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Book part
Publication date: 3 August 2017

Matt Bower

This chapter synthesizes findings from the reviews of education using Web 2.0, social networking, mobile learning, and virtual worlds, in light of the earlier chapters on context…

Abstract

This chapter synthesizes findings from the reviews of education using Web 2.0, social networking, mobile learning, and virtual worlds, in light of the earlier chapters on context, technology, pedagogy, content, and design. Benefits and issues associated technology-enhanced learning are generalized, with an important finding being the quite different ways that different technologies contribute to each. Twenty technology-enhanced learning design principles are derived from abstracting the Web 2.0, social networking, mobile learning, and virtual worlds literature. The benefits, issues, and technology-enhanced learning design principles are then related to one another by virtue of 13 clusters of concerns, namely pedagogy, access, communication, content representation, collaboration, motivation and engagement, vicarious learning and reflection, digital learning capabilities, assessment and feedback, student-centered learning, learning communities, protecting students, and teacher support. The analysis enables the general learning technology literature to be linked to concrete examples and evidential sources, so that educators and researchers can construct a deep and connected understanding of technology-enhanced learning design.

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Design of Technology-Enhanced Learning
Type: Book
ISBN: 978-1-78714-183-4

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Book part
Publication date: 27 April 2023

Nicola Capolupo

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Entrepreneurial Learning Evolutions in Startup Hubs: A Post-Pandemic Perspective for Lean Organizations
Type: Book
ISBN: 978-1-83753-070-0

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Entrepreneurial Learning Evolutions in Startup Hubs: A Post-Pandemic Perspective for Lean Organizations
Type: Book
ISBN: 978-1-83753-070-0

Book part
Publication date: 28 April 2021

Brooke A. Gazdag

Negotiation is a ubiquitous part of work-life. As such, negotiations do not occur in a vacuum, which means that we often find ourselves negotiating again and again, in a variety…

Abstract

Negotiation is a ubiquitous part of work-life. As such, negotiations do not occur in a vacuum, which means that we often find ourselves negotiating again and again, in a variety of situations, with varying degrees of success and failure. By taking every opportunity that presents itself, we can learn and develop our negotiation skills further as a result of our cumulative negotiation experiences – especially the more difficult ones. To date, the literature on negotiation and learning from failures has yet to be integrated. In pursuit of this goal, this chapter will firstly, identify the characteristics or specific aspects of a negotiation that could be a setback or failure, and secondly, integrate failures and setbacks into a systematic approach in which we can learn effectively from these setbacks, in which the author applies the literature on learning from failure to specific negotiation setbacks.

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Work Life After Failure?: How Employees Bounce Back, Learn, and Recover from Work-Related Setbacks
Type: Book
ISBN: 978-1-83867-519-6

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Remembering the Life, Work, and Influence of Stuart A. Karabenick
Type: Book
ISBN: 978-1-80455-710-5

Book part
Publication date: 1 March 2012

Judy Nagy

The contemporary life of an Australian academic has changed in almost every way imaginable in response to the challenges and opportunities emerging from global and national policy…

Abstract

The contemporary life of an Australian academic has changed in almost every way imaginable in response to the challenges and opportunities emerging from global and national policy agendas. In this context, the subject coordinator11A subject coordinator may also be referred to as a Unit Chair, Unit Coordinator or Course Coordinator at different universities. represents the frontline of a move towards increasingly distributed forms of leading and learning. The knowledge that managing teaching responsibilities does not provide a clear route to promotion (with active research status providing a more well established path) means that academics may proactively minimise the time they spend on the discretionary tasks of leading and managing teaching well. Tasks that include adopting a proactive longer term of curriculum development, team building and teaching innovation, in addition to the more immediate needs for compliance and measurable outcomes. Research from an Australian Learning and Teaching Council (ALTC) project provides evidence that despite lack of formal recognition for many of the discretionary responsibilities of subject coordination, coordinators believe they are executing their job well. This chapter discusses factors that impede discretionary academic leadership behaviours in Australian higher education and suggests strategies to empower leadership and thus improve engagement with discretionary teaching and learning responsibilities.

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Discretionary Behavior and Performance in Educational Organizations: The Missing Link in Educational Leadership and Management
Type: Book
ISBN: 978-1-78052-643-0

Keywords

Book part
Publication date: 24 November 2015

Elizabeth Baker

In the workplace, the aim of positive organizational behavior (POB) is to promote the strengths and proficiencies of the institution’s human capital in the belief that doing so…

Abstract

In the workplace, the aim of positive organizational behavior (POB) is to promote the strengths and proficiencies of the institution’s human capital in the belief that doing so increases work productivity and boosts employee morale while decreasing stress and employee burnout. POB, incorporating the tenets of positive psychology within its framework, emphasizes that the psychological states of self-efficacy, hope, optimism, and resiliency are able to be quantified, improved, and controlled. The purpose of this chapter is to introduce the concept of POB, to explore its impact on leadership development (particularly by examining the authentic leadership model), to discuss its human resource development (HRD) applications in the workplace, and to apply the POB concept to academic and public library directors with the aim of producing a better working environment for all library staff. A conceptual approach is employed throughout the chapter to provide a theoretical analysis of how the POB concept could be utilized by library administrators. Using a variety of tools such as modeling, coaching, and rewarding innovation to produce the desired behaviors in subordinates, administrators can help to create an organizational climate within their institutions that values positivity over negativity. As a recently emerged phenomenon, POB is still developing, producing two important concepts on its own, namely authentic leadership and psychological capital, which have not been applied to the library profession. This chapter adds a unique perspective to the growing POB literature.

Book part
Publication date: 17 August 2020

Julie Dyrdek Broad

This chapter provides valuable insights around the entrepreneurial landscapes of the twenty-first century, as well as the inherent stressors that may impact entrepreneurial…

Abstract

This chapter provides valuable insights around the entrepreneurial landscapes of the twenty-first century, as well as the inherent stressors that may impact entrepreneurial well-being and performance. As the World Health Organization declares stress as the epidemic of the twenty-first century, entrepreneurs face increasingly volatile, uncertain, complex, and ambiguous contexts, or what the Army War College refers to as “VUCA” environments. In these contexts, traditional models of leadership and stress management in entrepreneurship require tapping into new, sometimes previously untapped and underdeveloped resources. Resources such as Psychological Capital (Luthans, Youssef-Morgan, & Avolio, 2007), Algorithmic Leadership (Harms & Han, 2018), and wearable biometric technologies (Tsuji, Sato, Yano, Broad, & Luthans, 2019) that exploit big data analytics powered by artificial intelligence will be invaluable to entrepreneurs as they manage stress, and build and maintain their competitive edges.

Content available
Book part
Publication date: 3 August 2017

Matt Bower

Abstract

Details

Design of Technology-Enhanced Learning
Type: Book
ISBN: 978-1-78714-183-4

Book part
Publication date: 3 August 2017

Matt Bower

This chapter provides a comprehensive review of research and developments relating to the use of Web 2.0 technologies in education. As opposed to early educational uses of the…

Abstract

This chapter provides a comprehensive review of research and developments relating to the use of Web 2.0 technologies in education. As opposed to early educational uses of the Internet involving publication of static information on web pages, Web 2.0 tools offer a host of opportunities for educators to provide more interactive, collaborative, and creative online learning experiences for students. The chapter starts by defining Web 2.0 tools in terms of their ability to facilitate online creation, editing, and sharing of web content. A typology of Web 2.0 technologies is presented to illustrate the wide variety of tools at teachers’ disposal. Educational uses of Web 2.0 technologies such as wikis, blogs, and microblogging are explored, in order to showcase the variety of designs that can be utilized. Based on a review of the research literature the educational benefits of using Web 2.0 technologies are outlined, including their ability to facilitate communication, collaborative knowledge building, student-centered activity, and vicarious learning. Similarly, issues surrounding the use of Web 2.0 tools are distilled from the literature and discussed, such as the possibility of technical problems, collaboration difficulties, and plagiarism. Two case studies involving the use Web 2.0 tools to support personalized learning and small group collaboration are detailed to exemplify design possibilities in greater detail. Finally, design recommendations for learning and teaching using Web 2.0 are presented, again based on findings from the research literature.

Details

Design of Technology-Enhanced Learning
Type: Book
ISBN: 978-1-78714-183-4

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