Books on the topic 'Integrative Learning Design Framework'

Mobile devices and applications (apps) are increasingly used in clinical practice, offering reconceptualization of and novel avenues to tracking symptoms and delivery of more personalized interventions. This chapter reviews the burgeoning approaches to the integration of mobile in screening and treating individuals with eating disorders. Promising methods of data collection such as ecological momentary assessments enhance the capabilities of detecting symptoms and recognizing patterns—both are fundamental to the screening, evaluation, and monitoring of eating disorders and lay the foundations for better treatment design. More recent advances in machine learning allow ecological momentary interventions to be delivered and continuously optimized at the individual level in real time. This chapter explores what this means for the future of personalized treatment for eating disorders, referring to apps that integrate these mechanisms. Finally, the chapter provides a framework for evaluating mobile device mental health apps in clinical care.

This book is a guide to the scholarship of teaching and learning (SoTL) for scientists, engineers, and mathematicians teaching at the collegiate level in countries around the world. It shows instructors how to draw on their disciplinary knowledge and teaching experience to investigate questions about student learning. It takes them all the way through the inquiry process beginning with framing a research question and selecting a research design, moving on to gathering and analyzing evidence, and finally to making the results public. Numerous examples are provided at each stage, many from published studies of teaching and learning in science, engineering, or mathematics. At strategic points, short sets of questions prompt readers to pause and reflect, plan, or act. These questions are derived from the authors’ experience leading many SoTL workshops in the United States and Canada. The taxonomy of SoTL questions—What works? What is? What could be?—that emerged from the SoTL studies undertaken by the Carnegie scholars provides a useful framework at many stages of the inquiry process. The book addresses the issue of evaluating and valuing this work, including implications for junior faculty who wish to engage in SoTL. The authors explain why SoTL should be of interest to science, technology, engineering, and mathematics (STEM) faculty at all types of institutions, including faculty members active in traditional STEM research. They also give their perspective on the benefits of SoTL to faculty, to their institutions, to the academy, and to students.

This chapter discusses the nature of relational research designs that aim to overcome separations between different disciplinary perspectives within economic geography and create linkages to other academic fields. The relational approach is a comprehensive research perspective grounded in three principles of relationality of economic action: contextuality, path dependence, and contingency. Using the cases of manufacturing versus professional services clusters, it is shown that the relational approach does not proclaim a meta-theory of economic organization in space but provides a framework for contextual theorization, adjusted to the specific sectoral and technological contexts under investigation. Relational research designs across academic fields agree (i) that social relations between people and organizations are key to understanding the contemporary economy, (ii) that economic processes rest on the spatial and temporal interplay between regional and global networks, and (iii) that innovation and learning depend on simultaneous inter-firm, intra-organizational and community-based interactions and relations.

These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.

The conceptualization of the notions of sustainable habitat, integrative design and complexity raises the need to address the questions, how to contribute to the habitat sustainable from transdisciplinary processes? What is the responsibility of design in the current context? Moreover, how to face the complexity of thinking and responding to the urban, architectural and technological phenomena? These approximations are built from three perspectives: cultural and comprehensive management of the territory; technology, environment and sustainability; and integrative design, habitat and project. For this, it begins with a reflection on the meaning of design in relation to way, and how this is understood as a meta-discipline that integrates the voice of experts with that of people who live, enjoy or suffer from design objects. Subsequently, the relation between the notions of integrative design, habitat and complexity, in light of transdisciplinarityFrom this framework, it deepens the link among governance, resilience and urban reconversion, in times of neoliberal and hypercompetitive globalization, based on ecological ethics, civic participation and co- responsibility. On another scale, the connection among technology, environment and sustainability, from a vision of the future based on the use of energy; resource consumption; waste recycling, among others. As closure, addresses the matter of project research from an epistemological reflection that compromises the relationship between processes, maps and territories, to establish strategic notes for research-creation. As a conclusion, the commitment to reflection and the exercise of a responsible and integrative design.

This chapter reviews Chapters 11–13. Each chapter offers possible solutions for bridging the apparent gap between college and workforce readiness while inherently highlighting ways in which these two readiness domains are analogous. Across the chapters, an integrative framework for studying noncognitive skills across putative domains remains elusive, although it is possible. The authors also discuss various approaches to the measurement of noncognitive skills and both practical and policy implications. This chapter focuses on next steps that can be taken in an effort to resolve issues surrounding measurement and the organizational framework. It also advocates for social–emotional learning programs at the primary, secondary, and tertiary education levels to foster these skills. Juxtaposed, these chapters elucidate the current state of college and workforce readiness, potential pathways through which measurement of necessary skills can be improved, and a compelling means by which to bridge the gap between college and workforce readiness.

Social learning theory is one of the leading theories in the field of criminology. This chapter provides an overview of the role of choice and human agency within the theoretical framework of social learning and their integrative importance for understanding delinquency and crime. Emphasis is placed on research stemming from Herrnstein’s matching law, choice allocation, and statistical models of social learning as applied to social networks. The chapter provides a unifying discussion of choice-based theories of behavior, elaborates on existing statistical models used to test these choice-based and social learning theories, and suggests topics for an innovative research agenda grounded in the relevant literature. In addition, the chapter articulates a research agenda that will help researchers further promote empirical and theoretical advancements in the social learning tradition of criminology.

Unsustainable chemical products and processes cause damage to the earth that will become irreparable without ethical principles that prioritize the good of future generations. A serious challenge is posed by anthropogenic endocrine disruptors, synthetic chemicals that can alter development and impair health at current exposure levels. These low-dose adverse effects caused by everyday chemicals represent one of the great challenges of green science. Solutions require interdisciplinary collaboration among the fields of sustainable chemistry, environmental health sciences, and integrative environmental medicine. Their joint mission is to advance assessment, design, stewardship, and regulation of chemical products and processes and to promote environmental and health performances that are valued as much as the historically dominant economic and technical performances. The Chemistry and Sustainability Bookcase and the framework for strategic sustainable development are organizational tools for tackling these challenges. Solutions already built by interdisciplinary partnerships offer examples of practical transgenerational justice.

Inferences regarding pre-colonial southwestern cooking are limited by preservation and the ambiguity of multiple-use features. Documented techniques are stone boiling, pit roasting, boiling in pottery jars, and heating on comals or griddle stones, with fermentation as an additional food-processing category. The plastic nature of pottery allowed the design of vessel forms specifically for cooking, but storage rather than cooking was the original impetus for pottery production in the Sonoran Desert. The subsequent northward spread of pottery technology does appear to coincide with cooking use, despite initial inefficient vessel forms. Theoretical models and experimental studies have linked subsequent changes in vessel shape and surface texture with gains in efficiency once cooking jars were fully embraced by farming households. Fermentation evidence is arguable in the southern Southwest, and the apparent absence in the north is enigmatic. Residue studies and the use of cooking as an integrative framework hold potential for future research.

All federal systems face an internal tension between divisive and integrative political forces, striking a balance between providing local autonomy and representation on one hand and maintaining an integrated political community on the other hand. How multi-level systems strike this balance depends on the development of styles of either integrated politics, which creates a shared framework for political competition across the units of a federation, or independent politics, preserving highly autonomous arenas of political life. This book argues that the long-term development of integrated or independent styles of politics in multi-level systems can be shaped by two key elements of federal institutional design: the degree of fiscal decentralization, or how much is ‘at stake’ at each level of government, and the degree to which the allocation of policy jurisdiction creates legislative or administrative interdependence or autonomy. These elements of federal institutional design shape integrated and independent politics at the level of party organizations, party systems, and voter behaviour. This book tests these arguments using a mixed-method approach, drawing on original survey data from 250 subnational party leaders and aggregate electoral data from over 2,200 subnational elections in seven multi-level systems: Canada, the United States, Australia, Austria, Germany, Switzerland, and Spain. It supplements this with configurational analysis and qualitative case studies.

This chapter provides the reader with an introduction to the book’s fundamentals. It begins with a challenge to the conventional view that public inquiries are ineffective, which stresses that inquiry scholarship has simply not been rigorous enough to justify that position. The book’s response to that lack of rigour, in the form of its research design and theoretical framework, is then set out and justified. Thereafter three outputs are summarized as the book’s main contributions. First, an updated conceptual account of what the public inquiry is in relation to contemporary public policy and governance. Second, a central argument that inquiries produce certain types of policy learning that reduce our vulnerability to future crises. Finally, the identification of a series of factors that influence inquiry success and failure.

InAdministrative Behavior, Herbert Simon proposed a science of administration where organizational decisions represent the primary units of analysis. In constructing a conceptual framework to guide that science, Simon drew heavily on insights from cognitive psychology. Since its publication in 1947,Administrative Behaviorhas inspired researchers investigating institutional and organizational practices across many settings. Here, consideration is given to the impact ofAdministrative Behaviorin public policy and public administration. Four legacies are highlighted. They are: scholarship on incrementalism in policy-making, scholarship on agenda setting, scholarship on choice architecture, and scholarship on expertise and learning organizations. Continuous improvements in information technology and its application, combined with increasing citizen demands for more effective and efficient government, suggest ideas introduced inAdministrative Behaviorwill continue to influence theory and practice in policy design and public management for years to come.