands from an extensive research study called ‘Wired Up'. We comparatively describe Dutch youth as ‘unrooted' learners, Moroccan-Dutch youth as ‘routed' learners, and Turkish-Dutch youth as ‘rooted' learners. We propose the idea of the Networked Configuration for Learning as a means to contrast the learning opportunities individuals and groups have in relation to particular offline and online connections, their historical geographies, the development of learning ‘places’, and particular learning affinities. 相似文献
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We analyse two narratives of teacher‐facilitator teams producing elementary science curricula and disseminating them to their peers. We draw on these stories to interpret how teacher‐facilitators position themselves with respect to other educators (e.g. peer teachers and development‐team members), to real and imagined students and parents, to knowing and learning science, and to pedagogical practices and texts. We read these acts of positioning relationally and responsively. Teacher‐facilitators position themselves and their work in highly complex ways to multiple political and social others. These multiple positions raise a range of anxieties and questions for the teacher‐facilitators and shape their curricular and leadership roles. Our purpose is, first, to tease out these complexities of positioning and subjectivity, and second, to consider how teachers construct their roles as pedagogical and curricular leaders among their peers. This analysis illuminates thinking about how reform is enacted in schools and how leadership roles are constructed. 相似文献
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Leander Penaso Marquez 《Educational Philosophy and Theory》2018,50(14):1638-1639
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YA fiction is well known for a prevalence of narratives that explore identity and identity change. Critics have constructed multiple theoretical frameworks that help put into words the workings of adolescent identity in these novels. This article adds to that discussion by analysing Jacob, the main character of Aidan Chambers’ Postcards from No Man’s Land, (The Bodley Head, London, 1999), through the framework of Julia Kristeva’s intertextual theory, where any socio-cultural element can be an intertext, from a specific song to a political ideology. By returning to Kristeva’s original broad interpretation of textuality, I consider Jacob’s identity itself a text, shaped by the intertexts in his socio-cultural environment. My analysis then focuses on how Jacob’s process of identity development is empowered through the various intertexts with which he is presented over the course of Postcards’ narrative.
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Children's Literature in Education - This article was initially published with the incorrect title: “A Three Dimensional Jigsaw Made of Pliable Bits: Aidan Chambers’ Postcards from... 相似文献