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Literatura académica sobre el tema "Activist learnings"

Autor: Grafiati

Publicado: 1 de junio de 2024

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Artículos de revistas sobre el tema "Activist learnings"

Moreira, Martha Cristina Nunes. "Configurations of atypical parenting activism in disability and chronicity." Ciência & Saúde Coletiva 27, no. 10 (2022): 3939–48. http://dx.doi.org/10.1590/1413-812320222710.07572022en.

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Abstract This article aims to reflect on the configurations of atypical parenting in the field of disability and chronicity. The atypical emic category composes with these fields. Associative symbolicities are explored with an ethnography in social media and interviews with activists. We indicate ongoing processes in the anticapacitist struggle that dialogue with agendas of Politics as Care. We conclude that “atypical activist parenting” operates with meanings and learnings of living and being familiar with disability/chronicity/rarity in proximity to a son/daughter, not being restricted to biographical ruptures.

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Espinar-Ruiz, Eva, and Mónica Moreno-Seco. "LIFE-COURSE EFFECTS OF WOMEN’S POLITICAL ACTIVISM: PUBLIC AND PRIVATE TRAJECTORIES FROM ANTI-FRANCOISM TO THE 15-M IN SPAIN." Mobilization: An International Quarterly 27, no. 2 (2022): 211–28. http://dx.doi.org/10.17813/1086-671x-27-2-211.

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Using life stories, this article analyzes the effects that youthful political participation during the final years of Spain’s Francoist dictatorship had on the public and private life-course trajectories for a group of activist women. Noteworthy among our conclusions is the fundamental role that political engagement plays, becoming a key element of the interviewed women’s identities. They associated political activity with mainly positive emotions, learnings, and empowerment, as well as with the creation of social networks that became especially relevant when reengaging in activism later in their lives. Similarly, their political activism favored the development of heterodox attitudes and behaviors. In general, their personal trajectories were marked by political and social commitments, regardless of the differences in relation to formal participation in political parties and other organizations.

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Stewart, Nathaniel D., and Lauren Thompson. "Black and Indigenous Solidarity in Social Sciences: Leaning into Our Nuanced Racialized Identities and Healing Together." Social Sciences 12, no. 6 (2023): 347. http://dx.doi.org/10.3390/socsci12060347.

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Our co-authored piece contributes to Black and Indigenous solidarity juxtaposed to our nuanced and convergent lived experiences as racialized people. Lauren and I (Nate)co-explore how our racialized identities and stories may complexify Black-and-Indigenous-led movements. We say “racialized” to acknowledge white supremacists’ racecraft to subjugate Black and Indigenous people. Lauren, an Indigenous educator activist, and I, a Black scholar activist, both with white maternal lineage, connected after storying about our journeys to, through, and beyond the teaching profession. Black and Indigenous educators have centered theories of we are not free until we are all free. Our knowledge contributions further complexify freedom-for-all by offering Black and Indigenous knowledge on nuanced ancestry within the U.S. racialization project. Conversational data stemmed from an educator activist collective project where Lauren and I had many conversations about our similar and unique journeys toward our justice orientation. Our conversations yielded many Black and Indigenous solidarity learnings. These co-learnings included: building solidarity through weaving our unique stories, extending nuanced understandings of racialized experiences, and co-regulation in societal spaces not made for us. We conclude with implications in continuing to build solidarity in social science.

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Taha, Diane, Sally O. Hastings, and Elizabeth M. Minei. "Shaping Student Activists: Discursive Sensemaking of Activism and Participation Research." Journal of the Scholarship of Teaching and Learning 15, no. 6 (2015): 1–15. http://dx.doi.org/10.14434/josotl.v15i6.13820.

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As social media becomes a more potent force in society, particularly for younger generations, the role in activism has been contested. This qualitative study examines 35 interviews with students regarding their perceptions of the use of social media in social change, their perceptions of activists, and their level of self-identification as an activist. Data suggest that students use media to engage in offline participation in activist causes, because offline presents a “safe” place to begin their involvement. Findings also point to the unified pejorative connotations of the term “activist”, yet also demonstrate ways that students transform the negative stereotype of activists in a way that creates a more positive image of activists. Most participants in the study were able to see sufficient positive characteristics in behaviors they associated with activism to prompt the students to identify themselves as “activists” or “aspiring activists”. We offer 3 practical recommendations for teachers who seek to increase service learning vis a vis activism in their classrooms.

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Costa, Ana L., Henrique Vaz, and Isabel Menezes. "The Activist Craft: Learning Processes and Outcomes of Professional Activism." Adult Education Quarterly 71, no. 3 (2021): 211–31. http://dx.doi.org/10.1177/0741713620988255.

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Work as a place of activism is a vast field to be explored in adult education research, particularly within educational, social, and community intervention with people in situations of vulnerability. This qualitative study aims to unveil the richness of activists’ learning processes and outcomes by reflecting on the pedagogy of professional activism, with professionals working in Portugal. Their sharing reveals a thematic influence and interdependence between the dimensions “How?” and “What?” of professional activism learning and the themes composing them—respectively, “political socialization” and “work experience”; and “critical, social and political consciousness,” “sense of (in)justice and empathy,” and “know-how to speak out.” As professionals learn how to become activists, they also construct this praxis, and themselves as professionals, giving meaning and (re)defining their activist craft, through a learning-creative process.

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Ålund, Aleksandra, and René Léon-Rosales. "Becoming an Activist Citizen: Individual Experiences and Learning Processes within the Swedish Suburban Movement." Journal of Education and Culture Studies 1, no. 2 (2017): 123. http://dx.doi.org/10.22158/jecs.v1n2p123.

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Focusing on activism within a new “suburban movement” (förortsrörelse) in Sweden, this article explores the processes of becoming an activist from the perspective of post-migrant youth. The authors ask how individual identities are formed under conditions of social subordination and cultural stigmatization. Using interviews with urban activists the authors elaborate how this experience is contingent on individual and collective learning processes, and related to place struggle; the notion of self-identification for a “justice movement” among Swedish activists in ethnically mixed suburban areas. The article is based on Megafonen, a youth led organization grounded in Husby, a Stockholm suburb. Employing the notions of active and activist citizen, the interconnection of racialization and resistance, as well as how conditions of a racialized being affects the options of becoming an activist citizen, are explored.

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McIver, Karen. "Engaging Youth to Explore Activism: An Educational Framework for Supporting an Ecological Justice-Oriented Citizenry." Canadian Journal of Action Research 21, no. 1 (2020): 102–25. http://dx.doi.org/10.33524/cjar.v21i1.521.

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The range of social and ecological justice issues our world is currently experiencing is vast. Youth are speaking out and are identifying as activists. Education, and more specifically environmental education, has a role to play in developing justice-oriented citizens committed to taking action on issues. The present study used action research with participation from youth to investigate the role place has played in maintaining the identities of activists committed to social and ecological justice. The secondary focus of the research was to examine whether youth involvement in a participatory, critical learning experience of creating live radio shows with activists as their guests helped the youth to develop and maintain their own activist identity and community. In addressing these questions of activist identity in relation to place, the study is presented in two sections. Part 1 involved research participants producing two live radio shows focused on the role of place in maintaining activism. Part 2 addresses how the youth participants perceived the process of interviewing activists on a radio show as having contributed to their own activist identities. Profiles of each youth participant are presented to explore their perceptions of creating radio shows with older generations of activists. The article concludes with a living theory of education for social and ecological justice.

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Claybrook, M. Keith. "Africana Studies, 21st Century Black Student Activism, and High Impact Educational Practices: A Biographical Sketch of David C. Turner, III." Journal of Black Studies 52, no. 4 (2021): 359–78. http://dx.doi.org/10.1177/0021934721996366.

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This article examines the relationship between academia and activism. It explores the undergraduate experience of veteran 21st century Black student activist, David C. Turner, III, revealing the foundations of his academic and activist career in higher education. Framed in the context of student engagement and high impact educational practices, this paper argues that 21st century Black student activists are motivated by a belief in a society and world free from overt, insidious, and institutional racism. Furthermore, it argues that activism offers academically relevant learning opportunities. The article draws upon informal conversations and interactions, formal interviews, and Turner’s published and unpublished writings. It chronicles Turner’s undergraduate experiences at CSU, Dominguez Hills majoring in Africana Studies, president of the Organization of Africana Studies, and research and conference opportunities revealing the foundations of his pursuit of cultural grounding, academic excellence, and social responsibility. Furthermore, it highlights the links between intellectual and academic work, with activism and organizing.

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Rahul, Patley, K. Rakesh Chander, Manisha Murugesan, et al. "Accredited Social Health Activist (ASHA) and Her Role in District Mental Health Program: Learnings from the COVID 19 Pandemic." Community Mental Health Journal 57, no. 3 (2021): 442–45. http://dx.doi.org/10.1007/s10597-021-00773-1.

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Storey, Valerie, and Roschanda Fletcher. "Developing Scholar Activists." Impacting Education: Journal on Transforming Professional Practice 8, no. 1 (2023): 1–8. http://dx.doi.org/10.5195/ie.2023.277.

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A qualitative descriptive approach was followed in the research, starting with a theoretical conceptualization of scholar activism within doctoral education as a basis for further inquiry. Seventeen doctoral candidates described how they conceptualized and applied the Carnegie Project on the Education Doctorate's (CPED) Framework for the Emerging EdD Activist to their experiences in an online program. Study respondents gave accounts of growing confidence to engage in active, vocal advocacy, which they attributed to their new knowledge and understandings gained through participation in the program. However, for some mid-career students, increased vocal advocacy in the workplace was perceived as endangering career prospects. The data draw attention to the complexity of the professional learning process, calling into question the current input-output model of activism. Further research is necessary to develop a greater understanding of the relationship between a developing scholar-activist and the impact of the EdD and precisely how that can be measured. The findings from this study have implications for program developers and doctoral students wishing to become scholar-activists and agents of change.

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Tesis sobre el tema "Activist learnings"

Lompscher, Joachim. "Learning strategies : an essential component of learning activity." Universität Potsdam, 1994. http://opus.kobv.de/ubp/volltexte/2005/450/.

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Rosas, Marisela. "College student activism: an exploration of learning outcomes." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/589.

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Long has been the charge by society for college and universities to produce more engaged citizenship. Institutional initiatives on civic engagement have focused on community service and service-learning initiatives to meet this demand. The existing literature, therefore, is reflective of these civic engagement involvements and outcomes. Little research is conducted on another form of civic engagement, activism. The existing literature on student activism focuses on the student activists of the 1960s. This study intends to address the gaps in the literature related to activism. Specifically, the purpose of this study was to identify the learning outcomes associated with student participation in activism Data from the Higher Education Research Institute's surveys, the 1999 Student Information Form (SIF) and the 2003 College Student Survey (CSS), were used in this study. Multiple regression, along with logistic regression, were used. The results of this study provide some noteworthy findings that improve our understanding of activism and its effect on the learning outcomes of undergraduate students. In addition, this study provides a number of implications for student affairs practice and future research. Student activism has a long and rich history in our colleges and universities and will continue to have a place in our institutions of higher learning. This study reveals that activism is an active part of students' learning experiences while in college. This study supports the notion that (a) learning outcomes are associated with involvement in college student activism, (b) involvements do make a difference, (c) faculty and peer relationships matter, (d) curricular and co-curricular experiences, and (d) gender and ethnicity in activism is worth exploring The examination of specific learning outcomes associated with activism provides student affairs professionals and higher education research and policy-makers a better understanding of what students gain from their activism. In addition, the results of this study contribute to the body of knowledge on the role of college involvements in developing an action-oriented citizen.

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Smith, Raymond. "MULTIZOOM ACTIVITY RECOGNITION USING MACHINE LEARNING." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2162.

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In this thesis we present a system for detection of events in video. First a multiview approach to automatically detect and track heads and hands in a scene is described. Then, by making use of epipolar, spatial, trajectory, and appearance constraints, objects are labeled consistently across cameras (zooms). Finally, we demonstrate a new machine learning paradigm, TemporalBoost, that can recognize events in video. One aspect of any machine learning algorithm is in the feature set used. The approach taken here is to build a large set of activity features, though TemporalBoost itself is able to work with any feature set other boosting algorithms use. We also show how multiple levels of zoom can cooperate to solve problems related to activity recognition. Ph.D. School of Computer Science Engineering and Computer Science Computer Science

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Lima, Ashley. "Responsible Stewards of the Earth: Narratives, Learning, and Activism." Thesis, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20350.

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This study on engagement in environmental activism can offer valuable insights into how Ontario’s young people come to be responsible stewards of the earth. This research seeks to understand the narrative complexities put forth by teachers and students (Gr. 11-12) about the influence school plays for environmental activists. The teachers’ involvement with activism is mediated by students and the social networks that support their actions. The students’ involvement in action is influenced by teacher mentors, learning about/in the environment, and having a venue for activism. These findings suggest that in order to live up to Acting Today, Shaping Tomorrow schools should be seeking to have at least one environmentally literate teacher who wants to provide students with a venue for action. To assist the teachers and students with activism, there needs to be support for environmental action initiatives from the school administration and the community.

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Ramlachan, Molly. "Social movement learning: collective, participatory learning within the Jyoti Jivanam Movement of South Africa." University of the Western Cape, 2014. http://hdl.handle.net/11394/4301.

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The purpose of this research paper is to explore and examine the nature of learning within the context of and situated within a social movement. Based on an exploratory qualitative study of learning within the Jyoti Jivanam Movement of South Africa, this research explores the nature and purpose/s of learning within a social movement. Accordingly, this study is guided by the research questions: How and why do adults learn as they collectively participate in social movements; and what factors facilitate, contribute, hinder and influence learning within social movement? This study confirms that social movements are important sites for collective learning and knowledge construction. For this reason, social movements need to be acknowledged as pedagogical sites that afford adults worthwhile learning opportunities. Furthermore, social movements, as pedagogical sites, not only contribute to conceptions of what constitute legitimate knowledge(s), social movements also contribute to the creation of transformative knowledge(s). Magister Educationis (Adult Learning and Global Change) - MEd(AL)

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Makris, Dimitrios. "Learning an activity-based semantic scene model." Thesis, City University London, 2004. http://eprints.kingston.ac.uk/7781/.

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Kim, Juho Ph D. Massachusetts Institute of Technology. "Learnersourcing : improving learning with collective learner activity." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/101464.

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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2015. This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections. Cataloged from student-submitted PDF version of thesis. Includes bibliographical references (pages [199]-213). Millions of learners today are watching videos on online platforms, such as Khan Academy, YouTube, Coursera, and edX, to take courses and master new skills. But existing video interfaces are not designed to support learning, with limited interactivity and lack of information about learners' engagement and content. Making these improvements requires deep semantic information about video that even state-of-the-art AI techniques cannot fully extract. I take a data-driven approach to address this challenge, using large-scale learning interaction data to dynamically improve video content and interfaces. Specifically, this thesis introduces learnersourcing, a form of crowdsourcing in which learners collectively contribute novel content for future learners while engaging in a meaningful learning experience themselves. I present learnersourcing applications designed for massive open online course videos and how-to tutorial videos, where learners' collective activities 1) highlight points of confusion or importance in a video, 2) extract a solution structure from a tutorial, and 3) improve the navigation experience for future learners. This thesis demonstrates how learnersourcing can enable more interactive, collaborative, and data-driven learning. by Juho Kim. Ph. D.

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Albert, Florea George, and Filip Weilid. "Deep Learning Models for Human Activity Recognition." Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20201.

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AMI Meeting Corpus (AMI) -databasen används för att undersöka igenkännande av gruppaktivitet. AMI Meeting Corpus (AMI) -databasen ger forskare fjärrstyrda möten och naturliga möten i en kontorsmiljö; mötescenario i ett fyra personers stort kontorsrum. För attuppnågruppaktivitetsigenkänninganvändesbildsekvenserfrånvideosoch2-dimensionella audiospektrogram från AMI-databasen. Bildsekvenserna är RGB-färgade bilder och ljudspektrogram har en färgkanal. Bildsekvenserna producerades i batcher så att temporala funktioner kunde utvärderas tillsammans med ljudspektrogrammen. Det har visats att inkludering av temporala funktioner både under modellträning och sedan förutsäga beteende hos en aktivitet ökar valideringsnoggrannheten jämfört med modeller som endast använder rumsfunktioner[1]. Deep learning arkitekturer har implementerats för att känna igen olika mänskliga aktiviteter i AMI-kontorsmiljön med hjälp av extraherade data från the AMI-databas.Neurala nätverks modellerna byggdes med hjälp av KerasAPI tillsammans med TensorFlow biblioteket. Det ﬁnns olika typer av neurala nätverksarkitekturer. Arkitekturerna som undersöktes i detta projektet var Residual Neural Network, Visual GeometryGroup 16, Inception V3 och RCNN (LSTM). ImageNet-vikter har använts för att initialisera vikterna för Neurala nätverk basmodeller. ImageNet-vikterna tillhandahålls av Keras API och är optimerade för varje basmodell [2]. Basmodellerna använder ImageNet-vikter när de extraherar funktioner från inmatningsdata. Funktionsextraktionen med hjälp av ImageNet-vikter eller slumpmässiga vikter tillsammans med basmodellerna visade lovande resultat. Både Deep Learning användningen av täta skikt och LSTM spatio-temporala sekvens predikering implementerades framgångsrikt. The Augmented Multi-party Interaction(AMI) Meeting Corpus database is used to investigate group activity recognition in an oﬃce environment. The AMI Meeting Corpus database provides researchers with remote controlled meetings and natural meetings in an oﬃce environment; meeting scenario in a four person sized oﬃce room. To achieve the group activity recognition video frames and 2-dimensional audio spectrograms were extracted from the AMI database. The video frames were RGB colored images and audio spectrograms had one color channel. The video frames were produced in batches so that temporal features could be evaluated together with the audio spectrogrames. It has been shown that including temporal features both during model training and then predicting the behavior of an activity increases the validation accuracy compared to models that only use spatial features [1]. Deep learning architectures have been implemented to recognize diﬀerent human activities in the AMI oﬃce environment using the extracted data from the AMI database.The Neural Network models were built using the Keras API together with TensorFlow library. There are diﬀerent types of Neural Network architectures. The architecture types that were investigated in this project were Residual Neural Network, Visual Geometry Group 16, Inception V3 and RCNN(Recurrent Neural Network). ImageNet weights have been used to initialize the weights for the Neural Network base models. ImageNet weights were provided by Keras API and was optimized for each base model[2]. The base models uses ImageNet weights when extracting features from the input data.The feature extraction using ImageNet weights or random weights together with the base models showed promising results. Both the Deep Learning using dense layers and the LSTM spatio-temporal sequence prediction were implemented successfully.

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Olnén, Johanna, and Julia Sommarlund. "Activity Recognition Using IoT and Machine Learning." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-295603.

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Internet of Things devices, such as smartphonesand smartwatches, are currently becoming widely accessible andprogressively advanced. As the use of these devices steadilyincreases, so does the access to large amounts of sensory data.In this project, we developed a system that recognizes certainactivities by applying a linear classifier machine learning modelto a data set consisting of examples extracted from accelerometersensor data. We obtained the data set by collecting data from amobile device while performing commonplace everyday activities.These activities include walking, standing, driving, and ridingthe subway. The raw accelerometer data was then aggregatedinto data points, consisting of several informative features. Thecomplete data set was subsequently split into 80% training dataand 20% test data. A machine learning algorithm, in this case,a support vector machine, was presented with the training dataset and finally classified all test data with a precision higher than90%. Hence, meeting our set objective to build a service with acorrect classification score of over 90%.Human activity recognition has a large area of application,including improved health-related recommendations and a moreefficiently engineered system for public transportation. Internet of Things-enheter, så som smarta telefoner och klockor, blir numera allt mer tillgängliga och tekniskt avancerade. Eftersom användningen av dessa smarta enheter stadigt ökar, ökar också tillgången till stora mängder data från sensorer i dessa enheter. I detta projekt utvecklade vi ett system som känner igen vissa aktiviteter genom att tillämpa en linjär klassificerande maskininlärningsmodell på en uppsättning data som extraherats från en accelerometer, en sensor i en smart telefon. Datauppsättningen skapades genom att samla in data från en smart telefon medan vi utförde vardagliga aktiviteter, så som promenader, stå stilla, köra bil och åka tunnelbana. Rå accelerometerdata samlades in och gjordes om till datavektorer innehållandes statistiska mått. Den totala datauppsättningen delades sedan upp i 80% träningsdata och 20% testdata. En maskininlärningsalgoritm, i detta fall en supportvektormaskin, introducerades med träningsdatan och klassificerade slutligen testdatan med en precision på över 90%. Därmed uppfylldes vårt uppsatta mål med att bygga en tjänst med en korrekt klassificering på över 90%. Igenkänning av mänsklig aktivitet har ett stort användningsområde, och kan bidra till förbättrade hälsorekommendationer och en mer effektiv kollektivtrafik. Kandidatexjobb i elektroteknik 2020, KTH, Stockholm

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Pang, Jinyong. "Human Activity Recognition Based on Transfer Learning." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7558.

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Human activity recognition (HAR) based on time series data is the problem of classifying various patterns. Its widely applications in health care owns huge commercial benefit. With the increasing spread of smart devices, people have strong desires of customizing services or product adaptive to their features. Deep learning models could handle HAR tasks with a satisfied result. However, training a deep learning model has to consume lots of time and computation resource. Consequently, developing a HAR system effectively becomes a challenging task. In this study, we develop a solid HAR system using Convolutional Neural Network based on transfer learning, which can eliminate those barriers.

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Libros sobre el tema "Activist learnings"

A, Wrisberg Craig, ed. Motor learning and performance: A situation-based learning approach. 4th ed. Human Kinetics, 2008.

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A, Wrisberg Craig, ed. Motor learning and performance. 3rd ed. Human Kinetics, 2004.

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A, Wrisberg Craig, ed. Motor learning and performance. 2nd ed. Human Kinetics, 2000.

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Chris, Watkins, ed. Learning about learning: Resources for supporting effective learning. Routledge, 2000.

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Ireson, Judith. Learners, learning and educational activity. Routledge, 2008.

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Ireson, Judith. Learners, learning and educational activity. Routledge, 2008.

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Omgba, Serge Romain. Enseigner aujourd'hui: Stratégies actives de l'apprentissage significatif. L'Harmattan, 2015.

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Hansson, Thomas. Contemporary approaches to activity theory: Interdisciplinary perspectives on human behavior. Information Science Reference, 2015.

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Stevens, Tara. Physical Activity and Student Learning. Routledge, 2019. http://dx.doi.org/10.4324/9780429436567.

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Weatherall, Ruth. Reimagining Academic Activism: Learning from Feminist Anti-Violence Activists. Bristol University Press, 2023.

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Capítulos de libros sobre el tema "Activist learnings"

Owen, Alice, Siti Maimunah, Dian Ekowati, Rebecca Elmhirst, and Elona M. Hoover. "Extracting Us: Co-curating Creative Responses to Extractivism Through a Feminist Political Ecology Praxis." In Contours of Feminist Political Ecology. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-20928-4_3.

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AbstractIn this chapter, members of the Extracting Us Curatorial Collective reflect on the process, experiences and learnings of co-curating a series of exhibitions and events. We identify ourselves as situated researchers, activists and creatives. Engaging with feminist political ecology as both theory and practice, we revisit how we cultivated care, foregrounding community and weaving connections between extractive contexts. Our collective inquiry, made possible through paying attention to how the emotional and the embodied brings the everyday into scholar-activist exhibition spaces, has allowed us to present and explore different perspectives to the multitude of critical registers through which extractivism, resistance and solidarity are understood.

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Ryan, Charlotte, and Karen Jeffreys. "Learning Through Research Collaboration." In Beyond Prime Time Activism. Routledge, 2019. http://dx.doi.org/10.4324/9781315181219-11.

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Podolskiy, Andrey I. "Learning Activity." In Encyclopedia of the Sciences of Learning. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_314.

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Cowhey, Mary. "Learning Through Activism." In Black Ants and Buddhists. Routledge, 2023. http://dx.doi.org/10.4324/9781032680729-7.

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Rechtman, Janet E. "From Active Learning to Activist Learning." In The Foxfire Approach. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-564-7_14.

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Hodson, Derek. "Becoming Part of the Solution: Learning about Activism, Learning through Activism, Learning from Activism." In Cultural Studies of Science Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4360-1_5.

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Ryan, Charlotte, and Karen Jeffreys. "Learning Communities as Movement Safe Spaces." In Beyond Prime Time Activism. Routledge, 2019. http://dx.doi.org/10.4324/9781315181219-6.

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Smeltzer, Sandra. "Wearing Multiple Reflexive Hats: The Ethical Complexities of Media-Oriented Community Engaged Learning." In Media Activist Research Ethics. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44389-4_7.

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Anderson, Gary L., Dipti Desai, Ana Inés Heras, and Carol Anne Spreen. "Social Movement and Activist Learning." In Creating Third Spaces of Learning for Post-Capitalism. Routledge, 2023. http://dx.doi.org/10.4324/9781003345015-7.

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Warmington, Paul, and Jane Leadbetter. "Expansive learning, expansive labour." In Activity Theory in Practice. Routledge, 2013. http://dx.doi.org/10.4324/9780203609439-5.

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Actas de conferencias sobre el tema "Activist learnings"

Olayemi, Moses. "Students, Scholars, Activists: Teaching and Learning Scholar Activism Within the Academy." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1887856.

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"Learning virtual project work." In 1st International Workshop on Computer Supported Activity Coordination. SciTePress - Science and and Technology Publications, 2004. http://dx.doi.org/10.5220/0002681500910102.

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"Activity Coordination in Collaborative Learning Environments." In 1st International Workshop on Computer Supported Activity Coordination. SciTePress - Science and and Technology Publications, 2004. http://dx.doi.org/10.5220/0002665902270232.

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"Ontology and E-Learning." In The 4th International Workshop on Computer Supported Activity Coordination. SciTePress - Science and and Technology Publications, 2007. http://dx.doi.org/10.5220/0002424400870098.

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"Prescribing e-Learning Activities Using Workflow Technologies." In 1st International Workshop on Computer Supported Activity Coordination. SciTePress - Science and and Technology Publications, 2004. http://dx.doi.org/10.5220/0002660500710080.

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"A Machine Learning Middleware For On Demand Grid Services Engineering and Support." In The 2nd International Workshop on Computer Supported Activity Coordination. SciTePress - Science and and Technology Publications, 2005. http://dx.doi.org/10.5220/0002558200890100.

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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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"Action, Language and Social Semiotics – A Theoretical Contribution to Collaborative Work and Learning." In The 4th International Workshop on Computer Supported Activity Coordination. SciTePress - Science and and Technology Publications, 2007. http://dx.doi.org/10.5220/0002420501010107.

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Handayani, Sri, and Suluh Wibowo. "Innovation of Apperception’s activity in French Language Learning for Beginners through Activité Ludique." In Proceedings of the 2nd International Seminar on Translation Studies, Applied Linguistics, Literature and Cultural Studies, STRUKTURAL 2020, 30 December 2020, Semarang, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.30-12-2020.2311232.

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Dalmazzo, David, Simone Tassani, and Rafael Ramírez. "A Machine Learning Approach to Violin Bow Technique Classification." In iWOAR '18: 5th international Workshop on Sensor-based Activity Recognition and Interaction. ACM, 2018. http://dx.doi.org/10.1145/3266157.3266216.

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Informes sobre el tema "Activist learnings"

Watson, Sophie. Student activism: Learning through doing. NZCER, 2022. http://dx.doi.org/10.18296/rep.0020.

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What do we know about student activism in Aotearoa New Zealand? How do schools view and respond to student activism? And, in what ways does the New Zealand Curriculum support student activism? This paper uses recent literature and media reports to examine the relationship between activism and formal education, including the benefits and challenges associated with in-school activism. Recent examples of out-of-school youth activism are analysed, giving insight to youth activism participation and expression. Adult responses to youth activism, the framing of youth activism and the agency, and ideas about the educational potential of student activism are also discussed.

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Osentoski, Sarah, Victoria Manfred, and Sridhar Mahadevan. Learning Hierarchical Models of Activity. Defense Technical Information Center, 2005. http://dx.doi.org/10.21236/ada440281.

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Shoham, Yoav, and Moshe Tennenholtz. Co-Learning and the Evolution of Social Activity,. Defense Technical Information Center, 1994. http://dx.doi.org/10.21236/ada325130.

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DeWinter, Alun, Arinola Adefila, and Katherine Wimpenny. Jordan Opportunity for Virtual Innovative Teaching and Learning. International Online Teaching and Learning, with Particular Attention to the Jordanian Case. Coventry University, 2021. http://dx.doi.org/10.18552/jovital/2021/0001.

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Fedorenko, Elena H., Vladyslav Ye Velychko, Svitlana O. Omelchenko, and Vladimir I. Zaselskiy. Learning free software using cloud services. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3886.

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The article deals with the use of cloud technology services in the study of free software. Free software is a social phenomenon based on the philosophy of freedom and the right to intellectual creative activity. To date, a significant number of software products have been created that are licensed under free software and not used in educational activities. The conducted research revealed the factors promoting and hindering the use of free software in educational activities. Conducted questionnaires, analysis of open data, research of scientists made it possible to conclude on the expediency of using free software in educational activities. Cloud technology is not only a modern trend of effective use of information and communication technologies in professional activity, but also a proven tool for educational activities. To get acquainted with the free software, the use of cloud technologies has been helpful, which is the goal of our research.

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Pinchuk, Olga P., Oleksandra M. Sokolyuk, Oleksandr Yu Burov, and Mariya P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3243.

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Peculiar features of digital environment include: integration of ICTs; use of local and global networks and resources; support and development of qualitatively new technologies of information processing; active use of modern means, methods and forms of teaching in the educational process. The organization of activities in terms of digital learning environment provides appropriate changes in the interaction between subjects of the educational process. Today, means and technologies of the information and communication networks (ICNs), in particular the Internet, which custom and operational-procedural properties were changed at the initial stage from closed local to open ones at present, become widespread. The development of ICNs (from closed local to open ones) changes the typology of learning environments. The following models of learning environments, which widely use ICT and ICN tools (with basic features that characterize them) are distinguished: using the local communication network for presentation of educational information; using the local communication network and open network resources; using open network resources; for independent use of open network resources directly in the classroom by a student; for use of open network resources by a student in the process of independent learning activity; for use by a student educational resources, specially created by a teacher, as well as resources of an open networks in his independent learning activity.

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Pinchuk, O. P., O. M. Sokolyuk, O. Yu Burov, and M. P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. CEUR Workshop Proceedings, 2019. http://dx.doi.org/10.33407/lib.naes.717007.

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Zeidenstein, Sondra, and Kirsten Moore. Learning About Sexuality: A Practical Beginning. Population Council, 1996. http://dx.doi.org/10.31899/pgy1996.1007.

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“Learning About Sexuality: A Practical Beginning” is divided into three main parts. The first includes approaches that program staff, activists, and researchers are taking to understand people’s experiences of sexuality. The second explores the explicit and implicit links among health-seeking behavior, contraceptive practice, reproductive health, and sexuality. The chapters in part three focus on activities that challenge entrenched attitudes and behavior about sexuality that have real and potentially harmful effects on women’s and men’s reproductive health. The book features program and research work in all regions of the world with women, men, girls, and boys. The chapters are written by authors from over a dozen countries, with over half the contributions coming from developing countries. Collectively, these chapters represent an exploration of the relationship of sexuality to reproductive health, contraceptive practice, and overall well-being. For all their variety of place, approach, and focus, a number of common themes emerge.

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Baird, Natalie, Tanushree Bharat Shah, Ali Clacy, et al. maths inside Resource Suite with Interdisciplinary Learning Activities. University of Glasgow, 2021. http://dx.doi.org/10.36399/gla.pubs.234071.

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Maths inside is a photo competition open to everyone living in Scotland, hosted by the University of Glasgow. The maths inside project seeks to nourish a love for mathematics by embarking on a journey of discovery through a creative lens. This suite of resources have been created to inspire entrants, and support families, teachers and those out-of-school to make deeper connections with their surroundings. The maths inside is waiting to be discovered! Also contained in the suite is an example to inspire and support you to design your own interdisciplinary learning (IDL) activity matched to Education Scotland experiences and outcomes (Es+Os), to lead pupils towards the creation of their own entry. These resources are not prescriptive, and are designed with a strong creativity ethos for them to be adapted and delivered in a manner that meets the specific needs of those participating. The competition and the activities can be tailored to meet all and each learners' needs. We recommend that those engaging with maths inside for the first time complete their own mapping exercise linking the designed activity to the Es+Os. To create a collaborative resource bank open to everyone, we invite you to treat these resources as a working document for entrants, parents, carers, teachers and schools to make their own. Please share your tips, ideas and activities at info@mathsinside.com and through our social media channels. Past winning entries of the competition are also available for inspiration and for using as a teaching resource. Already inspired? Enter the competition!

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Bilousova, Liudmyla I., Liudmyla E. Gryzun, Julia O. Rakusa, and Ekaterina O. Shmeltser. Informatics teacher's training for design of innovative learning aids. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3889.

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In accordance with its goal, the paper covers practical aspects and experience of Informatics teachers’ preparation for the design of innovative learning aids as one of the important components of the renewed model of teachers’ training. Theoretical background of the research includes holistic educational approach and functional basics of electronic didactic aids development. The specific example of such an experience (students’ project activity on the design of English multimedia tutorial for schoolchildren) is depicted in details. The prospects of further research are outlined.

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