The Maker Movement is a broad international movement celebrating making with a wide range of tools and media, including an evolving array of new tools and processes for digital fabrication such as 3D printers and laser cutters. This article discusses who makers are in education, what that making entails, and where that making happens. akers are people of all ages who find digital and physical forums to share their products and processes. Educators and researchers in the Maker Movement in education are working to expand who makers are, providing critiques of traditional conceptions of maker identities and seeking to broaden participation in terms of race, gender, socioeconomic status, and ability status. Making entails a diversity of media, tools, processes and practices. Likewise, the Maker Movement in education purposefully transcends academic disciplines, drawing both on traditional academic subjects like engineering and math along with everyday life skills like sewing, carpentry and metalwork. Making happens across a variety of spaces where there is an educational focus, both informal (museums, community centers, libraries, and online) and formal (from K–12 to higher education, to teacher education). In these spaces, the specific goals and practices of the supporting organizations are woven together with those of the Maker Movement to support a range of learners and outcomes, including family inquiry, equity, access to technology, virtual community and support, social interaction, creativity, engineering education, and teacher candidate confidence. Maker education is often framed as a reaction to more “traditional” educational approaches and frequently involves the incorporation of making into STEM (science, technology, engineering, and math) and STEAM (science, technology, engineering, art, and math) approaches.
Objectives. To synthesize contemporary scientific approaches to interpreting physical education of schoolchildren within the logic of a managed learning process and to clarify the role of pedagogical control, modelling, and age-related developmental regularities in shaping learning outcomes.
Materials and Methods. The study was conducted as a narrative review of publications addressing physical education theory, pedagogical control, modelling of the learning process, age-related developmental regularities, and the teaching of physical exercises in general secondary education. The analysis was carried out from systems-based and learning-oriented perspectives on the organisation of physical education.
Results. The review supports interpreting physical education of schoolchildren as a managed learning process in which learning outcomes emerge through the interaction of pedagogical control, modelling, and learners’ age-related developmental characteristics. Age-related regularities are best treated as parameters of learning models that define the boundaries for valid interpretation of pedagogical-control results. Pedagogical control acquires a regulatory function only when embedded within a model of the learning process. The synthesis also allows the learning of physical exercises to be interpreted as the formation and dynamics of learning states that can serve as objects of pedagogical control and regulation.
Conclusions. The proposed synthesis enables interpreting outcomes of physical education as consequences of the organisation of the learning process rather than as autonomous normative indicators. This narrative review delineates theoretical and methodological frames for further research aimed at empirically testing models of managed physical education and refining tools of pedagogical control in general secondary education practice.
As COVID‐19 impacts medical education worldwide, lack of patient contact and in‐person courses creates concern for medical students. This commentary presents a call to action from students who want to be educated and prepared for their futures.
Abstract This article introduces key features to the background, themes and implications of three collections available in Environmental Education Research that focus on climate change education and research. The problems and perils of scholarship and inquiry in this area are highlighted by contrasting these with some of the possibilities and potentials from a broad range of studies published in this and related fields of study, for example, in understanding who is doing the teaching and learning in climate change education, and in identifying the conceptual, policy and economic drivers and barriers related to its uptake. Key points for debate and action are identified, including for so-called ‘pyro-pedagogies’ and ‘practice architectures’, and the various philosophical, political and phenomenal aspects of climate change education that are likely to affect its prospects, at this moment and into the immediate future.
ABSTRACT Access to education is a significant determinant in future success, not only for a country but equally for individuals. Higher Education (HE) thus is an integral part of the Sustainable Development Goals and vital in supporting African development. Despite this, there is often a lack of access to HE in many parts of Africa, distance education can subsequently play an important role in increasing access to education by providing materials online. Even though institutions such as the University of South Africa, a provider of Open Distance Learning (ODL), can open access to HE for many marginalised and peripheral communities, we cannot separate access to ODL education from the debate of access to ICTs. Students in urban areas have a significantly different educational experience to students with poor ICT access in urban, peri-urban and rural areas. This paper explores the nature of access to ICT and how this affects students’ ability to access HE.
ABSTRACT The paper is the José María Cagigal Scholar Lecture presented at the AIESEP World Congress in Edinburgh 2018. In the paper I argue that the only real sustainable aim for physical education is more physical education, where different ways of being in the world as some-body are both possible and encouraged. To reach this aim, a focus on the art of teaching is vital as a way of critically scrutinising and designing transformative and genuinely pluralistic physical education practices. In order to do this I discuss education as being educative, a certain view of the child as well as teaching as a continuous act of making judgements about the why(s), what(s) and how(s) of education, normative judgements about desirable change. The take home messages involves: (i) reclaiming a certain view of the child in education, (ii) reclaiming the open-endedness of physical education, and (iii) reclaiming the art of teaching in physical education, which is about being educative and making judgements about what to bring to the educational situation. We then must start with the purpose of education – the why – before deciding on the what and how.
As scholars who study the educator workforce serving students with disabilities, we have long appreciated the role of Teacher Education and Special Education (TESE), as the premier journal addressing critical issues facing the special education workforce. We are deeply honored by the opportunity to serve as the next editors of TESE. The purpose of this article is to introduce readers to our editorial vision.
Mohamed Tolba, Olivia Kendall, Daniel Tudball Smith
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Educational videos are widely used across various instructional models in higher education to support flexible and self-paced learning. However, student engagement with these videos varies significantly depending on how they are designed. While several studies have identified potential influencing factors, there remains a lack of scalable tools and open datasets to support large-scale, data-driven improvements in video design. This study aims to advance data-driven approaches to educational video design. Its core contributions include: (1) a workflow model for analysing educational videos; (2) an open-source implementation for extracting video metadata and features; (3) an accessible, community-driven database of video attributes; (4) a case study applying the approach to two engineering courses; and (5) an initial machine learning-based analysis to explore the relative influence of various video characteristics on student engagement. This work lays the groundwork for a shared, evidence-based approach to educational video design.