Relevant bibliographies by topics / Learning territory

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Learning territory'

Author: Grafiati
Published: 1 June 2022
Last updated: 19 July 2025

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Journal articles on the topic "Learning territory"

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Souza, Daniele T. P., Eugenia A. Kuhn, Arjen E. J. Wals, and Pedro R. Jacobi. "Learning in, with, and through the Territory: Territory-Based Learning as a Catalyst for Urban Sustainability." Sustainability 12, no. 7 (2020): 3000. http://dx.doi.org/10.3390/su12073000.

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Territorial problems such as the socio-ecological degradation of urban rivers represent a great challenge to achieving sustainability in cities. This issue demands collaborative efforts and the crossing of boundaries determined by actors that act from diverse spheres of knowledge and systems of practice. Based on an integrative territory notion and the boundary approach, the goal of this paper is to comprehend the boundary crossings that take place in multi-actor initiatives towards the resolution of this problem and what type of territorial transformation is produced as an outcome. Our analysis is built on participatory research on the Taquara Stream case, a degraded watercourse in a socio-ecologically vulnerable area, in southern Brazil. Our data analysis applied a visual chronological narrative and an interdisciplinary theoretical framework of analysis that combined concepts related to the territory (geography) and the boundary approach (education). We verified that local territorial issues functioned as boundary objects, fostering and facilitating dialogical interaction among involved actors, knowledge co-production, and collaborative practical actions that led to changes in the territory in terms of practices, comprehensions, and physical concrete transformations. We framed this study as one of territory-based learning meant to advance the understanding of territorial intervention processes towards urban sustainability.
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Stamps, Judy A., and V. V. Krishnan. "A Learning-Based Model of Territory Establishment." Quarterly Review of Biology 74, no. 3 (1999): 291–318. http://dx.doi.org/10.1086/393163.

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Silva, Rogério Correia da, and Ana Maria R. Gomes. "Learning, body and territory among indigenous Xakriabá boys." Horizontes Antropológicos 21, no. 44 (2015): 173–200. http://dx.doi.org/10.1590/s0104-71832015000200008.

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AbstractThis article draws on an ethnographical study of indigenous Xakriabá boys, focusing on fieldwork that explores everyday practices that characterise the passage from domestic space to manhood through territory circulation. The hunt assumes an emblematic position in the learning process configuration that constitutes the male ethos of the Xakriabá. We review the unique arrangement of key practices, exploring their articulations and revealing learning processes developed both through the use of the scythe in agricultural work, and through hunting in the woods that surround the villages. Learning is explored as an inherent dimension of social practices. We highlight the relationships among different learning configurations in order to identify recurrent themes, such as peer interaction and co-responsability, which characterise particular ways of learning among the Xakriabá.
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Zhong, Hongsheng, Randolph W. Hall, and Maged Dessouky. "Territory Planning and Vehicle Dispatching with Driver Learning." Transportation Science 41, no. 1 (2007): 74–89. http://dx.doi.org/10.1287/trsc.1060.0167.

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Hidalgo, Luis Bernal, Edgar Olmedo Cruz Mican, Fernando Augusto Poveda Aguja Ed, Lugo Manuel Barbosa Guerrero, Marcia Andrea Yucuma Guzman, and Pedro Antonio Vela González Ed. "Construction of Territory Through Cyberspace: A Latin American View of Young People's Perception of Virtual Space." Journal of Advanced Zoology 44, S-5 (2023): 1630–37. http://dx.doi.org/10.17762/jaz.v44is-5.1414.

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This article presents a balance about the chapter guidelines for teaching construction of the territory concept in schools today, which is part of the doctoral thesis "La construcción del territorio a través del ciberespacio: una mirada latinoamericana de la percepción de los jóvenes frente al espacio virtual. Presented at University of Valencia, Spain. This unit was focused on the construction of guidelines for learning the territory concept in geography, it is set from a comparative analysis between Spain, Colombia and England, in order to reflect the contributions of the Latin American, European and Anglo-Saxon countries, in line with the reconstitution of geographic knowledge at a global level to expand new approaches to the concept. This is in contrast to the policies in charge of regulating education in these countries. In this way, it is intended to make analytical and conceptual contributions of the territory from teachers' point of view in relation to the discussion of the territorial approach given by these institutional spaces to expand and develop a conceptual framework that contributes to generating significant transformations in the daily activity of educators. proposing a shift in the geography learning, which allows re-meaning the concept of territory in accordance with innovations in knowledge.
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Xue, Bing, Yaotian Xu, Jun Yang, and Xiangming Xiao. "Applications of Machine Learning in National Territory Spatial Planning." Applied Sciences 14, no. 10 (2024): 4045. http://dx.doi.org/10.3390/app14104045.

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Mealha, Óscar, and Monica Divitini. "Citizen, Territory and Technologies: Smart Learning Contexts and Practices." Interaction Design and Architecture(s), no. 35 (December 20, 2017): 5–6. http://dx.doi.org/10.55612/s-5002-035-001psi.

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D'Abbs, Peter. "Living with alcohol: learning from the Northern Territory experience." Drug and Alcohol Review 20, no. 3 (2001): 253–55. http://dx.doi.org/10.1080/09595230120079558.

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Cushing, Annie M. "Learning patient-centred communication: The journey and the territory." Patient Education and Counseling 98, no. 10 (2015): 1236–42. http://dx.doi.org/10.1016/j.pec.2015.07.024.

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Raslan, Hashem, Howard Schwartz, and Sidney Givigi. "A Learning Invader for the “Guarding a Territory” Game." Journal of Intelligent & Robotic Systems 83, no. 1 (2016): 55–70. http://dx.doi.org/10.1007/s10846-015-0317-9.

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Dissertations / Theses on the topic "Learning territory"

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LADEIRA, SAULO DE SOUZA. "TECHNIQUES, TERRITORY AND DISTANCE LEARNING: HISTORICAL AND THEORETICAL APPROACHES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=16729@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>O objetivo principal deste trabalho dissertativo é tentar provar que a implantação de cursos superiores na modalidade de ensino à distância tem a capacidade de promover a existência de novos territórios e, conseqüentemente, territorialidades. Para tal, foi feito um resgate histórico, com ênfase no século XX, no intuito de verificarmos o quanto a difusão do meio técnico-científico informacional contribuiu para que o ensino à distância proliferasse no Brasil, e mais precisamente, a partir de três instituições de ensino superior que oferecem tal modalidade, de modo a gerar novos territórios. Assim, tento demonstrar que a técnica possui relevante papel na efetivação dos mesmos. O conceito de territorialidade utilizado no embasamento teórico foi a definição de Robert Sack, que as considera como sendo estratégias de controle e influência sobre pessoas e objetos através do controle de um território, conjugada com a definição ofertada por Rogério Haesbaert como as formas e as relações políticas, culturais, sociais e econômicas produzidas e reproduzidas por um grupo ou grupos sociais no território. Isso possibilitou concluir que: sendo a oferta deste tipo de serviço o resultado de um conjunto de políticas públicas e privadas, é possível que diferentes estratégias sejam traçadas a partir do ensino superior à distância por cada uma das instâncias já citadas com igualmente diferentes objetivos, gerando novas relações de poder e, como conseqüência, novos territórios.<br>The main objective of this work reported and try to prove that the establishment of courses in distance learning mode has the ability to promote the existence of new territories and, consequently, territorialities. To this end, it was made a historical review, with emphasis on the twentieth century, in order to verify how the diffusion of technical means and scientific informational contributed to distance learning proliferated in Brazil, and more specifically, from three institutions higher education that offer such a mode, to generate new territories. So I try to demonstrate that the technique has significant role in attaining them. The concept of territoriality used in the theoretical framework was the definition of Robert Sack, who considers them as strategies to control and influence over people and objects through the control of a territory, coupled with the definition offered by Rogerio Haesbaert as the forms and relations political, cultural, social and economic produced and reproduced by a group or social groups in the territory. This led us to conclude that: being the provision of such service, the result of a combination of public and private policies, it is possible that different strategies are drawn from higher education at a distance by each of the aforementioned instances also with different goals, generating new power relations and, consequently, new territories.
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Wight, John Bradford. "The territory/function dialectic : a social learning paradigm of regional development planning." Thesis, University of Aberdeen, 1985. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU361633.

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A personal social learning experience in itself, the thesis articulates the territory/function dialectic as an alternative, social learning paradigm of regional development planning. The current crisis affecting this activity is firstly diagnosed, the underlying problem is then traced to the prevailing orthodoxy, and, in its place, a new paradigm is offered. The story behind the thesis is told via a characterisation of the overall study process as a transition from objective empiricism to empirical subjectivism. The story features highlights of the main case study experiences as well as those insights gained during the actual creation, that is, in the writing, of the ultimate thesis. After identifying the desirable qualities in a contending paradigm, and elaborating the basic elements of the territory/function dialectic, particular attention is given to the significance of territory. This is complemented by a discussion of the fundamental change in the thinking of John Friedmann, who must be credited with originating the subject dialectic. A literature review is presented featuring a consideration of competing paradigms. A detailed contrast of the centre-periphery and territory/function conceptualisations is also presented before concluding with some critical revelations and key insights. The territory/function dialectic is seen to possess the attributes of both a substantive and methodological paradigm. The special paradigm status is bolstered by a consideration of geography's role in relation to the key concept of territory. The paradigm as a whole is seen to underpin an alternative epistemology combining critical science and social learning. The lessons from a social learning experience are elaborated in a revisitation of the original objectives-cum-working hypotheses. These lessons feature: the pursuit of more real theory; the social value of underdevelopment theory; the explicit role of the state as manifest in official practice; and the significance of learning through collective action. The territory/function dialectic is seen to provide the necessary link between theory and practice in an all encompassing manner. The thesis concludes with a review of certain basic, dialectical, dualities. There is also specific consideration of planning and social learning, entailing further distinctions between not only theory and practice, but also between scientific practice and social practice.
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Wood, Maureen, and n/a. "Personal perspectives of learning difficulties." University of Canberra. Professional & Community Education, 1999. http://erl.canberra.edu.au./public/adt-AUC20060405.154157.

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The purpose of the study was to develop a greater understanding of the experiences of school life for students who consistently found learning difficult, their perceptions of the difficulties they faced with their learning and how this had influenced their lives, socially and academically. It was hoped that their perspectives would highlight those structures and strategies that were of the most value in supporting them, as well as those that had a negative impact on their achievement and adjustment. Eight people with learning difficulties each participated in a series of three individual, in-depth interviews about their experiences of school. The participants, five male and three female, ranged in age from ten to twenty five years. Four were primary school students, in Years Four, Five and Six. Two students were in Year Nine at high school, while a further two participants had completed their schooling. One was currently unemployed, while the other had completed a university degree and had been teaching for three years. Participants were chosen from randomly selected government schools in the ACT, nominated by the school as fitting the selection criteria. Learning difficulties were defined in tenns of their meeting criteria that were indicative of teacher and parent concern for academic underachievement over a period of at least two years. The selection process was also guided by criteria to locate key informants, i.e. individuals who may have been able to highlight specific issues related to the relationships between learning difficulties and socioeconomic status, social competence and employment opportunities. Interviews with each participant .took place over three separate sessions of approximately fifty minutes' duration. Data was analysed using Hycner's guidelines for phenoinenological analysis. Interviews were transcribed and coded, with an independent researcher validating identified themes. An agreement rate of 88% was achieved. Interviews were then summarised and returned to the participants to confirm whether the interpretation of their perspectives was accurate. Themes that were common across the interviews were discussed in relation to current research. The results of this research study confirmed the central role played by quality teachers and best teaching practices in being able to enhance learning and to meet the needs of individual students. These factors were an integral part of engaging students in the learning process and promoting successful learning experiences. The study also emphasised the importance of parents, particularly mothers, in the adjustment of the participants to the everyday demands, academic and social, of school life. The necessity of establishing and sustaining effective early intervention programs was also highlighted, as was the value of listening to the voices of individuals with learning difficulties when making decisions on their behalf.
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Knowlton, Autumn. "Q'eqchi' Mayas and defense of territory : learning through the contentious politics of land in “post-conflict” Guatemala." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/60205.

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My study explores how indigenous Q’eqchi’ Mayas in Guatemala draw political cohesion from their cultural relationship to their ancestral territories when responding to violent dispossession by extractive mining corporations and mono-crop agriculture. Drawing upon participant observation and 39 interviews conducted in the municipalities of Panzós and El Estor in 2013 and 2014, my research considers Q’eqchi’s’ defense of territory (defensa del territorio) as a salient, culturally specific collective action that draws continuity from centuries of conflicts over control of land and natural resources in Guatemala. Throughout Spanish colonization, independence, entry into the world capitalist market, and 20th century political upheavals, conflicts over land have featured consistently. In more recent history, the 36-year internal armed conflict (1960-1996) was a focal point of Q’eqchi’ research contributors’ testimony on their longstanding and interminable suffering for their lands. As a result of favorable conditions for international investors since the signing of the 1996 Peace Accords, the Guatemalan government has opened up the country, and indigenous lands in particular, to large-scale investment and development. Based on my findings, and building on Liza Grandia’s (2012) framing of three “conquests” of Q’eqchi’ lands, my study offers the term “fourth conquest” (Knowlton, 2016), a conquest by corporation, to explain the unique conjuncture of forces Q’eqchi’s face today when defending their lands. Their current tactical focus on land titling and juridical certainty is a response to the renewed invasion of extractive corporations into their ancestral territories. Through applying informal and social movement learning theories, this study considers Q’eqchi’s’ political encounters in defense of land as moments of learning which shape them as political actors and subjects. For Q’eqchi’s, land represents the confluence of cultural and spiritual bonds, material sustenance, and struggles to end political marginalization. A study of the labors involved in defense of territory provides valuable insights into the culturally specific learning processes that both structure and result from myriad political interventions into community, municipal, national, and international politics. Q’eqchi’s are strategically forming short and long-term alliances, and adopting identity claims based on indigenous rights, human rights, Guatemalan citizenship, and their cultural ties to their ancestral territory.<br>Education, Faculty of<br>Graduate
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Batenburg, Nancy G. "Telling tales and painting pictures: A narrative inquiry into the professional learning of Northern Territory primary teachers." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/90063/4/Nancy_Batenburg_Thesis.pdf.

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This thesis narrates the professional learning experiences of seven Northern Territory teachers. It outlines the evolution from traditional professional development in schools to an active, responsive professional learning agenda. With increasing demands on teachers, standardisation and the quest for improved student outcomes, key themes in the re-storied narrative emerge about the definition and role of professional learning in complex conditions, effective teaching, quality programmes, and teacher agency. This thesis contributes to knowledge about the characteristics that teachers value in their professional learning experiences. An Ongoing Professional Enhancement Model (OPE) is proposed, highlighting directions in this field for key stakeholders.
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Giordani, Ana Claudia Carvalho. "Cartografia da autoria de objetos de aprendizagem na cibercultura : potenciais de e-práticas pedagógicas contemporâneas para aprender Geografia." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/150226.

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Em tempos de aprendizagem ubíqua, a sala de aula torna-se um território multidimensional, fonte de saberes múltiplos, conectado, multifacetado, interativo. O texto desta tese insere-se no contexto da inovação na Geografia Escolar impulsionada pelo processo de autoria na aprendizagem. O objetivo geral centrou-se em cartografar processos de autoria de objetos de aprendizagem (OAs) no aprender Geografia. De modo mais específico, objetivou-se: (a) articular os conceitos de cibercultura, objetos de aprendizagem, e-práticas pedagógicas contemporâneas no ensino de Geografia. Para tanto, recorro aos autores de forma integrada, buscando o entendimento de como a contemporaneidade e suas ferramentas teóricas, e seus modos de olhar podem, efetivamente, contribuir no aprender Geografia; (b) analisar os aspectos inerentes aos objetos de aprendizagem, concebendo-os por meio de suas metodologias, metáforas e características próprias, isto é, trazer para a escola e para discussão na linha de ensino de Geografia, os objetos de aprendizagem enquanto potenciais pedagógicos; (c) propor aos alunos a autoria de objetos de aprendizagem geográficos, cartografando as distintas possibilidades de aprender na cibercultura. Teve-se, como locus, a sala de aula da turma 9 A-2015, da Escola Municipal Pernambuco, localizada no Bairro Niterói, no município de Canoas-RS. Partiu-se do pressuposto que o percurso metodológico da Cartografia movimenta-se em linhas: experimentação, exploração e autoria. Em cada movimento, realizaramse idas e vindas, os quais perfazem a investigação que envolveu alunos-autores no processo de elaboração de OAs. Dos resultados, destacam-se as seguintes contribuições: a construção de três objetos de aprendizagem, com autoria de alunos, abordando as temáticas Rio Gravataí, Transporte e Migração, e População. O processo de autoria de OA possibilitou o desenvolvimento do conceito e-práticas pedagógicas, relacionando as práticas geográficas ao contexto da aprendizagem úbiqua na cibercultura. No contexto das ideias apresentadas, a pesquisa que orientou a construção da tese inscreve-se na corrente vital do processo de ensino e aprendizagem, ao rasurar geografias com os potenciais de e-práticas pedagógicas na (da) Cibercultura. As metamorfoses do pensamento geográfico e, por conseguinte, de seus conceitos estão implícitas na sala de aula, em tempos e espaços de aprendizagem ubíqua, na qual o digital encontra-se arraigado no cotidiano dos nossos alunos. As reflexões e proposições sobre a relação autoria de OAs através de e-práticas pedagógicas coloca a cibercultura na apropriação de saberes ampliando os potenciais tecnológicos de aprendizagem, principalmente, por direcionar o conhecimento às práticas comuns do seu cotidiano. É fundamental ampliar essa concepção, podemos ser autores dos nossos potenciais didáticos digitais através das e-práticas pedagógicas. Deste modo, a relação cibercultura, OAs e e-práticas cria potenciais com diferentes linguagens para mediar o processo de ensino e aprendizagem de Geografia. Experiência, vivência e territorialização de formas distintas e plurais de aprendizagem, a autoria como apropriação dos saberes são rasuras na escola que a turma 9 A – 2015 realizou.<br>In ubiquitous learning times, the classroom becomes a multidimensional territory, source of multiple knowledge, connected, multi-faceted, interactive. The text of this thesis is part of the context of innovation in School Geography driven by the authoring process in learning. The overall objective focused on mapping learning objects authoring processes (OAs) in learning geography. More specifically, it aimed to: (a) articulate the concepts of cyberculture, learning objects, e-practical contemporary pedagogical in teaching of Geography. More specifically, it aimed to: (a) articulate the concepts of cyberculture, learning objects, e-practical contemporary pedagogical teaching of Geography. Therefore, we turn to the authors in an integrated manner, seeking the understanding of how contemporary and its theoretical tools, and their ways of looking can effectively contribute to the learning geography; (B) to analyze the aspects related to learning objects, conceiving them through their methodologies, conceiving them by their metaphors and their own characteristics, that is, bring to school and for discussion in geography teaching line, learning objects as potential teaching ; (C) propose to the students the authorship of spatial learning objects, charting the different possibilities of learning in cyberculture. As locus we had the classroom of the class 9 A-2015 of the Municipal School Pernambuco, located in Niteroi neighborhood in the city of Canoas-RS. It was started from the assumption that the methodological approach of Cartography moves in lines: experimentation, exploration and authorship. In every movement, there were comings and goings, which make up the research that involved students-authors on the OAs drafting process. From the results, the following contributions are: the construction of three learning objects, authored by students, addressing the themes Gravataí River, Transport and Migration and Population. The OA authoring process enabled the development of the concept of pedagogical e-practical, relating the geographical practices to the Ubiquitous learning in cyberculture. In the context of the ideas presented, the research that guided the construction of the thesis is part of the life stream of the process of teaching and learning, when erase geographies with the potential of teaching e- practices (in the) Cyberculture. The metamorphoses of geographical thought and therefore of its concepts are implicit in the classroom, in time and space of ubiquitous learning, in which the digital is rooted in the daily lives of our students. The reflections and proposals on the OAs authored relationship through educational e-practices puts cyberculture in the appropriation of knowledge expanding the potential of technological learning, primarily by direct knowledge to their daily common practices. It is essential to extend this concepts, students can be authors of their digital learning potential through educational e-practices. Thus, cyberculture relationship, OAs and pedagogical e- practical’s can develop potential, with different languages, to maximize the learning of geography. Experience and territorial distinct and plural forms of learning, authorship and appropriation of knowledge are erasures that the school the class 9 - 2015 held.
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Bosworth, Kendra, and n/a. "ACT infromation technology and adult education : a case study of the extent to which adult learning principles are incorporated into information technology adult education and training in the Australian Capital Territory." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20060608.155019.

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This study explores the implementation of adult learning principles in information technology adult education and training in the Australian Capital Territory, Australia. A set of adult learning principles is examined and interpreted with reference to supporting and contradicting theorists. The development of these theories is also explored in order to determine the changes in perspectives since 1900. Five of Canberra's information technology adult education and training providers were analysed. Surveys were distributed to trainers and students of these providers. These surveys requested respondents to rate their perception of the extent to which each learning principle is adopted in their learning environment. Demographic information about respondents was also obtained. Responses were compared between trainers, students and different providers. Results illustrate that the rejection or non-rejection of many adult learning principles is highly correlated with this demographic information.
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Lea, Teresa Sue. "Between the pen and the paperwork : a native ethnography of learning to govern indigenous health in the Northern Territory." Thesis, University of Sydney, 2002. http://hdl.handle.net/2123/1891.

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Bourke, Margaret, and n/a. "An exploratory study of children with learning difficulties in mainstream classes in ACT primary schools." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060609.143034.

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There were four aims identified for the study. Firstly, to become familiar with current research concerning children with learning difficulties in mainstream classes in primary schools. Secondly, to ascertain teachers' attitudes towards, and experience of, these children. Thirdly, to interview a sample of children identified by their teachers as performing in all academic areas at least 18 months behind the rest of the class. The purpose of the interview was to examine how they perceived their performance in reading and mathematics compared with the rest of the class, and to investigate their self-concepts. The final aim was to gain an understanding of the nature of the interaction between teachers and children with learning difficulties by observing a small sample of them, and a Control group, in class. Field work was conducted in three A.C.T. primary schools in 1984-85. The field work was divided into three stages. In Stage 1 a sample of 30 teachers volunteered to complete a questionnaire. In Stage 2 a sample of 30 children identified by their teachers as having learning difficulties was interviewed. In Stage 3, 6 of the previously identified children and 6 Control children were observed in class. Whilst the findings of these 3 stages of field work can only be presented tentatively due to the small sample sizes involved, there were some findings worthy of comment. For example, many teachers indicated a lack of pre-service training, or even in-service course attendance which could have provided a background to teaching children with learning difficulties. The childrens' responses indicated that their perception of their performance in reading compared with their peers was that they were &quotenot as good as the rest of the class.&quote However, for mathematics their perception was that their performance was more in the middle of the class. As a group their self-concept was low, as measured on the Coopersmith Self Esteem Inventory. From the observation it appeared that children with learning difficulties were on-task as much as the Control children. The teacher was twice as likely to interact with a child with learning difficulties than with a Control child, and the majority of these interactions were to impart instructions.
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Barroso, Maria Margarida Tenreiro Pereira. "Cartografia educacional da Freguesia de Vila Nova de São Bento." Master's thesis, Universidade de Évora, 2010. http://hdl.handle.net/10174/11864.

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O presente trabalho visa conhecer e caracterizar as aprendizagens promovidas pelas principais instituições da freguesia de Vila Nova de S. Bento (concelho de Serpa), avaliando a presença relativa dos contextos formais, não – formais e informais. Realizámos uma abordagem teórica, com o intuito de precisar alguns conceitos chave como aprendizagem, ambientes de aprendizagem e território. Para concretizar o trabalho empírico, e tendo como base as questões subjacentes à investigação, utilizámos uma metodologia mista (quantitativa/qualitativa) com uma aproximação conceptual ao estudo de caso. O instrumento utilizado na recolha de dados foi o inquérito por questionário aplicado. Fizemos uma recolha, análise e interpretação de dados que nos permitiram inferir:  As instituições objecto do nosso estudo constituem um potencial educativo no território analisado;  Estas instituições desenvolvem um conjunto de actividades de aprendizagem que poderão ser um recurso para o território;  Estabelecida uma relação de diálogo com a escola e outros parceiros locais, será possível potenciar novas ofertas educativas neste território. Terminámos este trabalho, com a apresentação de algumas recomendações e sugestões, que poderão vir a integrar novas investigações; ### Abstract: The present study aims to now and characterizes the learning’s promoted by the main institutions in the town of Vila Nova de S. Bento (Serpa), evaluating the relative presence of formal, non-formal and informal contexts. We made a theoretical approach, aiming to precise some key concepts, like learning ambient and territories. To realise the empiric work, and having as base subjacent questions to the investigation, we used a mixed methodology (quantitative/qualitative) as a conceptual approach to the case study. The instrument used in the recollection of data was an inquiry by applied questioner. We made a recollection, analysis and interpretation of data witch permitted as to infer:  The institutions which we observed in our study have an educative potential,  These institutions developed a series of learning activities that might be a good source for the territory,  Establishing a relationship between the school and the other local partners, it will be possible to potentiate the learning offers. We end this study by presetting some recommendations and suggestions that might be integrated in new investigations.
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Books on the topic "Learning territory"

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Mealha, Óscar, Monica Divitini, and Matthias Rehm, eds. Citizen, Territory and Technologies: Smart Learning Contexts and Practices. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-61322-2.

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Rita, Correnti, ed. Le tracce di Leonardo nel territorio: I luoghi, gli studi, le macchine. Electa, 2005.

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Diamantini, Davide. E-learning e società della conoscenza: Territorio, tecnologie e informazione. Guerini e associati, 2008.

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Ian, Masser, and Williams R. H. 1945-, eds. Learning from other countries. Geo Books, 1986.

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Hall, Peter Geoffrey. The polycentric metropolis: Learning from mega-city regions in Europe. Earthscan, 2006.

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Malkova, T. A. Nauchnye issledovanii︠a︡ territorii Respubliki Komi v pervoĭ polovine XX veka, 1901-1945 gg. Institut i︠a︡zyka, literatury i istorii Komi nauchnogo t︠s︡entra UrO RAN, 2008.

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M, Salet W. G., and Gualini Enrico, eds. Framing strategic urban projects: Learning from current experiences in European urban regions. Routledge, 2007.

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Staffan, Læstadius, ed. Innovation governance in an open economy: Shaping regional nodes in a globalized world. Routledge, 2012.

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Mealha, Óscar, Monica Divitini, and Matthias Rehm. Citizen, Territory and Technologies : Smart Learning Contexts and Practices: Proceedings of the 2nd International Conference on Smart Learning ... Springer, 2017.

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Mealha, Óscar, Monica Divitini, and Matthias Rehm. Citizen, Territory and Technologies : Smart Learning Contexts and Practices: Proceedings of the 2nd International Conference on Smart Learning ... Springer, 2018.

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Book chapters on the topic "Learning territory"

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Costa, João A., and Andrea Creech. "Teaching and learning in unfamiliar territory." In Expanding the Space for Improvisation Pedagogy in Music. Routledge, 2019. http://dx.doi.org/10.4324/9781351199957-10.

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Bundgaard-Nielsen, Rikke L., Brett J. Baker, and Jocelyn E. Uibo. "Kriol in the Northern Territory." In Celebrating First Nations Languages and Language Learning in Australian Schools. Routledge, 2025. https://doi.org/10.4324/9781003441021-12.

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Gutiérrez Tamayo, Alberto León, and Liliana María Sánchez Mazo. "Territory: Pedagogical Potential for Civic Training and Political participation." In Geographical Reasoning and Learning. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79847-5_9.

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Nylander, Erik, and Andreas Fejes. "Lifelong Learning Research: The Themes of the Territory." In Third International Handbook of Lifelong Learning. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-67930-9_2-2.

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Nylander, Erik, and Andreas Fejes. "Lifelong Learning Research: The Themes of the Territory." In Third International Handbook of Lifelong Learning. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-67930-9_2-1.

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Nylander, Erik, and Andreas Fejes. "Lifelong Learning Research: The Themes of the Territory." In Third International Handbook of Lifelong Learning. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-19592-1_2.

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Adamczewski, Tymon. "A New Territory? Literary Criticism as a Literary Genre." In Second Language Learning and Teaching. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-21994-8_2.

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Brito, Josilene Almeida, Luma da Rocha Seixas, Ivanildo José de Melo Filho, Alex Sandro Gomes, and Bruno de Souza Monteiro. "Meaningful Learning in U-Learning Environments: An Experience in Vocational Education." In Citizen, Territory and Technologies: Smart Learning Contexts and Practices. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61322-2_4.

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Ebert, Hannes, and Nicolas Blarel. "Power, Territory, and Learning: Explaining Pakistan’s Persistent Contestation." In Regional Powers and Contested Leadership. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73691-4_9.

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Farran, Sue. "Learning from Chagos, Lessons for Pitcairn?" In Fifty Years of the British Indian Ocean Territory. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78541-7_12.

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Conference papers on the topic "Learning territory"

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Hu, Zheng, Fidel Lozano-Galant, Jose Antonio Lozano-Galant, and Ye Xia. "Acoustic Signal Analysis in Bridge Territory for Traffic and Collision Identification." In IABSE Symposium, Tokyo 2025: Environmentally Friendly Technologies and Structures: Focusing on Sustainable Approaches. International Association for Bridge and Structural Engineering (IABSE), 2025. https://doi.org/10.2749/tokyo.2025.1244.

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&lt;p&gt;This paper proposes a methodology for utilizing acoustic signals as a source of information and integrating them as supplementary data into the bridge structural health monitoring system after digital analysis. The approach leverages the advantages of non-contact monitoring and the low-cost characteristic of acoustic sensors to collect various acoustic signals during the bridge operation period, including vehicle passing and collision sounds. The collected acoustic signals are labeled and then transformed into features such as normalized time series waveforms or Mel spectrograms, which are subsequently input into deep learning algorithms. The results demonstrate the effective classification of them. This methodology provides support for the recognition of variouis acoustic signals during bridge operation period, contributing significantly to improving the stability and reliability of structural health monitoring system.&lt;/p&gt;
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Analikwu, Chidozie V., and Howard M. Schwartz. "Reinforcement learning in the guarding a territory game." In 2016 IEEE International Conference on Fuzzy Systems (FUZZ-IEEE). IEEE, 2016. http://dx.doi.org/10.1109/fuzz-ieee.2016.7737798.

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Borzea popovici, Anca, Cosmina Mironov, and Ioana Hartescu. "MAPPING THE TERRITORY. E-LEARNING OPTIONS FOR TEACHERS PROFESSIONAL DEVELOPMENT." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-003.

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The teachers literacy in the field of e-learning represents a current challenge within the framework of knowledge based society. The use of new technologies in education tackles the very core of teaching and learning, the issue of knowledge and skills transfer from teachers to learners. In this context it is truly important to design and implement specific strategies for the in-service teacher training which should encompass their competitiveness in the field of e-learning. In Romania, this area of teacher training is expanding, while the tools that support this development are multiplying. In fact, many projects are financed through the European Social Fund (especially Operational Program Human Resources Development) to provide teachers with opportunities for continuing professional development, and many of these projects are offering blended learning programs. Our paper focuses on identifying the delivery methods proposed by these programs (face to face, self-paced e-learning through multimedia content, synchronous and asynchronous collaborative activities, etc.), as well as the tools used (forums, webinars, etc.), and analyze their correlation with characteristics of the target group (level: pre-school primary, secondary, domain, etc). The methodology approach is that of an exploratory analysis of project websites, leading to an inventory of learning tools and a mapping of characteristics which allowed us to draw up correlations between different variables. The conclusion of the paper presents some of the vulnerabilities of the current developments (such as lack of coverage in specific areas). The main result of the investigation is sketching a map of the present state of the art in the field of teachers’ professional development and inferring some of the implications in the years to come.
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García-Noguera, Luis, Katerine Martínez, and Paola Ahumada. "PEACE CHAIR: AN EDUCATIONAL OPPORTUNITY FOR PEACE IN THE TERRITORY." In 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.1264.

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Raslan, Hashem, Howard Schwartz, and Sidney Givigi. "A learning invader for the guarding a territory game." In 2016 Annual IEEE Systems Conference (SysCon). IEEE, 2016. http://dx.doi.org/10.1109/syscon.2016.7490540.

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Fedyunina, Svetlana, and Galina Panichkina. "FORMATION OF REGIONAL BRAND: GEOMARKETING AND IMAGE RESOURCES OF THE TERRITORY." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0414.

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Gairola, Ajay Krishan, Vidit Kumar, and Ashok Kumar Sahoo. "Deep Learning based Multiple Skin Disease Classification in Indian Territory." In 2023 International Conference on Advancement in Computation & Computer Technologies (InCACCT). IEEE, 2023. http://dx.doi.org/10.1109/incacct57535.2023.10141846.

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Gallarati, Mario. "TOWARDS NEW TRADITIONAL URBAN FABRICS Learning from London." In 24th ISUF 2017 - City and Territory in the Globalization Age. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.5928.

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Today’s towns, as often represented on the web and media, seem almost the same, flattened out on the American model. But European towns still preserve their individuality: if we look at aerial views, for instance, we can see that just little sections are enough to make it impossible to confuse them. And it is not because of some single building or monument. Each of these towns has its own character due to the very nature of its urban fabric. Furthermore, every town is made of several different urban fabrics, each one with its own specific character, which distinguishes it from the others: nevertheless all of them appear as different aspects of the same reality. Which are the common features connecting such apparently different realities? And how can we learn from the past in order to obtain a more liveable built environment, in coherence with the traditional town and without interrupting but even promoting its further development?
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Alarcón Castro, Jimena, Javiera Brañes Alarcón, Josefina Brañes Alarcón, and Gino Ormeño Bustos. "EDUCATING INDUSTRIAL DESIGNERS FOR THE DEVELOPMENT OF THE TERRITORY THROUGH INNOVATION DRIVEN DESIGN." In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.2093.

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Ramos, Fernando, Luís Pedro, Margarida Almeida, and Paula Silva. "EXPLORING THE LEARNING AND TRAINING DIMENSION OF A DIGITAL PLATFORM FOR TERRITORY-BASED INNOVATION." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2410.

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Reports on the topic "Learning territory"

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El-Ahmed, Nabila. A Model for Women-Led Value Chains in Market Systems Development in a Fragile Context: Programme learning case studies from the Occupied Palestinian Territory. Oxfam, 2019. http://dx.doi.org/10.21201/2019.5334.

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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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Wernert, Nicole, Marina Schmid, and Sima Rodrigues. TIMSS 2023 Australia. Volume 1: Student performance. Australian Council for Educational Research, 2024. https://doi.org/10.37517/978-1-74286-755-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the 2023 assessment formed the eighth cycle, providing 28 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. TIMSS is a key part of Australia’s National Assessment Program. The goal of TIMSS is to provide comparative information about educational achievement across countries to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. The 2023 cycle of TIMSS completed its transition to a digital assessment; this was the first time it was offered as a completely online assessment. TIMSS 2023 also expanded its scope to assess environmental knowledge and attitudes. This new component provides valuable insights into students’ understanding of environmental issues, including climate change, biodiversity, and conservation. This report presents the results for Australia as a whole, for the Australian states and territories and for the other groups in TIMSS 2023. The results can be viewed in an international context, and student performance can be monitored over time. The results also allow for nationally comparable reports of student outcomes against the Alice Springs (Mparntwe) Education Declaration (Education Council, 2019).
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Soldano, Miguel, Michelle Fryer, Ana María Linares, et al. Country Program Evaluation: Panama (2010-2014). Inter-American Development Bank, 2015. http://dx.doi.org/10.18235/0010618.

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This Country Program Evaluation (CPE) is the third independent evaluation of the country program of the Inter-American Development Bank (the Bank) with Panama. Past evaluations covered the periods 1991-2003 (RE-305), when the country was transitioning to full control of its prime economic asset, the Panama Canal, and the Canal Zone territory and infrastructure, and 2005-2009 (RE-359), a period characterized by extraordinarily good macroeconomic performance and significant fiscal reform. This CPE spans January 2010 to December 2014, years marked by an ambitious public investment program and a strong reduction in unemployment and poverty, although accompanied by income inequality.According to the Bank's Protocol for Country Program Evaluations (RE-348-3), the main goal of a CPE is to provide information on Bank performance at the country level that is credible and useful, and that enables the incorporation of lessons and recommendations that can be used to improve the development effectiveness of the Bank's overall strategy and program of country assistance. Like other CPEs, this evaluation seeks to examine the Bank's relationship with the country from an independent perspective, strengthening accountability and facilitating learning to serve as an input to the new Country Strategy under preparation for 2015-2019. To prepare this document, OVE interviewed the Bank's main counterparts among Panama's authorities, project execution units, civil society and the private sector, multilateral agencies with presence in Panama, and Bank staff in Panama and at Headquarters. OVE also visited Bank-supported projects to assess implementation progress and challenges. The evaluation portfolio includes all operations approved over the review period, together with those approved previously but implemented during the review period. Chapter 1 examines Panamas economic and social development over 2010-2014 and considers the countrys medium-term prospects. Chapter 2 analyzes the strategic and financial relevance of the Bank's program and assesses implementation effectiveness. Chapter 3 discusses the results achieved in the six strategic sectors identified by the 2010-2014 Country Strategy and assesses the use of country systems. Chapter 4 presents concluding remarks and recommendations. The annexes provide details of the portfolio and include figures that support OVE's analysis.
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Looi, Chee-Kit, Longkai Wu, Peter Sen Kee Seow, and Wendy Huang. Researching and developing pedagogies using unplugged and computational thinking approaches for teaching computing in the schools. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22601.

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INTRODUCTION/BACKGROUND In 2017, Singapore’s Ministry of Education implemented a new GCE ‘O’ Level Computing curriculum. The new curriculum is a distinct shift from the teaching students on the use of software technology to the development of Computational Thinking skills and programming competencies. Computing thinking skills are associated with problem solving, reasoning and logic skills that all students should develop. As Singapore moves to implement a new curriculum with a greater emphasis on the development of computational thinking and programming, the following are some of the challenges that must be addressed: 1. Teachers’ Pedagogical Knowledge in teaching Computing 2. Teachers’ Competency and Knowledge on Computational Thinking STATEMENT OF PROBLEMS This project has a focus on using and integrating the unplugged approach as introductory activities for teaching computing as a pedagogy. It focuses on helping students to understand concepts in Computational Thinking. The approach also fits very well to the teaching and learning environment in a typical secondary school classroom. We worked with the teachers from collaborating schools to design and co-design unplugged activities, observed how they enacted the lessons in the classroom. This would help us to understand how teachers interpret computational thinking and adapt the unplugged approaches with their teaching practice. Also, we would like to study students' learning outcomes as a result of the teaching. The existing practice and research of unplugged teaching has the following problems: 1. There is no systematic integration. Among the many topics in computing, there are not many topics that match unplugged activities. 2. For the first-line teachers, the available public accessible resources do not help much. It can only be used when they encounter related topics. Even if there are corresponding resources on the Internet, many teachers are not keen on adopting unplugged teaching methods, due to the time and effort needed to prepare and to enact the lessons. 3. The existing unplugged teaching resources are designed with the goal of mobilizing students' interest and engagement, and more in-depth practice and research in transiting from teaching with unplugged methods to programming is needed. PURPOSE OF STUDY The purposes of this proposed research study are the following: • Develop and evaluate pedagogies linked to teaching CT. We introduce teaching unplugged as an effective student-centered approach to introducing computing concepts without the use of computers, and then we design follow-up activities and pedagogies that move students forward in the crucial computational experiences. • Assess the effect on teachers. Teachers’ pedagogical content knowledge will be assessed to understand the level they started with, and the level they would have attained after the workshops and teaching in class. Classroom observations will be held to study the teachers’ enactment of computing lessons. We want to understand the territory of teachers’ dispositions for, attitudes toward and stereotypes concerning CT and Computing. • Assess the effect on students. Students’ work will be analysed to assess their level of comprehension and application of computing concepts, and this will be done through prior experience surveys, pre-post computing perceptions survey, pre-post computing tests, quizzes and computing assignments. These are steps towards developing an assessment framework for CT.
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Fernández Gómez, Jorge, and Macarena Larrea Basterra. REGIONAL ENERGY TRANSITION AND DECARBONIZATION STRATEGIES. Review of the cases of Grand Est/Grand Reims, Scotland, North Rhine-Westphalia and "energy regions" in the Netherlands. Edited by Patricia Canto. Universidad de Deusto, 2023. http://dx.doi.org/10.18543/hhib8803.

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This report reviews the energy transition and decarbonization strategies of three European regions (Grand Est/Grand Reims, in France; Scotland, in the United Kingdom; and North Rhine-Westphalia, in Germany) and the "energy regions" defined in the Netherlands at the sub-provincial level. The aim of the paper is to characterize these strategies and the associated action plans and to extract lessons and learnings with potential application in the Basque Country on how other territories and regions are approaching, from a subnational perspective, the process of greenhouse gas emissions reduction and energy transition. The analysis of the cases under study shows the importance of (a) designing strategies and solutions adapted to the economic, energy and social reality of each territory, (b) establishing governance systems that promote efficient collaboration between agents and social support for the transition, (c) involving the R&amp;D, training and financing ecosystems in the support of innovative business fabric and in the development of systemic solutions for the decarbonization of the different sectors of activity.
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Turmena, Lucas, Flávia Guerra, Altiere Freitas, et al. TUC Urban Lab Profile: Alliance for the Centre of Recife, Brazil. United Nations University - Institute for Environment and Human Security (UNU-EHS), 2024. http://dx.doi.org/10.53324/hcyv7857.

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After almost two years in operation, the challenges and key achievements of the TUC Urban Lab established in Comunidade do Pilar in Recife, Brazil, provide valuable lessons for sustaining ongoing activities, accelerating broader transformations and guiding similar efforts elsewhere: 1. DEVELOPING A PLACE-BASED APPROACH AND BUILDING MUTUAL TRUST: Meaningful participation is contingent upon establishing and maintaining trust between UL facilitators and participants. In the case of Comunidade do Pilar, overcoming initial distrust and skepticism required tailoring UL activities to residents’ needs and linking those to climate action, while increasing presence in the territory and creating safe spaces for equal participation. The strengthening of a place-based approach has been a key contributor to the UL’s achievements. 2. NAVIGATING PARTICIPATION IN REALITY: Participation is often less smooth than planned. Facilitators must consider fluctuations in the frequency and manner of participation and develop strategies to adapt the UL process accordingly. Open dialogues and clear communication are essential. The UL is not a static organization but a flexible arrangement with the potential to bridge diverse interests and aspirations, linking local needs with the climate change agenda. 3. IMPLEMENTING STRATEGIES TO WIDEN THE IMPACT: The UL in Comunidade do Pilar strives to foster long-term outcomes through small-scale experiments. Incremental changes nurture individual and collective capacities, laying the foundation for broader and deeper transformations. However, scaling up learnings depends on institutionalizing changes and garnering support from decision-makers, which can be challenging.
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