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Book part
Publication date: 17 October 2017

Hartmut Kliemt

Bloomington scholars are critical of the rather wide-spread “Model Platonism” of both Austrian and Chicago economists. Their empirical, B, perspective avoids the more extreme…

Abstract

Bloomington scholars are critical of the rather wide-spread “Model Platonism” of both Austrian and Chicago economists. Their empirical, B, perspective avoids the more extreme views of both Austrian “mindful economics,” A, and Chicago “mindless economics,” C. Yet the B is not a mere convex combination of A and C. It is rather a psychologically grounded empirical evidence-oriented approach that keeps clear of the non-empirical spirit of von Mises’ and Selten’s methodological dualism on one hand and the instrumentalist and behaviorist spirit of much of neo-classical economics on the other hand.

Article
Publication date: 16 July 2020

Daniel Hickey, Jody Duncan, Courtney Gaylord, Christine Hitchcock, Rebecca Chiyoko Itow and Shelby Elizabeth Stephens

The purpose of this paper is sharing out basic guidelines and examples from an extended collaboration to move educators move online while avoiding synchronous meetings…

1152

Abstract

Purpose

The purpose of this paper is sharing out basic guidelines and examples from an extended collaboration to move educators move online while avoiding synchronous meetings. “gPortfolios” are public (to the class) pages where students write responses to carefully constructed engagement routines. Students then discuss their work with instructors and peers in threaded comments. gPortfolios usually include engagement reflections, formative self-assessments and automated quizzes. These assessments support and document learning while avoiding instructor “burnout” from grading. gPortfolios can be implemented using Google Docs and Forms or any learning management system.

Design/methodology/approach

The authors report practical insights gained from design-based implementation research. This research explored the late Randi Engle’s principles for productive disciplinary engagement and expansive framing. Engle used current theories of learning to foster student discussions that were both authentic to the academic discipline at hand and productive for learning. This research also used new approaches to assessment to support Engle’s principles. This resulted in a comprehensive approach to online instruction and assessment that is effective and efficient for both students and teachers.

Findings

The approach “frames” (i.e. contextualizes) online engagement using each learners’ own experiences, perspectives and goals. Writing this revealed how this was different in different courses. Secondary biology students framed each assignment independently. Secondary English and history students framed assignments as elements of a personalized capstone presentation; the history students further used a self-selected “historical theme.” Graduate students framed each assignment in an educational assessment course using a real or imagined curricular aim and context.

Originality/value

Engle’s ideas have yet to be widely taken up in online education.

Article
Publication date: 23 May 2017

John W. Saye, Jada Kohlmeier, James B. Howell, Theresa M. McCormick, Robert C. Jones and Thomas A. Brush

The purpose of this paper is to investigate the effects of scaffolded lesson study on the content knowledge, conceptions of curriculum, and classroom practice of 22 elementary and…

Abstract

Purpose

The purpose of this paper is to investigate the effects of scaffolded lesson study on the content knowledge, conceptions of curriculum, and classroom practice of 22 elementary and secondary history teachers in four school districts.

Design/methodology/approach

Teachers, teacher educators, and historians collaborated to design and test research lessons grounded in a theory-based framework for problem-based historical inquiry (PBHI) practice. The authors sought to support consonance between the reform ideas of the formal, professional development, curriculum, and the curriculum as enacted in participants’ classrooms.

Findings

Project participation was associated with significant gains in content knowledge and the conceptualization and implementation of more challenging instruction consistent with the PBHI model and the standards of authentic intellectual work (AIW). Mean AIW instruction scores for research lessons were more than double the scores for participants’ non-lesson study lessons and indicated noteworthy progress in integrating the formal and enacted curricula. Evidence suggested that many teachers developed more nuanced understandings of historical phenomena, gained greater appreciation for the importance of authentic purpose in motivating student engagement in challenging learning, and began to reconsider what is required to facilitate complex learning and to refine their repertoire of learning strategies.

Originality/value

Evidence from the first year of this project offers hope for the potential of collaborative communities of practice to facilitate a shared professional knowledge base of wise practice that brings the formal, intended, and enacted curriculum into greater alignment. These results also emphasize the evolutionary process of conceptual change.

Details

Social Studies Research and Practice, vol. 12 no. 1
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 12 December 2019

Yuxin Chen, Christopher D. Andrews, Cindy E. Hmelo-Silver and Cynthia D'Angelo

Computer-supported collaborative learning (CSCL) is widely used in different levels of education across disciplines and domains. Researchers in the field have proposed various…

Abstract

Purpose

Computer-supported collaborative learning (CSCL) is widely used in different levels of education across disciplines and domains. Researchers in the field have proposed various conceptual frameworks toward a comprehensive understanding of CSCL. However, as the definition of CSCL is varied and contextualized, it is critical to develop a shared understanding of collaboration and common definitions for the metrics that are used. The purpose of this research is to present a synthesis that focuses explicitly on the types and features of coding schemes that are used as analytic tools for CSCL.

Design/methodology/approach

This research collected coding schemes from researchers with diverse backgrounds who participated in a series of workshops on collaborative learning and adaptive support in CSCL, as well as coding schemes from recent volumes of the International Journal of Computer-Supported Collaborative learning (ijCSCL). Each original coding scheme was reviewed to generate an empirically grounded framework that reflects collaborative learning models.

Findings

The analysis generated 13 categories, which were further classified into three domains: cognitive, social and integrated. Most coding schemes contained categories in the cognitive and integrated domains.

Practical implications

This synthesized coding scheme could be used as a toolkit for researchers to pay attention to the multiple and complex dimensions of collaborative learning and for developing a shared language of collaborative learning.

Originality/value

By analyzing a set of coding schemes, the authors highlight what CSCL researchers find important by making these implicit understandings of collaborative learning visible and by proposing a common language for researchers across disciplines to communicate by referencing a synthesized framework.

Details

Information and Learning Sciences, vol. 121 no. 1/2
Type: Research Article
ISSN: 2398-5348

Keywords

Case study
Publication date: 3 May 2022

Eric Sader

Undergraduate university level – Core audience. Graduate university level & professional workforce – Secondary audiences

Abstract

Study level/applicability

Undergraduate university level – Core audience. Graduate university level & professional workforce – Secondary audiences

Subject area

Business – Ethics, diversity, leadership, public relations

Case overview

Noor Talbi (she) is a Moroccan entertainment entrepreneur, best but not exclusively known for her belly dancing. Noor remains actively engaged in her business enterprises. Although Noor obtained global prominence in recent decades, her life as an entertainer extends back to her childhood; Noor was born in 1970. Noor’s identity as a woman is not the gender she was identified as earlier in her life. This case explores how the complexities of identity, both personal and societal, intersect with business life as Noor is asked to use her business platform to take on the uncomfortable role of LGBT activist.

Expected learning outcomes

The expected learning outcomes are as follows: examine the nature of identity construction; weigh tradeoffs created by application of competing ethical theories; analyze and evaluate how identity ethics may impact public-facing leadership decisions; and formulate and defend recommended business responses.

Supplementary materials

Teaching Notes are available for educators only.

Social implications

This case acknowledges the prominent role of culture in grappling with complex issues. Not designed as a comprehensive overview of all workplace transgender matters, it provides an introduction to generate pause and empathy among learners. The study strives to challenge students to think of ethics and identity more broadly than how an issue such as being “out” in the workplace is often depicted.

Subject code

CSS 5: International Business

Details

The Case For Women, vol. no.
Type: Case Study
ISSN: 2732-4443

Keywords

Article
Publication date: 14 December 2018

Krista D. Glazewski and Cindy E. Hmelo-Silver

This paper aims to lay out the goals and challenges in using information for ambitious learning practices.

Abstract

Purpose

This paper aims to lay out the goals and challenges in using information for ambitious learning practices.

Design/methodology/approach

Through a review of the literature, the authors integrate across learning, information sciences and instructional design to identify challenges and possibilities for information searching and sense-making in ambitious learning practices (ALPs).

Findings

Learners face a number of challenges in using information in ALPs such as a problem-based learning. These include searching and sourcing, selecting information and sense-making. Although ALPs can be effective, providing appropriate scaffolding, supports and resources is essential.

Originality/value

To make complex ALPs available to a wide range of learners requires considering the information literacy demands and how these can be supported. This requires deep understanding and integration across different research literature areas to move toward solutions.

Book part
Publication date: 3 August 2015

Peter J. Boettke and Rosolino A. Candela

We argue that the future of Austrian political economy rests on the study of how institutional entrepreneurs discover and implement alternative institutional arrangements…

Abstract

We argue that the future of Austrian political economy rests on the study of how institutional entrepreneurs discover and implement alternative institutional arrangements conducive to economic growth. This requires a dual level of analysis in spontaneous order studies. How such institutional arrangements manifest themselves is ultimately an empirical question. As a progressive research program, Austrian political economy will entail cross-fertilization with other empirical branches of political economy that illustrate its own central theoretical contributions to political economy, namely economic calculation, entrepreneurship, and spontaneous order. Accordingly, we argue that such cross-fertilization with the work of Ronald Coase and Elinor Ostrom will further expound the institutional counterpart of “rivalry” in the market process, namely polycentricism and its empirical manifestation. Understanding the distinct relationship between rivalry and polycentricism will provide the central theoretical underpinning of institutional evolution.

Details

New Thinking in Austrian Political Economy
Type: Book
ISBN: 978-1-78560-137-8

Keywords

Article
Publication date: 1 February 1996

Barbara Will, Holly Hinman, John Jewell, K.G. Ouye, Jackie Siminitus, Roy Tennant and Barbara Will

As in every state, rapid technological developments have affected the way California libraries deliver their services, and, in turn, have generated new relationships for them with…

164

Abstract

As in every state, rapid technological developments have affected the way California libraries deliver their services, and, in turn, have generated new relationships for them with private and public partners. The libraries of California were hit hard by a prolonged and severe recession, yet they could not afford to wait for better economic times before joining the technological revolution.

Details

Library Hi Tech, vol. 14 no. 2/3
Type: Research Article
ISSN: 0737-8831

Book part
Publication date: 17 October 2017

Anas Malik

Both the Austrian and Bloomington Schools emphasize the dispersal of information to the level of individual agents. An underappreciated difference is the Bloomington emphasis on…

Abstract

Both the Austrian and Bloomington Schools emphasize the dispersal of information to the level of individual agents. An underappreciated difference is the Bloomington emphasis on the moral psychology of agents and its relation to covenant. Covenant refers to a habit, a sense of obligation to consider the interests of the other in decision making, and a commitment to do so that is not easily or unilaterally broken. This chapter seeks to elaborate the lineage of covenant in constituting political order and its implications for the moral psychology of agents and artisanship. This exploration raises issues of metaphysical foundations as they relate to values and to the Hobbesian–Aristotelian divide in starting points. An application to the environmental crisis, with particular reference to vested interests promoting disinformation, obfuscation, and doubt about anthropogenic climate change, suggests value in emphasizing covenant.

Details

The Austrian and Bloomington Schools of Political Economy
Type: Book
ISBN: 978-1-78714-843-7

Keywords

Book part
Publication date: 17 October 2017

Abstract

Details

The Austrian and Bloomington Schools of Political Economy
Type: Book
ISBN: 978-1-78714-843-7

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