Thematische Bibliographien / Playing and learning

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Zeitschriftenartikel
Dissertationen
Bücher
Buchteile
Konferenzberichte
Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Playing and learning“

Autor: Grafiati

Veröffentlicht am 18. Mai 2024

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Zeitschriftenartikel zum Thema "Playing and learning"

Susi Yunarti, Dian Harmaningsih und Wijayanti. „Learning by Playing, Playing for Learning“. Media Abdimas 2, Nr. 3 (21.11.2023): 42–51. http://dx.doi.org/10.37817/mediaabdimas.v2i3.3482.

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Konsep bermain adalah kesenangan masa kecil dan bagian dari aktivitas anak sudahharus diperluas bahwa bermain juga sebuah proses belajar yang penting bagi anak dalammembentuk kecerdasan dan membantu tumbuh kembang anak yang maksimal. Dunia bermainmodern banyak merancang alat permainan untuk mendorong daya kreatifitas anak sertamembantu perkembangan psikomotorik. Namun sebenarnya tujuan bermain untuk belajar danmenambah pengalaman anak dalam menyerap berbagai aspek kehidupan disekitarnya sudahdapat dipenuhi oleh berbagai bentuk permainan tradisional dan alat bantu yang digunakan untukbermain secara tradisional.Melalui kegiatan pengabdian masyarakat bersama mahasiswa Sosialisasi PermainanTradisional Pada Murid SD, SMP, dan SMA di Jakarta tanggal 3 – 8 Juli 2023. Untukmembudayakan kembali berbagai permainan tradisional seperti congklak dan bola bekel yangdimainkan dalam ruang atau bermain kelereng, tak lari, ular naga Panjang yang dimainkan diluar ruang. Untuk memberi lebih banyak lagi pilihan cara bermain yang sama menyenangkanseperti permainan modern, serta memberi pengalaman bermain yang dapat mendorong jiwakompetisi namun tetap dapat bekerjasama, menentukan strategi dan memimpin, dan jugakemampuan fisik maupun kemampuan berpikir. Dengan demikian bermain tidak lagi hanyauntuk kesenangan melainkan juga sebagai proses belajar.

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Edgington, Margaret. „Playing and learning“. Practical Pre-School 2002, Nr. 36 (November 2002): 1. http://dx.doi.org/10.12968/prps.2002.1.36.40418.

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Edgington, Margaret. „Playing and learning“. Practical Pre-School 2003, Nr. 37 (Januar 2003): 1. http://dx.doi.org/10.12968/prps.2003.1.37.40451.

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Cowan, Georgie. „Playing and learning“. 5 to 7 Educator 2005, Nr. 6 (April 2005): xvi. http://dx.doi.org/10.12968/ftse.2005.4.6.17795.

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Cartlidge, Jacki. „Playing and Adults Learning“. Cliopsy N° 6, Nr. 2 (01.10.2011): 53–60. http://dx.doi.org/10.3917/cliop.006.0053.

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McRae, Chris. „Listening, Playing, and Learning“. Text and Performance Quarterly 33, Nr. 3 (Juli 2013): 273–75. http://dx.doi.org/10.1080/10462937.2013.787453.

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Poling, Devereaux A., und Julie M. Hupp. „Active Learning through Role Playing“. College Teaching 57, Nr. 4 (01.09.2009): 221–26. http://dx.doi.org/10.3200/ctch.57.4.221-228.

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Shailaja, Dr M., Nune Vinaya Reddy, Ambati Srujani und Cherukuthota Upeksha Reddy. „Playing Tetris with Reinforcement Learning“. International Journal for Research in Applied Science and Engineering Technology 10, Nr. 6 (30.06.2022): 2088–95. http://dx.doi.org/10.22214/ijraset.2022.44208.

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Abstract: The essential inspiration for this uAndertaking was a pleasant utilization of AI. Tetris is a notable game that is cherished and loathed by a lot of people. Tetris game has a few qualitiesmaking it an intriguing issue for the field of ML. A total portrayal of the tetris issue incorporates tremendous number of states making a meaning of a non-learning procedure for all intents and purposes unthinkable. Late outcomes from the group at Google DeepMind have shown that support learning can have noteworthy execution at game playing, utilizing a negligible measure of earlier data about the game. We use support figuring out how to prepare an AI specialist to play tetris. Support learning permits the machine or programming specialist to gain proficiency with its conduct in light of the criticism that is gotten from the climate. The machine might adjust after some time or may advance once and proceed with that behavior. Tetris is played on a rectangular lattice divided into more modest square regions, regularly ten units wide by twenty units tall. The player controls the direction and even area of pieces that tumble from the highest point of the board to the base and procures focuses by framing total level lines, which are then eliminated from play, causing pieces put higher to move descending. The key speculation of this undertaking is that assuming that the focuses procured in Tetris are utilized as the prize capacity for an AI specialist, then that specialist ought to have the option to figure out how to play Tetris without other oversight.

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Velioti-Georgopoulos, Maria. „Playing and learning with puppets“. Recherches, Nr. 16 (19.07.2016): 59–66. http://dx.doi.org/10.4000/cher.6435.

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Morales, Eduardo. „Learning Patterns for Playing Strategies1“. ICGA Journal 17, Nr. 1 (01.03.1994): 15–26. http://dx.doi.org/10.3233/icg-1994-17104.

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Dissertationen zum Thema "Playing and learning"

Rutherford, Kevin J. „Playing/Writing: Connecting Video Games, Learning, and Composition“. Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1281125116.

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Dazeley, R. „Investigations into Playing Chess Endgames using Reinforcement Learning“. Thesis, Honours thesis, University of Tasmania, 2001. https://eprints.utas.edu.au/62/1/Final_Thesis.pdf.

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Research in computer game playing has relied primarily on brute force searching approaches rather than any formal AI method. However, these methods may not be able to exceed human ability, as they need human expert knowledge to perform as well as they do. One recently popularized field of research known as reinforcement learning has shown good prospects in overcoming these limitations when applied to non-deterministic games. This thesis investigated whether the TD(_) algorithm, one method of reinforcement learning, using standard back-propagation neural networks for function generalization, could successfully learn a deterministic game such as chess. The aim is to determine if an agent using no external knowledge can learn to defeat a random player consistently. The results of this thesis suggests that, even though the agents faced a highly information sparse environment, an agent using a well selected view of the state information was still able to learn to not only to differentiate between various terminating board positions but also to improve its play against a random player. This shows that the reinforcement learning techniques are quite capable of learning behaviour in large deterministic environments without needing any external knowledge.

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Duminy, Willem H. „A learning framework for zero-knowledge game playing agents“. Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10172007-153836.

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Duminy, Willem Harklaas. „A learning framework for zero-knowledge game playing agents“. Diss., University of Pretoria, 2007. http://hdl.handle.net/2263/28767.

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The subjects of perfect information games, machine learning and computational intelligence combine in an experiment that investigates a method to build the skill of a game-playing agent from zero game knowledge. The skill of a playing agent is determined by two aspects, the first is the quantity and quality of the knowledge it uses and the second aspect is its search capacity. This thesis introduces a novel representation language that combines symbols and numeric elements to capture game knowledge. Insofar search is concerned; an extension to an existing knowledge-based search method is developed. Empirical tests show an improvement over alpha-beta, especially in learning conditions where the knowledge may be weak. Current machine learning techniques as applied to game agents is reviewed. From these techniques a learning framework is established. The data-mining algorithm, ID3, and the computational intelligence technique, Particle Swarm Optimisation (PSO), form the key learning components of this framework. The classification trees produced by ID3 are subjected to new post-pruning processes specifically defined for the mentioned representation language. Different combinations of these pruning processes are tested and a dominant combination is chosen for use in the learning framework. As an extension to PSO, tournaments are introduced as a relative fitness function. A variety of alternative tournament methods are described and some experiments are conducted to evaluate these. The final design decisions are incorporated into the learning frame-work configuration, and learning experiments are conducted on Checkers and some variations of Checkers. These experiments show that learning has occurred, but also highlights the need for further development and experimentation. Some ideas in this regard conclude the thesis.
Dissertation (MSc)--University of Pretoria, 2007.
Computer Science
MSc
Unrestricted

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Spikol, Daniel. „Playing and Learning Across Locations: : Indentifying Factors for the Design of Collaborative Mobile Learning“. Licentiate thesis, Växjö University, School of Mathematics and Systems Engineering, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-3698.

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The research presented in this thesis investigates the design challenges associated with the development and use of mobile applications and tools for supporting collaboration in educational activities. These technologies provide new opportunities to promote and enhance collaboration by engaging learners in a variety of activities across different places and contexts. A basic challenge is to identify how to design and deploy mobile tools and services that could be used to support collaboration in different kinds of settings. There is a need to investigate how to design collaborative learning processes and to support flexible educational activities that take advantage of mobility. The main research question that I focus on is the identification of factors that influence the design of mobile collaborative learning.

The theoretical foundations that guide my work rely on the concepts behind computer supported collaborative learning and design-based research. These ideas are presented at the beginning of this thesis and provide the basis for developing an initial framework for understanding mobile collaboration. The empirical results from three different projects conducted as part of my efforts at the Center for Learning and Knowledge Technologies at Växjö University are presented and analyzed. These results are based on a collection of papers that have been published in two refereed international conference proceedings, a journal paper, and a book chapter. The educational activities and technological support have been developed in accordance with a grounded theoretical framework. The thesis ends by discussing those factors, which have been identified as having a significant influence when it comes to the design and support of mobile collaborative learning.

The findings presented in this thesis indicate that mobility changes the contexts of learning and modes of collaboration, requiring different design approaches than those used in traditional system development to support teaching and learning. The major conclusion of these efforts is that the learners’ creations, actions, sharing of experiences and reflections are key factors to consider when designing mobile collaborative activities in learning. The results additionally point to the benefit of directly involving the learners in the design process by connecting them to the iterative cycles of interaction design and research.

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Alrehaili, Enas Abdulrahman. „A Virtual Reality Role-Playing Serious Game for Experiential Learning“. Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37901.

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Educational systems can benefit from Virtual Reality’s (VR) ability to support experiential learning. In particular, VR based games, especially role-playing serious games (RPGs), can promote learning through the simulation of various educational scenarios. This thesis proposes an immersive VR-RPG to educate players about the behavior of honeybees. The player adopts the role of a honeybee and experiences a virtual world mimicking the real one from the honeybee’s perspective. Unlike most studies in educational VR, we assess the impact of immersion on knowledge gain by testing the players’ knowledge on the subject before, immediately after, and one week following the use of the system. We also compare the proposed system with both a conventional and a desktop VR-RPG approach. The results indicate that students significantly gained knowledge in all methods compared to the pre-test. We found that the immersion level for both tested VR-RPGs did not have a significant effect on learning. However, the study showed an improvement in knowledge retention for the desktop VR-RPG users compared to those of the conventional method. Moreover, the results revealed that users of the immersive and desktop VR-RPGs were more motivated and engaged compared to those of the conventional method.

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Bhagat, Kunj H. „Automatic Snooker-Playing Robot with Speech Recognition Using Deep Learning“. Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10977867.

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Research on natural language processing, such as for image and speech recognition, is rapidly changing focus from statistical methods to neural networks. In this study, we introduce speech recognition capabilities along with computer vision to allow a robot to play snooker completely by itself. The color of the ball to be pocketed is provided as an audio input using an audio device such as a microphone. The system is able to recognize the color from the input using a trained deep learning network. The system then commands the camera to locate the ball of the identified color on a snooker table by using computer vision. To pocket the target ball, the system then predicts the best shot using an algorithm. This activity can be executed accurately based on the efficiency of the trained deep learning model.

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Follett, Stephen James. „A computational model of learning in Go“. Thesis, University of South Wales, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343412.

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Andrews, Martin. „Learning strategies for the financial markets“. Thesis, University of Cambridge, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336624.

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Ayeme, Bukola. „Teachers` Perception of Outdoor Learning : Benefits and Challenges of Outdoor Learning“. Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-166745.

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Outdoor learning has become very visible in recent times ,it is seen in different public medias such as magazines, on television, on various websites on internet, in the press and on public notice boards in different countries, accompanying different advertisements displaying a healthy lifestyle especially in early years of studies ( preschool ).The author seeks to address the perception of Erasmus project “Dehors ” teachers` experience outdoor, focusing majorly on the benefits and difficulties that these preschool teachers face while teaching outdoors. Furthermore, teachers are known to be role-models for their students and their opinion about their jobs matters a lot in displaying their duties as educators. Preschool children aged 0-6 years spend more time in school more than home, at least a minimum of five days in a week so ultimately attitudes of teachers largely have a positive or negative effect on school children. The aim of the present dissertation project is to explore how the teachers perceive outdoor learning based on their experiences outdoors. This study explored the components that characterize teachers` perception of outdoor learning. This research includes two set of interviews which were used to investigate both teachers` outdoor activities performed in Latvia and Swedish preschools. Outdoor learning has made a distinctive difference between the traditional learning approach of “stand and deliver” model which has systematically been changed to “guide on the side” model which educationalist view as a good method of impacting knowledge to learners, instead of giving knowledge as it was practiced before but in recent times, outdoor leaning processes helps to create an atmosphere for co-learning and not an isolated endeavours which is gradually been replaced by outdoor learning approach of “tell me and I will forget with “show me and I will remember”. These results provided a great insight on teachers` experiences of outdoor learning in the nature and on asphalt. It can be concluded that outdoor learning approach can be adaptable in the Latvian and Swedish contexts in promoting the development of preschool teachers therefore, there is a need for further research to promote effectiveness of outdoor teaching in Latvia and Swedish preschools.

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Bücher zum Thema "Playing and learning"

White, Jan. Playing and Learning Outdoors. Third Edition. | New York : Routledge, 2020. | “First published by Routledge 2007”—T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9780429469435.

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Learning statistics through playing cards. Thousand Oaks: Sage Publications, 1996.

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Betz, Jeffie. Playing piano: A learning manual. Delhi: White Word Publications, 2012.

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1970-, Holloway Sarah L., und Valentine Gill 1965-, Hrsg. Children's geographies: Playing, living, learning. London: Routledge, 2000.

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Cady, Short-Thompson, und Lapin Samuel, Hrsg. Now playing: Learning communication through film. 2. Aufl. New York: Oxford University Press, 2008.

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Garard, Darin. Now playing: Learning communication through film. 2. Aufl. New York: Oxford University Press, 2014.

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Darin, Garard, und Adler, Ronald B. (Ronald Brian), 1946-, Hrsg. Now playing: Learning communication through film. 2. Aufl. New York: Oxford University Press, 2009.

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Proctor, Russell F. Now playing: Learning communication through film. 2. Aufl. New York: Oxford University Press, 2012.

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Now playing: Learning communication through film. 2. Aufl. New York: Oxford University Press, 2015.

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Now playing: Learning American government through film. 2. Aufl. New York: Oxford University Press, 2014.

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Buchteile zum Thema "Playing and learning"

Meyer, Karen. „Playing Fields“. In Speaking of Learning…, 83–99. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-716-2_5.

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Kogan, Vita V., und Svetlana V. Nuss. „Playing while learning“. In Dynamic Teaching of Russian, 211–29. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003369721-16.

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Burn, Andrew. „Playing Beowulf I“. In Literature, Videogames and Learning, 105–28. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003025597-7.

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Burn, Andrew. „Playing Macbeth I“. In Literature, Videogames and Learning, 151–69. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003025597-9.

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Burn, Andrew. „Playing Macbeth II“. In Literature, Videogames and Learning, 170–84. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003025597-10.

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Burn, Andrew. „Playing Beowulf II“. In Literature, Videogames and Learning, 129–50. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003025597-8.

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Burn, Andrew. „Playing Macbeth III“. In Literature, Videogames and Learning, 185–206. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003025597-11.

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Daniel, Stanislav, Szilvia Rézműves, Giulia Cortellesi und Zorica Trikić. „Playing for cohesion“. In Intergenerational Learning in Practice, 143–56. First edition. | Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429431616-8.

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Kommers, Piet. „Learning, Playing and Working“. In Springer Texts in Education, 245–65. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-88903-6_17.

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Collins, Margaret. „Outdoor Playing and Learning“. In Children's Voices, 173–89. London: Routledge, 2023. http://dx.doi.org/10.4324/9781315168692-15.

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Konferenzberichte zum Thema "Playing and learning"

Soares, Filomena, und Anabela C. Alves. „Learning While Playing or Playing While Learning?“ In ASME 2021 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/imece2021-68801.

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Abstract This paper presents how two teachers of different courses of the third year of the Integrated Master of Industrial Engineering and Management from the University of Minho engaged students in a learning experience. By doing this, teachers considered that it is easier for the students to learn the course contents. The goal of this experience was to challenge students to acquire competencies in Process Control and Automation and Production Systems Organization I courses, in a friendly and cooperative way. Attending that students are digitally natives, curious, and easily think “out of the box”, the question is to shoot the trigger and motivate them. Achieving this, they respond with a dedicated and professional attitude, applying the acquired competencies to develop creative products and production systems. Some results of this learning experience are presented in the paper and include the concepts and outputs they produced. The student’s qualitative feedback was very positive and enthusiastic which allowed the authors to conclude that this type of challenge is worth investing in future editions of the courses. A limitation of this learning experience is the high number of students in each team.

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Wong, B. L. William. „Learning Cognitive Task Analysis“. In HCI Educators 2009 - playing with our education. BCS Learning & Development, 2009. http://dx.doi.org/10.14236/ewic/hcied2009.6.

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Maridatter, Kine, und Jørn Weines. „PLAYING AT LEARNING DESIGN“. In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0235.

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Bočkor Starc, Barbara. „Cooperative Learning, Playing and Physical Activity“. In Developing Effective Learning. University of Primorska Press, 2020. http://dx.doi.org/10.26493/978-961-293-002-8.15.

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Graven, Olaf Hallan, und Lachlan Mhor MacKinnon. „Prototyping Games-Based Environments for learning C++ programming“. In HCI Educators 2009 - playing with our education. BCS Learning & Development, 2009. http://dx.doi.org/10.14236/ewic/hcied2009.3.

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Inggs, Cornelia P., Taun Gadd und Justin Giffard. „Learning Concurrency Concepts while Playing Games“. In Special Session on Serious Games on Computer Science Learning. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006374705970602.

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Hernandez, Alejandra, Clara Gomez, Marina Galli, Jonathan Crespo und Ramon Barber. „PLAYING AND LEARNING TOOL BASED ON MACHINE LEARNING“. In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0528.

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Kristensson, Per Ola, und Shumin Zhai. „Learning shape writing by game playing“. In CHI '07 extended abstracts. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1240866.1240934.

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Lu, BF, KT Lim, JM Zheng und YY Cai. „Learning molecular biology by VR playing“. In the 2004 ACM SIGGRAPH international conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1044588.1044622.

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Kiourt, C., und D. Kalles. „Social Reinforcement Learning in Game Playing“. In 2012 IEEE 24th International Conference on Tools with Artificial Intelligence (ICTAI 2012). IEEE, 2012. http://dx.doi.org/10.1109/ictai.2012.51.

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Berichte der Organisationen zum Thema "Playing and learning"

Karki, Shanta, Marina Apgar, Mieke Snijder und Ranjana Sharma. Learning from Life Story Collection and Analysis With Children Who Work in the Worst Forms of Child Labour in Nepal. Institute of Development Studies, Oktober 2022. http://dx.doi.org/10.19088/clarissa.2022.007.

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The CLARISSA Nepal team collected and analysed 400 life stories of children and young people engaged in or affected by the worst forms of child labour (WFCL), particularly in the “Adult Entertainment” sector in Nepal, which includes children working in Dohoris (restaurants playing folk music), dance bars, spa-massage parlours, khaja ghars (tea/snack shop) and guest houses. Stories were also collected from children in CLARISSA’s focus neighbourhoods, children in this category include street connected children and those working in transportation, party palaces, domestic labour and construction sites. Of the 400 stories collected, 350 were collected by adult researchers and 50 were collected by children themselves.

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Alonso-Robisco, Andrés, José Manuel Carbó und José Manuel Carbó. Machine Learning methods in climate finance: a systematic review. Madrid: Banco de España, Februar 2023. http://dx.doi.org/10.53479/29594.

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Preventing the materialization of climate change is one of the main challenges of our time. The involvement of the financial sector is a fundamental pillar in this task, which has led to the emergence of a new field in the literature, climate finance. In turn, the use of Machine Learning (ML) as a tool to analyze climate finance is on the rise, due to the need to use big data to collect new climate-related information and model complex non-linear relationships. Considering the proliferation of articles in this field, and the potential for the use of ML, we propose a review of the academic literature to assess how ML is enabling climate finance to scale up. The main contribution of this paper is to provide a structure of application domains in a highly fragmented research field, aiming to spur further innovative work from ML experts. To pursue this objective, first we perform a systematic search of three scientific databases to assemble a corpus of relevant studies. Using topic modeling (Latent Dirichlet Allocation) we uncover representative thematic clusters. This allows us to statistically identify seven granular areas where ML is playing a significant role in climate finance literature: natural hazards, biodiversity, agricultural risk, carbon markets, energy economics, ESG factors & investing, and climate data. Second, we perform an analysis highlighting publication trends; and thirdly, we show a breakdown of ML methods applied by research area.

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Berlanga, Cecilia, Emma Näslund-Hadley, Enrique Fernández García und Juan Manuel Hernández Agramonte. Hybrid parental training to foster play-based early childhood development: experimental evidence from Mexico. Inter-American Development Bank, Mai 2023. http://dx.doi.org/10.18235/0004879.

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Play during early childhood is key to stimulating childrens physical, social, emotional and cognitive development; it promotes their imagination and creativity, improves their problem-solving skills and enhances their learning readiness by providing the foundations to build skills later in their lives. Parental engagement in play-based learning at home is one of the behaviors most consistently associated with positive child development. However, it is concerning that levels of parental engagement in play activities have been found to be lower in low-resourced settings. Additionally, research on play-based learning is largely limited to high-income countries and little is known about the use of hybrid interventions that promote play-based learning at home. This study uses an experimental design to estimate the effects of a hybrid large-scale parental program to promote play-based learning in the state of Morelos, Mexico. We found a positive impact on parental investment, as caregivers of the treatment group had a FCI 0.13 SD higher than the control group. The treatment group performed the following activities more often than the control group: reading books /looking at pictures (0.12 SD), singing songs (0.11 SD), and playing with toys (0.17 SD), which incentivize learning, emotional and cognitive skills development in children. The study also found a significant effect of 0.19 SD on the CDC index for those caregivers who invested less than the median FCI at the baseline. Our findings support the importance of parental training for increased quality and time of caregiver investments in play activities, which lead to improved child outcomes, especially among children in households with the lowest levels of caregiver investment at baseline.

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Silberstein, Jason. Should Communities Be Managing, Governing or Supporting Schools? A Review Essay on the System Conditions under Which Different Forms of Community Voice Can Improve Student Learning. Research on Improving Systems of Education (RISE), März 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/141.

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There are many different potential roles that parents and communities can play within education systems. This essay reviews the different ways that parents and communities can exercise their individual and collective voice within local schools. It develops a typology to distinguish between three different forms of voice, and explores the enabling conditions in the wider system that each form of voice requires to improve student learning outcomes. The dominant form of voice in many current education systems is “school management”, which is commonly exercised through school management committees. The essay diagnoses how other parts of the system – the state, the bureaucracy, and teachers - have constrained school committees into playing a limited “school management” role. Because they are generally granted circumscribed responsibilities related to the day-to-day running of the school, school management committees have failed to make consistent, significant improvements to either school accountability or student learning. “School governance” is an alternative, stronger form of voice. “School governance” entails giving parents and community members greater latitude to determine the kind of education offered in local schools, somewhat analogous to how a board sets a vision and is owed justifications against results for major decisions made by an organization’s management. This would necessitate giving school governing bodies greater responsibility over setting the curriculum and choosing school leadership. Furthermore, since parents do not always or necessarily prioritize student learning from among other competing educational goals, focusing “school governance” on learning would also require strengthening the central state’s capacity to fulfill key responsibilities such as setting and measuring progress against learning standards. “School governance” would therefore face steep political and implementation challenges, and would have to be accompanied by parallel, government-led reform to other parts of the education system. The system conditions for parents and communities to play an effective “school governance” role are exacting. “School support” is a more modest but potentially more workable form of voice in many current systems. Where “school management” and “school governance” ask parents and communities to hold local schools accountable, the “school support” paradigm emphasizes actions that individual parents and community members can take in collaboration with teachers to directly support children’s learning. However, there are many cases where more parent and community involvement is not necessarily better. Parents and community members need specific, structured opportunities that complement good teaching in the classroom for “school support” to translate into improved learning outcomes.

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McKenna, Patrick, und Mark Evans. Emergency Relief and complex service delivery: Towards better outcomes. Queensland University of Technology, Juni 2021. http://dx.doi.org/10.5204/rep.eprints.211133.

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Emergency Relief (ER) is a Department of Social Services (DSS) funded program, delivered by 197 community organisations (ER Providers) across Australia, to assist people facing a financial crisis with financial/material aid and referrals to other support programs. ER has been playing this important role in Australian communities since 1979. Without ER, more people living in Australia who experience a financial crisis might face further harm such as crippling debt or homelessness. The Emergency Relief National Coordination Group (NCG) was established in April 2020 at the start of the COVID-19 pandemic to advise the Minister for Families and Social Services on the implementation of ER. To inform its advice to the Minister, the NCG partnered with the Institute for Governance at the University of Canberra to conduct research to understand the issues and challenges faced by ER Providers and Service Users in local contexts across Australia. The research involved a desktop review of the existing literature on ER service provision, a large survey which all Commonwealth ER Providers were invited to participate in (and 122 responses were received), interviews with a purposive sample of 18 ER Providers, and the development of a program logic and theory of change for the Commonwealth ER program to assess progress. The surveys and interviews focussed on ER Provider perceptions of the strengths, weaknesses, future challenges, and areas of improvement for current ER provision. The trend of increasing case complexity, the effectiveness of ER service delivery models in achieving outcomes for Service Users, and the significance of volunteering in the sector were investigated. Separately, an evaluation of the performance of the NCG was conducted and a summary of the evaluation is provided as an appendix to this report. Several themes emerged from the review of the existing literature such as service delivery shortcomings in dealing with case complexity, the effectiveness of case management, and repeat requests for service. Interviews with ER workers and Service Users found that an uplift in workforce capability was required to deal with increasing case complexity, leading to recommendations for more training and service standards. Several service evaluations found that ER delivered with case management led to high Service User satisfaction, played an integral role in transforming the lives of people with complex needs, and lowered repeat requests for service. A large longitudinal quantitative study revealed that more time spent with participants substantially decreased the number of repeat requests for service; and, given that repeat requests for service can be an indicator of entrenched poverty, not accessing further services is likely to suggest improvement. The interviews identified the main strengths of ER to be the rapid response and flexible use of funds to stabilise crisis situations and connect people to other supports through strong local networks. Service Users trusted the system because of these strengths, and ER was often an access point to holistic support. There were three main weaknesses identified. First, funding contracts were too short and did not cover the full costs of the program—in particular, case management for complex cases. Second, many Service Users were dependent on ER which was inconsistent with the definition and intent of the program. Third, there was inconsistency in the level of service received by Service Users in different geographic locations. These weaknesses can be improved upon with a joined-up approach featuring co-design and collaborative governance, leading to the successful commissioning of social services. The survey confirmed that volunteers were significant for ER, making up 92% of all workers and 51% of all hours worked in respondent ER programs. Of the 122 respondents, volunteers amounted to 554 full-time equivalents, a contribution valued at $39.4 million. In total there were 8,316 volunteers working in the 122 respondent ER programs. The sector can support and upskill these volunteers (and employees in addition) by developing scalable training solutions such as online training modules, updating ER service standards, and engaging in collaborative learning arrangements where large and small ER Providers share resources. More engagement with peak bodies such as Volunteering Australia might also assist the sector to improve the focus on volunteer engagement. Integrated services achieve better outcomes for complex ER cases—97% of survey respondents either agreed or strongly agreed this was the case. The research identified the dimensions of service integration most relevant to ER Providers to be case management, referrals, the breadth of services offered internally, co-location with interrelated service providers, an established network of support, workforce capability, and Service User engagement. Providers can individually focus on increasing the level of service integration for their ER program to improve their ability to deal with complex cases, which are clearly on the rise. At the system level, a more joined-up approach can also improve service integration across Australia. The key dimensions of this finding are discussed next in more detail. Case management is key for achieving Service User outcomes for complex cases—89% of survey respondents either agreed or strongly agreed this was the case. Interviewees most frequently said they would provide more case management if they could change their service model. Case management allows for more time spent with the Service User, follow up with referral partners, and a higher level of expertise in service delivery to support complex cases. Of course, it is a costly model and not currently funded for all Service Users through ER. Where case management is not available as part of ER, it might be available through a related service that is part of a network of support. Where possible, ER Providers should facilitate access to case management for Service Users who would benefit. At a system level, ER models with a greater component of case management could be implemented as test cases. Referral systems are also key for achieving Service User outcomes, which is reflected in the ER Program Logic presented on page 31. The survey and interview data show that referrals within an integrated service (internal) or in a service hub (co-located) are most effective. Where this is not possible, warm referrals within a trusted network of support are more effective than cold referrals leading to higher take-up and beneficial Service User outcomes. However, cold referrals are most common, pointing to a weakness in ER referral systems. This is because ER Providers do not operate or co-locate with interrelated services in many cases, nor do they have the case management capacity to provide warm referrals in many other cases. For mental illness support, which interviewees identified as one of the most difficult issues to deal with, ER Providers offer an integrated service only 23% of the time, warm referrals 34% of the time, and cold referrals 43% of the time. A focus on referral systems at the individual ER Provider level, and system level through a joined-up approach, might lead to better outcomes for Service Users. The program logic and theory of change for ER have been documented with input from the research findings and included in Section 4.3 on page 31. These show that ER helps people facing a financial crisis to meet their immediate needs, avoid further harm, and access a path to recovery. The research demonstrates that ER is fundamental to supporting vulnerable people in Australia and should therefore continue to be funded by government.

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Lidmo, Johannes, Maja Brynteson und Ágúst Bogason. National Support Initiatives in Nordic Spatial Planning. Nordregio, März 2024. http://dx.doi.org/10.6027/r2024:61403-2503.

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The Nordic countries share many cross-sectoral targets at the national level to meet ambitious environmental, social, sustainable and innovative development goals and standards. When it comes to spatial planning, central governments in the Nordic countries often have limited power to influence local-level priorities, particularly with respect to regulating land use and adopting a range of policies that impact sustainable urban development. In parallel, various new planning approaches, as well as a range of nationwide support mechanisms have emerged in the Nordic countries, often with the aim of supporting and steering municipalities’ efforts to achieve sustainable urban development. Our report aims to better understand such initiatives and how they are connected to spatial planning efforts in Nordic municipalities by examining one national support initiative in each Nordic country, illustrated with learnings from municipal case studies. We examined FutureBuilt in Norway, the Partnership for Vibrant City Centres in Denmark, the Borgarlína project in Iceland, the Sustainable City programme in Finland and Visions: in the North in Sweden. As shown by the findings from our case studies, different perspectives on external governance – such as state intervention versus municipal self-governance in Nordic countries – highlight challenges in influencing local urban development due to limited state mandates. National support initiatives emerge as an alternative means to guide local development. They may serve to foster collaboration and inclusivity, particularly when inspiring local, strategic spatial planning, as seen in the Swedish case study. National support initiatives are viewed as complementary tools to spatial planning that support sustainable urban development processes and projects. Though they take various forms, their purpose and impact should be understood within the overall context. Collaboration and lessons learned from national support initiatives have the potential to enhance legislation or state intervention. However, an imbalance in municipalities’ access to support poses a challenge in each Nordic country. It is therefore crucial to assess the appropriateness and purpose of support, recognising that municipal pathways are influenced by the way in which support is designed. Striking a balance with respect to state-municipal governance is essential. In short, we can draw the following recommendations: A partnership-based approach with collaboration between various stakeholders enhances inclusivity. New ways of working that are agile and flexible and focus on the local context should be emphasised for effective outcomes. The importance of long-term commitments and policy coherence in the field of sustainable urban development should be emphasised at both national and municipal levels. Efforts should be made to ensure continuity in sustainable urban development initiatives beyond the duration of the given programme. A more formal and institutionalised way of obtaining government funding for sustainable urban development projects at the local level should be developed in some countries. That could level the playing field for municipalities with varying resources, knowledge and lobbying capabilities. In other countries, capacity building – including training and resources – can be provided to help municipalities navigate support options and apply for them. It is beneficial to create platforms providing information about support for sustainable urban development and to make municipalities aware of upcoming calls well in advance.

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