Bibliografías temáticas / Learning 21

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Literatura académica sobre el tema "Learning 21"

Autor: Grafiati
Publicado: 10 de marzo de 2023

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Artículos de revistas sobre el tema "Learning 21"

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Nguyen, Huu Phuoc Da y Van Thinh Duong. "E-learning módszerek a 21. században". Műszaki Tudományos Közlemények 5 (2016): 305–8. http://dx.doi.org/10.33895/mtk-2016.05.67.

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Jabborova, Dilafruz Furkatovna y Shirinboy Sharofovich Olimov. "Interactive Learning Technology". American Journal of Social Science and Education Innovations 02, n.º 12 (18 de diciembre de 2020): 122–26. http://dx.doi.org/10.37547/tajssei/volume02issue12-21.

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In this article the authors explain the interactive technology of teaching, its essence, its forms and features. Features of interactive learning technologies include motivation, purposefulness, new information delivery, interactive exercises, new products, reflexion, evaluation and homework. Soft and active methods, approaches to interactive methods are highlighted.
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Muhali, Muhali. "Pembelajaran Inovatif Abad Ke-21". Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika 3, n.º 2 (31 de diciembre de 2019): 25. http://dx.doi.org/10.36312/e-saintika.v3i2.126.

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[Title: The 21st Century Innovative Learning]. The 21st-century education paradigm has experienced a shift marked by differences in learning orientations. The learning of the previous century emphasized literacy in reading, writing, and mathematics, wherein the 21st century they were used as the basis for developing new literacy, namely human, data and technological literacy which is very important to face the current and future globalization era. Innovative learning in the 21st century is oriented towards activities to practice essential skills according to the framework for 21st-century skills, namely life and career skills, innovation and learning skills, and information, media and ICT skills. Learning characteristics to train these essential skills, lead to learning processes that are interactive, holistic, integrative, scientific, contextual, thematic, effective, collaborative, and student-centred so that in their implementation educators can design activities by selecting learning methods/models that can accommodate overall characteristics are comprehensive. Assessment in 21st century learning is compiled and developed to measure student learning achievement which includes knowledge competencies (critical thinking and problem solving, creativity and innovation, collaboration, communication), intrapersonal competencies (work skills in teams, collaboration, communication, cooperation, and coordination), and interpersonal competence (the ability to work with others such as the ability to self-management, cooperation, effective communication, and the ability to maintain relationships with others emotionally). Thus, innovative learning in the 21st century creates human resources that are literate with information, data and technology that are needed to face the competition for life and the labour market in the current and future globalization era.
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Anggraeni, Desak Made y Ferdinandus Bele Sole. "E-Learning Moodle, Media Pembelajaran Fisika Abad 21". Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika 1, n.º 2 (1 de julio de 2018): 57. http://dx.doi.org/10.36312/e-saintika.v1i2.101.

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[Title: Moodle E-Learning, the 21st Century Physics Learning Media] A distinctive characteristic of 21st-century learning is digital communication, meaning that the learning process is no longer face to face course between teachers and students but is more of an internet-based (e-learning) modern learning. The process of implementing e-learning requires a Learning Management System (LMS) which functions to regulate the management of learning. One of the LMS that can be used in organizing e-learning learning is moodle. Moodle e-learning can be used as a medium to improve the quality of interactive learning and support for the implementation of blended learning. Through e-learning moodle learning material can be accessed anytime and anywhere, besides that the material can be enriched with various learning resources including multimedia, which can be quickly updated by the instructor. In addition, the facilities offered in moodle e-learning learning are able to display learning materials that are abstract in nature into material that can be witnessed in person. Material samples that are mostly abstract are material on physics subjects. Therefore, moodle electronic learning is expected to be able to help students master the concepts in physics learning.
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Murana, Suleman y Rahimin Rahimin. "Application of SPSS Software in Statistical Learning to Improve Student Learning Outcomes". Indo-MathEdu Intellectuals Journal 2, n.º 1 (20 de abril de 2021): 12–23. http://dx.doi.org/10.54373/imeij.v2i1.22.

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The use of the SPSS 21 (Statistical Product and Service Solution) program in learning can assist students in conducting statistical data analysis. This research aims to find out the application of SPSS 21 program as a data processor in improving student learning outcomes in statistics material class XI SMK Muhammadiyah Ambon. This type of research uses Classroom Action Research, with the number of subjects used in the study amounting to 31 people. The instruments used in this study used tests and observations. Observation is used to find out the condition of the student learning process using the SPSS 21 program and test questions are used to find out the student learning results obtained after carrying out learning using the SPSS 21 program. The results of data analysis are known that learning using SPSS 21 is better when compared to the classical learning process. Student test results experienced an increase in learning results, namely on the initial test the average score obtained by students was 49.84 with a completion percentage of 16.13%, and increased in the implementation of cycle I tests where the learning process was carried out using SPSS 21 with an average score of 61.85 and a completion percentage of 61.29%, and increased again in the implementation of cycle II tests with an average score of 79.03 with a completion percentage of 90.32%
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Kurniawan, Trubus y Sriyanto Sriyanto. "Canva Mind Mapping: Alternative Pembelajaran Inovatif Abad 21". Proceedings Series on Social Sciences & Humanities 3 (1 de junio de 2022): 392–96. http://dx.doi.org/10.30595/pssh.v3i.408.

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This article aims to describe the learning process and achievement through the mind mapping method. This article is a literature study that begins with: a) planning, b) observation, c) reflection. The process of writing this article resulted from various literature studies with a focus on using Canva for learning innovation. Learning using Canva for Mind Mapping activities is considered very suitable for the current condition of students. Learning in the 21st century must emphasize collaboration, critical thinking, creativity, and communication. Students must develop critical thinking and strong interpersonal communication skills to succeed in an increasingly fluid, interconnected and complex world. With so much information available online, teachers are now more facilitators of learning than the source of all knowledge. Teachers can ask questions, provide research tools and methods, and provide material and topic guides for problem solving. The use of technology in learning is absolutely controlled by a teacher to welcome change and learning in the 21st Century. The use of the Mind Mapping learning model using the Canva Application will be one solution to make learning more interesting and meaningful which in the end the learning objectives can be achieved optimally.
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EA, Shalaby. "The Impact of E-Learning (Distance Learning) Implementation during COVID-19 Virus Pandemic on Intended Learning Outcomes Achievement in Universities". Virology & Immunology Journal 4, n.º 1 (28 de enero de 2020): 1–2. http://dx.doi.org/10.23880/vij-16000240.

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COVID-19 (2019–20 coronavirus) pandemic has affected the educational systems in all the world countries, leading to the near-total closures of universities, colleges and schools. As of 21 March 2020, approximately more than 632 from Arab universities have been affected (closures) in response to the pandemic. According to UNICEF monitoring, 186 countries have implemented nationwide closures and 8 have implemented local closures, impacting about 98.5 percent of the world’s student population.
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Wuryani, Esti y Tarto Tarto. "Relevansi Ilmu Pengetahuan Sosial dalam Mengembangkan Kecakapan Abad 21". Proceedings Series on Social Sciences & Humanities 3 (1 de junio de 2022): 264–68. http://dx.doi.org/10.30595/pssh.v3i.388.

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Social studies education must accommodate 21st century learning so that social studies learning becomes more meaningful and meaningful in the midst of advances in information and communication technology. This study aims to describe and analyze the relevance of social studies learning to life skills in the 21st century. The research findings reveal that the relevance of social studies learning to 21st century skills is already evident in the basic competencies to be achieved. However, if social studies learning is presented conventionally, social studies learning will lose its meaning. Therefore, social studies learning must apply learning designs that condition students to think critically, creatively, communicate, and collaborate, including project based learning, problem based learning and cooperative learning.
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Mulyono y Ilham Ampo. "PEMANFAATAN MEDIA DAN SUMBER BELAJAR ABAD 21". Paedagogia: Jurnal Pendidikan 9, n.º 2 (4 de enero de 2021): 93–112. http://dx.doi.org/10.24239/pdg.vol9.iss2.72.

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ABSTRAK Artikel ini bertujuan untuk mendeskripsikan tentang pemanfaatan sumber dan media belajar di era modernisasi dan globalisasi seperti di abad ke 21 ini, pendidikan menjadi semakin penting untuk menjamin peserta didik memiliki keterampilan (life skills). Hal ini sesuai dengan tuntutan abad 21 dimana peserta didik harus memiliki kompetensi berpikir dan belajar. Kompetensi-kompetensi tersebut diantaranya adalah kompetensi komunikasi (communication), kolaborasi (collaboration), berpikir kritis dan memecahkan masalah (critical thinking and problem solving) kreatif dan inovatif (creativity and innovation). Dalam pesatnya perkembangan IPTEK menuntut berbagai perubahan mendasar termasuk perubahan dalam memanfaatkan penggunaan media dan sumber belajar. Sehingga dengan adanya media dan sumber belajar yang lebih bervariatif, maka akan menjawab berbagai permasalahan pembelajaran sehingga akan menciptakan tujuan hasil pembelajaran yang lebih maksimal. Kata kunci: Media, Sumber, Belajar ABSTRACT This article aims to describe the use of learning resources and media in the era of modernization and globalization such as in this 21st century, Education to be more and more important to guarantee the member of education to have skills (life skills).It is in accordance with the 21st century pursuit , where they should have the competence of thinking and learning. Those competences are such as competence to communicate, collaborate, think critically, solve problems, and to be creative and innovative. Along with rapid development of Science and Technology it pursue many basic – changes including the changes in utilizing the use of media and learning resources.So that with the media and learning resources that are more varied, it will answer various learning problems so that it will create a goal of learning outcomes that is more leverage.Keyword: Media, Resources, Learning
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Haron, Hafiza, Supyan Hussin, Ahmad Rizal Mohd Yusof y Hafidzan Yusof. "MOOC INITIATIVE: A TECHNOLOGY ENHANCED LEARNING IN 21 CENTURY AT HIGHER LEARNING INSTITUTIONS". Journal of Information System and Technology Management 4, n.º 14 (12 de septiembre de 2019): 26–33. http://dx.doi.org/10.35631/jistm.414003.

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eLearning is a medium which is commonly implemented to provide learning module between instructor and learner through distance. In this era of digital technology, learning should be simplified, practical and can be provided in a holistic manner. eLearning is cost-effective as compared to traditional forms of learning. The reason for this price reduction is because learning through this mode happens quickly and easily. A lot of training time is reduced with respect to trainers, travel, course materials, and accommodation. Surprisingly, most institutions provide the method of distance learning instead of a physical classroom or face-to-face as a modern strategy in the learning environment. But yet, institutions need to prepare all sorts of things in order to take the challenges. In Malaysia, the MOOC initiative has been implemented a few years ago as a blended learning method and continued until now especially in Higher Learning Institutions. The technology of MOOC has sparkling the learning concept into a very interesting medium of learning between learner and instructor. Thus, the Khan eight-dimensional framework has been applied in this study in order to discuss the MOOC initiatives, including the brief history of MOOC, technological structure and learning design as a new technology for enhanced learning in the 21st century and beyond.
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Tesis sobre el tema "Learning 21"

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Parsons, Andrew John. "INCENTIVISED LEARNING IN THE GAME OF 21". Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/614129.

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The following thesis uses a game of strategy, known as The Game of 21, as a means to test the following research question: Is it possible to influence individuals’ strategic learning and comprehension through the use of varying financial incentives. A study was conducted on 42 individuals separated evenly across three unique treatments. Each treatment offered its participants a different level of financial incentive for performing well in the game. The first of these treatments acted as the control group for the study, and thus offered no financial reward for playing well. The second treatment offered a miniscule incentive of 25₵ to the winner of a randomly selected round of the game. This treatment was predicted to actually perform the worst, as the small incentive was designed to demotivate participants. The final treatment offered a substantial financial incentive of $5 to the winner of a randomly selected round of the game. This treatment was predicted to perform the best, as the large financial incentive was designed to be a powerful motivator. The results of all rounds of the game were ultimately collected and analyzed, and compared to the above predictions.
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2

Mahmood, Hajara. "Conversion of Traditional Observation-Based Botany Labs to Investigative Inquiry Learning". TopSCHOLAR®, 2008. http://digitalcommons.wku.edu/theses/21.

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“Tell me and I forget, show me and I remember, involve me and I understand.” - Chinese Proverb. Involvement in learning implies possessing skills and attitudes that permit students to seek resolutions to questions and issues while constructing new knowledge. Low enrollment in Plant Biology and Diversity and upper level plant science courses has been noticed at Western Kentucky University. In addition, graduating students performed below the national average on the senior assessment examination in the area of botany content knowledge offered by WKU’s Biology Department. This may be due to the fact that observation-based botany has been taught in a traditional way for biology majors at our university for many years. Traditional teaching methods include viewing prepared slides of plant sections, viewing live and herbarium specimens, and memorization of botanical terminology and illustrations. The goal of this study is to convert these existing traditional laboratories to investigative inquiry exercises without compromising the material covered by bringing observation-based labs into the twenty-first century. Various teaching strategies including inquiry, problem-based, case-based, and hands-on learning methods were implemented. Each exercise was reshaped around a central question or theme. These changes were expected to increase student learning and retention levels. Traditional teaching methods were used with the control group, while contemporary teaching strategies were used with the experimental set of students. Traditional assessments and anonymous surveys were statistically analyzed. The results of my analyses suggest that the experimental students were more challenged, interested, intellectually stimulated and less overwhelmed with contemporary teaching strategies and overall had higher learning retention demonstrated by their performance on assessments. Moreover, I predicted that an investigative approach will encourage larger numbers of students to take this restricted elective sophomore-level course for biology majors and further their study in plant biology.
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Seo, Young J. "Outcomes of students with learning disabilities at age 21 and age 24 /". Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7635.

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Thompson-Abell, Heidi. "CONSTRUCTIVE CONFLICT AS A MEANS TO PROMOTE INDIVIDUAL GROWTH AND ORGANIZATIONAL LEARNING". UKnowledge, 2017. http://uknowledge.uky.edu/edl_etds/21.

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School staff are continuously asked to adapt to changes that are set forth by various governmental and community agencies. These changes are set in motion to improve schools, however, with change brings conflict. Organizational learning has gained attention as a way to adjust to change. Because conflict can be a taxing, disruptive occurrence in organizations, the purpose of this study was to examine how leaders of schools with high teacher empowerment levels use conflict as a positive force to move their schools forward, despite constant change. Research suggests a connection between organizational learning and teacher empowerment. Additional research was necessary to explore this link. This study described and analyzed how school leaders use conflict constructively to promote individual growth and organizational learning. Review of district Teaching, Empowering, Leading and Learning (TELL) Kentucky survey data informed the selection of six schools which evidenced high teacher empowerment. Data were collected through individual interviews with principals, an online teacher survey, as well as focus group interviews with teachers to gain their perspectives about how their school leaders manage conflict. Analysis of data identified themes for how teacher empowerment and organizational learning are connected, and perceptions of conflict. The findings suggest that a risk-safe environment is essential for ensuring that conflict can be a constructive force in schools. Conflict is also affected by the level teacher leadership, engagement and decision-making. Constructive conflict is evidenced in school that have high levels of trust among school staff. Schools leaders can use constructive conflict to promote individual growth and organizational learning.
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Ford, Barbara Ann. "Teaching and Learning: Novie Teachers' Descriptions of their Confidence to Teach Science Content". Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/msit_diss/21.

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The problem being studied in this research is the relationship between a specific series of integrated science courses in a science teacher preparation program and the actual needs of the science teacher during the first years of teaching practice. Teachers often report that there is a disconnect between the coursework they have taken in college as pre-service teachers and the reality of their classroom practice during their first years of teaching. The intent of this study was to record the descriptions of three teachers who were members of a cohort and took a series of integrated science courses (NSCI series) during their teacher preparation program as it related to the influence of these courses on their teaching practice. The focus of inquiry is guided by a single question: How do former participants in the series of science courses who are currently novice teachers describe their confidence in their ability to teach science content to their middle school students? The theoretical framework was based on Shulman’s (1987) pedagogical content knowledge (PCK). PCK involves the teacher understanding the content of science so thoroughly that ways are identified of representing and formulating the subject matter to make it understandable to others. The teacher who has a strong PCK uses powerful analogies, illustrations, examples, explanations and demonstrations that promote personally meaningful student understandings. Novice teachers’ reflections on their confidence to teach science content to their middle school students were observed through the lens of PCK. All three novice teachers reported a high confidence level to teach middle school science and attributed their confidence level to a great degree to the integrated science series of courses (NSCI). METHOD A qualitative design, specifically a case study, was used for this study. Multiple forms of data collection were employed including a semi structured interview and a focus group. Data was collected, categorized and analyzed over a six week period. A constant comparative method (Bogdan & Biklen, 1998) was used to examine the data. Triangulation, member checking and a peer reviewer were used to reduce the risk of bias and increase the trustworthiness of the data.
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Crocker, Curtis J. "The Relationship between Community Service Hours and Ethical Reasoning Capabilities: An Empirical Study of Accounting Students". NSUWorks, 2013. http://nsuworks.nova.edu/hsbe_etd/21.

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The Financial Crisis of 2007-2010 is the latest of a cycle of scandals that involved questionable ethics in accountants. The costs were extraordinarily large this time. Once again there is a focus on the ethical training of the future accounting professionals, accounting instructors, and business leaders. Traditional methods have not been successful. Service-learning is presented as an alternative. In this study, community service hours are used as a proxy for the "service" component of service-learning. This research extends the research of Weber and Glyptis (2000) by examining the relationship between community service hours and ethical reasoning capabilities. Since the most community service studies in business education have been descriptive rather than empirical (Sneider, Gillmor, & Rabinowicz, 2011), this study also adds to the paucity of empirical data on the impact of community service on students. Their research provided evidence that students participating in community service activities scored higher DIT scores than students who did not. This study explores the relationship between DIT scores and hours of community service, hours of accounting-related community service hours, age, gender, number of accounting courses, and ethics education. The study found a strong relationship between the variables, community service hours, accounting-related community service hours, and DIT scores. There was also a relationship between DIT scores and gender as well as previous ethics education. No relationship was found between DIT scores and age and the number of accounting courses taken. The Defining Issues Test (DIT) was used to measure the ethical reasoning capabilities of 233 accounting students in several colleges in the state of Georgia.
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Zampieri, Davide <1986&gt. "Left orthotopic lung transplant in rats: the learning process". Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amsdottorato.unibo.it/9163/1/Zampieri%20Davide%20Tesi%20Dottorato.pdf.

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INTRODUCTION: The orthotopic left lung transplantation model in rats has been developed to answer a variety of scientific questions in transplant immunology and in the related fields of respiratory diseases. However, its widespread use has been hampered by the complexity of the procedure. AIM OF THE RESEARCH: Our purpose is to provide a detailed description of the procedure of this technique, including the complications and difficulties from the very first microsurgical step until the ultimate successful completion of the transplant procedure. MATERIALS AND METHODS: The transplant procedures were performed by two collaborating transplant surgeons with microsurgical and thoracic surgery skills. A total of 150 left lung transplants in rats were performed. Twenty-seven syngeneic (Lewis to Lewis) and 123 allogeneic (Brown-Norway to Lewis) lung transplants were performed using the cuff technique. RESULTS: In first 50 transplant procedures, post-transplant survival rate was 74% of which 54% reached the end-point of 3 or 7 days post-transplant; whole complication rate was 66%. In the subsequent 50 transplant surgeries (from 51 to 100) post-transplant survival rate increased to 88% of which 56% reached the end-point; whole complication rate was 32 %. In the final 50 transplants (from 101 to 150) post-transplant survival rate was confirmed to be 88% of which 74% reached the end-point; whole complication rate was again 32 %. CONCLUSIONS: One hundred-fifty transplants can represent a reasonable number of procedures to obtain a satisfactory surgical outcome. Training period with simpler animal models is mandatory to develop anesthesiological and microsurgical skills required for successfully develop this model. The collaboration between at least two microsurgeons is mandatory to perform all the simultaneous procedures required for completing the transplant surgery.
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Rakvin, Marijana. "Analisi Preliminare del Deficit Mentale da Trisomia 21 mediante Machine Learning". Master's thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amslaurea.unibo.it/20258/.

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Negli ultimi vent'anni il Machine Learning è diventato uno dei pilastri della tecnologia informatica e con ciò, una parte piuttosto centrale, sebbene di solito nascosta, della nostra vita. Il valore dell’apprendimento automatico è dovuto alla possibilità di imparare continuamente dai dati e avere delle previsioni sul futuro. Con la crescente quantità di dati disponibili, si può pensare che l’analisi dei dati diventerà ancora più pervasiva come ingrediente necessario per il progresso tecnologico. Tuttavia, esistono alcuni settori importanti, come quello del campo medico, in cui questa tecnologia può dare un contributo significativo, ma non ha sviluppato ancora interamente le sue potenzialità. In particolare, un’analisi accurata mediante tecniche di machine learning dei meccanismi alla base di alcune malattie genetiche come quella della sindrome di Down, in cui tutt'oggi non è chiara la correlazione tra causa ed effetto, potrebbe portare alla luce nuove scoperte importanti. Questo elaborato mette in pratica alcune tecniche dell’apprendimento automatico, analizzando quanto più possibile il problema alla base, e si pone come obiettivo quello di trovare un legame tra deficit mentale e sindrome di Down.
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Kåberg, John y Malin Stålbrand. "Skanska 21 - en fallstudie av ett studentprogram". Thesis, KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-136784.

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Skanska 21 is a student program for university students. The program runs for a year and a half parallel to university studies. It is aimed at those studying a few specific master engineering programs at Lund University, Royal Institute of Technology (KTH), Chalmers University of Technology or Luleå University of Technology. The program consists of a number of program meetings such as company presentations, a boarding school week, rhetoric training and project visits. The aim of the project is to evaluate the Skanska 21 student program. This has been done by conducting a study on how the program is designed, how it is implemented and the results it produces. Finally, some suggestions on how to improve the program have been made. The survey was conducted using interviews and questionnaires to persons within the Skanska 21 management and current and former Skanska 21 students. The theoretical aspects presented in the report focus on the theories of mentoring, experiential learning, employer branding and professional development. The findings show that the formal objectives that have been set for Skanska 21 are met to a large extent. Keywords: Skanska 21, Skanska, student program, trainee, executive recruitment, employer branding, experiential learning, learning, mentoring, professional development.SammanfattningSkanska 21 är ett studentprogram för studenter som bedriver universitetsstudier och pågår i ett och ett halvt år parallellt med studierna. Programmet riktar sig till de studenter som går några få utvalda civilingenjörsprogram vid Lunds Tekniska Universitet, Kungliga Tekniska Högskolan, Chalmers Tekniska Högskola eller Luleå Tekniska Universitet. Programmet består av ett antal programträffar bestående av bland annat företagspresentationer, en internatvecka, retorikutbildning och projektbesök.Syftet med examensarbetet är att genomföra en fallstudie av studentprogrammet Skanska 21. Detta har gjorts genom en studie av hur programmet är konstruerat, hur det genomförs och vilket resultat det ger. I rapporten finns förslag på förbättringsmöjligheter. Undersökningen har genomförts med hjälp av intervjuer och enkäter till personer inom Skanska 21:s ledning samt nuvarande och före detta adepter.De teoretiska aspekterna som presenteras i rapporten fokuserar på teorier kring mentorskap, upplevelsebaserat lärande, arbetsgivarvarumärke och kompetensutveckling. Slutsatserna visar att de formella målen som sätts upp för Skanska 21 uppfylls till stor del.
Skanska 21 är ett studentprogram för studenter som bedriver universitetsstudier och pågår i ett och ett halvt år parallellt med studierna. Programmet riktar sig till de studenter som går några få utvalda civilingenjörsprogram vid Lunds Tekniska Universitet, Kungliga Tekniska Högskolan, Chalmers Tekniska Högskola eller Luleå Tekniska Universitet. Programmet består av ett antal programträffar bestående av bland annat företagspresentationer, en internatvecka, retorikutbildning och projektbesök.Syftet med examensarbetet är att genomföra en fallstudie av studentprogrammet Skanska 21. Detta har gjorts genom en studie av hur programmet är konstruerat, hur det genomförs och vilket resultat det ger. I rapporten finns förslag på förbättringsmöjligheter. Undersökningen har genomförts med hjälp av intervjuer och enkäter till personer inom Skanska 21:s ledning samt nuvarande och före detta adepter.De teoretiska aspekterna som presenteras i rapporten fokuserar på teorier kring mentorskap, upplevelsebaserat lärande, arbetsgivarvarumärke och kompetensutveckling. Slutsatserna visar att de formella målen som sätts upp för Skanska 21 uppfylls till stor del.
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10

Crumpley-Fisk, Janine S. "Professors of reading educations' perceptions and practices surrounding the issues of teaching reading and learning through digital media". Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/21.

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The purpose of this study was to examine the practices and perceptions of professors of reading education in the issues surrounding teaching reading and learning with digital media. This study aimed to understand the strategies and thoughts of a select group of professors of reading education as they worked with pre-service teachers in preparing them to meet the needs' of their future students. The four respondents that participated in this inquiry were professors of reading education at various California Universities. The guiding research question was stated as: What are the issues surrounding the teaching and learning of reading through digital media? Two sub-questions were also posed: What strategies and practices are reading educators using in teaching reading education with traditional and digital media? In what ways are reading educators connecting traditional and digital literacy skills? Multiple case study methodology was used to acquire various perspectives on the issues of teaching and learning through digital media. From the four cross-case analyses of interviews, documentation, and observations, four themes and an overarching theme emerged depicting the issues educators are discovering with digital media. Reading competency is driven by intrinsic motivation. Current practices which neglect "real-world" reading are producing student who know how to read, but do not have the desire to read. The pressures to conform to educational mandates has created a disconnect between "good teaching" strategies and mandated school district requirements. The use of updated practices utilizing digital media is tempered by the current knowledge and self-efficacy of professors of reading education, as well as, the inconsistent availability and/or limited technological accessibility. These four themes acted as the foundation in support of the culminating theme. The overarching theme indicated that meeting the needs of today's students by looking at education through a new lens and gaining tools and strategies for the 21st century is imperative. Since the professor of reading educations' knowledge and self-efficacy is essential in the process of integrating digital media, the respondents themselves are transforming the practices and perceptions of educators. Thus, professors of reading education are change agents in their own practices, Universities, surrounding schools and the community. Based on the results of this study, implications for practice and recommendations for further research are suggested.
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Libros sobre el tema "Learning 21"

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Young students learning library / vol 21. Middletown, Connecticut: Newfield Pub, 1992.

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Geissler, Harald, Jendrik Petersen y Charlotte Heidsiek. Organisationslernen im 21. Jahrhundert: Festschrift für Harald Geissler. Frankfurt am Main: Lang, 2010.

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Scholastic Inc. Expert 21: Teacher implementation guide. [New York, N.Y.?]: Scholastic, 2010.

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Papmehl y Rainer Siewers. Wissen im Wandel: Die lernende Organisation im 21. Jahrhundert. Wien: Ueberreuter, 1999.

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J, Bauer Daniel, Koss Nicholas y Guan Yueshu, eds. Gen Li bo bo xue Ying wen: Page 21 = Learning English from Uncle Lee : page 21. Taibei Shi: Jiu ge chu ban she you xian gong si, 2007.

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J, Bauer Daniel, Koss Nicholas 1943- y Guan Yueshu, eds. Gen Li bo bo xue Ying wen: Page 21 = Learning English from Uncle Lee : Page 21. Taibei Shi: Jiu ge chu ban she you xian gong si, 2009.

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A, Sadjadi Firooz y Society of Photo-optical Instrumentation Engineers., eds. Adaptive and learning systems: 20-21 April 1992, Orlando, Florida. Bellingham, Wash: The Society, 1992.

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Britain, Great. Learning and Skills Act 2000: Elizabeth II. 2000. Chapter 21. London: Stationery Office, 2000.

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Frey, Andreas, Marold Wosnitza y Reinhold Jäger. Lernprozess, Lernumgebung und Lerndiagnostik: Wissenschaftliche Beiträge zum Lernen im 21. Jahrhundert. Landau: Verlag Empirische Pädagogik, 2004.

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Rotondi Secchi Tarugi, Luisa, 1943- y Istituto di studi umanistici F. Petrarca., eds. Pio II umanista europeo: Atti del XVII Convegno internazionale, Chianciano-Pienza 18-21 luglio 2005. Firenze: F. Cesati, 2007.

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Capítulos de libros sobre el tema "Learning 21"

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Röhm, Alfred Christoph. "VI. Imitation and motor learning". En Trisomy 21, 135–46. Göttingen: Vandenhoeck & Ruprecht, 2016. http://dx.doi.org/10.13109/9783666701962.135.

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Kissin, Mark William. "Learning about Lobular". En Oncoplastic Breast Surgery, 96–99. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781315115146-21.

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Hargreaves, Eleanore, Caroline Gipps y Alison Pickering. "Assessment for Learning". En Learning to Teach in the Primary School, 275–87. Fourth edition. | New York : Routledge, 2018. | Series: Learning to Teach in the Primary School Series: Routledge, 2018. http://dx.doi.org/10.4324/9781315453736-21.

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Mike, Sharples. "Assessment for learning". En Practical Pedagogy, 125–29. Abingdon, Oxon; New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429485534-21.

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Horak, Anne K., Dana L. Plowden y Rebecca L. Brusseau. "Problem-Based Learning". En Methods & Materials for Teaching the Gifted, 325–46. 5a ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236610-21.

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Sanders, Elizabeth B. N. "Learning in PD". En Participatory Design for Learning, 213–24. New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315630830-21.

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Blows, William T. "Memory and learning". En The Biological Basis of Mental Health, 369–81. 4a ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003097273-21.

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Lightbody, Bradley. "Future of learning". En Advancing Learning Within and Beyond the Classroom, 286–97. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003132783-21.

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Kirschner, Paul A. y Carl Hendrick. "Learning techniques that really work". En How Learning Happens, 208–18. Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429061523-21.

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Trevelyan, James P. "Time management". En Learning Engineering Practice, 147–52. Boca Raton : CRC Press, [2021]: CRC Press, 2020. http://dx.doi.org/10.1201/b22622-21.

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Actas de conferencias sobre el tema "Learning 21"

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Alhamuddin, Alhamuddin, Dinar Nur Inten, Dewi Mulyani y Revan Dwi Erlangga. "21st Century Learning". En 4th Social and Humanities Research Symposium (SoRes 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220407.067.

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Tan, Cheng, Jun Xia, Lirong Wu y Stan Z. Li. "Co-learning". En MM '21: ACM Multimedia Conference. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3474085.3475622.

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Mezghani, M. y M. Masrahy. "Core Lithology Prediction from Core Photos Using Machine Learning". En ProGREss’21. European Association of Geoscientists & Engineers, 2021. http://dx.doi.org/10.3997/2214-4609.202159137.

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Xiao, Jun, Qian Ye, Rui Zhao, Kin-Man Lam y Kao Wan. "Self-feature Learning". En MM '21: ACM Multimedia Conference. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3474085.3475588.

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Orozov, Bozhan y Daniela Orozova. "Rule-Based System Against Reinforcement Learning*". En CompSysTech '21: International Conference on Computer Systems and Technologies '21. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3472410.3472437.

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Pfisterer, Florian, Jan N. van Rijn, Philipp Probst, Andreas C. Müller y Bernd Bischl. "Learning multiple defaults for machine learning algorithms". En GECCO '21: Genetic and Evolutionary Computation Conference. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3449726.3459523.

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Nie, Weizhi, Jiesi Li, Ning Xu, An-An Liu, Xuanya Li y Yongdong Zhang. "Triangle-Reward Reinforcement Learning". En MM '21: ACM Multimedia Conference. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3474085.3475604.

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Zhang, Ji, Jingkuan Song, Yazhou Yao y Lianli Gao. "Curriculum-Based Meta-learning". En MM '21: ACM Multimedia Conference. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3474085.3475335.

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Mihai, Aura, Miguel Angel de la Casa Lillo, Philip Azariadis, Rita Souto, Florea Ghebuta, Agni Vytaniotou, Carmen Arias et al. "THE SCILED KNOWLEDGE ALLIANCE FOR FOOTWEAR IN THE 21 CENTURY". En 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2245.

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Takashima, Hideyoshi y Satoshi Kanai. "Recognition of Free-form Features for Finite Element Meshing using Deep Learning". En CAD'21. CAD Solutions LLC, 2021. http://dx.doi.org/10.14733/cadconfp.2021.31-35.

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Informes sobre el tema "Learning 21"

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Sidenkovs, Alena. E-learning course "General Psychopathology". SIB-Expertise, diciembre de 2022. http://dx.doi.org/10.12731/er0647.15122022.

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Электронный учебный курс ""Общая психопатология"" составлен в соответствии с требованиями Федерального государственного образовательного стандарта высшего образования специальность 31.05.01 Лечебное дело, утвержденным приказом Министерства образования и науки Российской Федерации от 9 февраля 2016 г. №95, и с учетом требований профессионального стандарта 02.009 «Врач-лечебник (врач-терапевт участковый)», утвержденного приказом Министерства труда и социальной защиты Российской Федерации от 21 марта 2017 г. №293н, а так же в соответствии с требованиями Федерального государственного образовательного стандарта высшего образования по специальности 31.05.02 Педиатрия (уровень специалитета), утвержденного приказом Министерства образования и науки Российской Федерации от 17.08.2015 г. № 853, и с учетом требований профессионального стандарта 02.008 «Врач - педиатр участковый», утвержденного приказом Министерства труда и социальной защиты Российской Федерации от 27.03.2017 г. № 306н Цель курса - получить знания об основных закономерностях проявления и развития патологии психической деятельности, общих вопросах этиологии и патогенеза, природе психопатологических процессов, их причинах, принципах классификации. Задачи курса: изучение классификаций симптомов и синдромов психических процессов; ознакомление с клиническими проявлениями симптомов и синдромов изучаемых психических процессов, их этиологические и патогенетические механизмы; обучение студентов навыкам выявления симптомов психических расстройств, навыкам их описания в медицинской документации. Трудоемкость курса составляет 12 часов. Курс состоит из 3 дидактических единиц.
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Porter, Bruce W. y Ray J. Mooney. Proceedings of the International Conference (7th) on Machine Learning Held in Austin, Texas on 21-23 June 1990. Fort Belvoir, VA: Defense Technical Information Center, junio de 1990. http://dx.doi.org/10.21236/ada224409.

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Grishina, Irina, Olga Teplyakova, Ludmila Prokhorova, Tatyana Brodovskaya, Roman Serebrennikov, Marina Khabibulina, Anastasia Sarapulova et al. E-learning course "The lecture course on the discipline "Outpatient Therapy"". SIB-Expertise, diciembre de 2022. http://dx.doi.org/10.12731/er0645.15122022.

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Электронный учебный курс «Лекционный курс по дисциплине «Поликлиническая терапия» является составной частью дисциплины «Поликлиническая терапия» ООП по специальности «Лечебное дело» (уровень специалитета) и составлен в соответствии с требованиями Федерального государственного образовательного стандарта высшего образования по специальности 31.05.01 «Лечебное дело»(уровень специалитета), утвержденного приказом Министерства образования и науки Российской Федерации от 09.02.16 № 95, и с учетом требований профессионального стандарта 02.009 «Врач-лечебник (врач терапевт участковый)», утвержденного приказом Министерства труда и социальной защиты Российской Федерации от 21 марта 2017 г. №293н. Цель изучения курса - овладение студентами необходимым объемом теоретических знаний, позволяющих проявлять компетентностный подход при выполнению трудовых функций, требуемых профессиональным стандартом «Врач-лечебник (врач терапевт участковый)» по организации и проведению профилактической, диагностической и лечебной работы среди населения в амбулаторно-поликлинических условиях и соответствующих ФГОС ВО специальности «Лечебное дело». Задачи курса: 1. Увеличение объема теоретических знаний по вопросам организации лечебно-профилактической помощи основной массе населения в условиях поликлиники, по вопросам особенностей организации и объема работы участкового врача. 2. Развитие навыков клинического мышления по диагностике в амбулаторно-поликлинических условиях наиболее часто встречающихся терапевтических заболеваний, оценке особенностей их течения, амбулаторного лечения, первичной и вторичной профилактики, экспертизы трудоспособности. 3. Обучение студентов должным принципам восстановительного лечения, навыкам грамотного отбора на санаторно-курортное лечение. 4. Обучение студентов принципам динамического наблюдения и амбулаторного ведения больных с основными терапевтическими заболеваниями. Трудоемкость курса составляет 48 часов. Курс состоит из 25 лекций.
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Araya, Mesele, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh y Tassew Woldehanna. Learning Losses during the COVID-19 Pandemic in Ethiopia: Comparing Student Achievement in Early Primary Grades before School Closures, and After They Reopened. Research on Improving Systems of Education (RISE), noviembre de 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/049.

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The outbreak of COVID-19 pandemic has disrupted the education sector in unprecedented ways. As with many other countries around the world, the Ethiopian government closed schools following the first identified case in the capital city, Addis Ababa, on the 16th of March 2020. Across the country, these closures resulted in more than 26 million learners staying at home for almost eight months (UNESCO, 2021). In addition to this hiatus in their education, pupils were promoted automatically to the next grade with only 45 days of catch-up classes (Ministry of Education, 2020). In other words, those attending a specific school grade in March 2020 were then promoted to the next grade when school resumed in October 2020. For a significant proportion of Ethiopian pupils, learning during school closures was extremely limited despite the government’s efforts to create educational programmes via national television and radio stations (Kim et al., 2021a; Yorke et al., 2020). School closures, combined with barriers to accessing remote educational resources, meant potential learning losses for a significant number of pupils. Several studies have already indicated that COVID-19 resulted in learning losses, especially among the poorest and most disadvantaged groups. A study in Indonesia found that pupils lost 11 points on the PISA3 reading scale due to the four-month school closure from March to July 2020 (Yarrow, Masood & Afkar, 2020). It was also estimated that Grade 4 pupils in South Africa experienced losses equivalent to more than 60 percent of an academic year (Ardington, Wills & Kotze, 2021), while pupils in the UK lost a third of their expected learning during pandemic-related school closures (Major, Eyles & Machin, 2021). It is anticipated that school closures in Ethiopia could similarly result in learning losses and challenges for pupils to catch up with their learning, particularly for those from disadvantaged backgrounds. Our related emerging findings in Ethiopia have indicated that school closures exacerbated pre-existing inequalities in education, where progress was much lower for rural students compared to those in urban areas who were tracked from Grade 4 to Grade 6 (Kim et al., 2021b; Bayley et al., 2021). Building on this work in Ethiopia, this Insight Note provides a new perspective on numeracy achievements of Grade 1 and Grade 4 pupils by comparing learning at the start of each academic year and the gains over the course of the year across two academic years: 2018-19 and 2020-21. During the 2018-19 academic year, the Research on Improving Systems of Education (RISE) Ethiopia programme collected data on students’ numeracy achievement from 168 schools. After schools reopened in October 2020, and with additional support from the Bill and Melinda Gates Foundation, data on students’ numeracy achievements were collected for two new cohorts of pupils in Grades 1 and 4 in the same schools using the same instruments. This has enabled us to compare learning patterns between two cohorts in the same grades and schools before and during the pandemic. More specifically, in this Insight Note, we aim to: -Compare foundational numeracy levels of pupils entering Grade 1 in the 2020-21 academic year relative to those in 2018-19. -Compare progress in foundational numeracy for Grade 1 pupils over the course of the 2020-21 academic year relative to that seen during the 2018-19 academic year. -Compare numeracy levels of pupils entering Grade 4 in the 2020-21 academic year relative to those entering the same grade in 2018-19. -Compare progress in numeracy for Grade 4 pupils over the course of the 2020-21 academic year relative to the progress seen during the 2018-19 academic year. -Estimate the magnitude of learning loss attributable to the pandemic by calculating the difference in numeracy levels and progress between the two cohorts.
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Clark, Louise, Jo Carpenter y Joe Taylor. Learning From Responsiveness to a Rapidly Evolving Context: IDRC’s Covid-19 Responses for Equity Programme. Institute of Development Studies, junio de 2022. http://dx.doi.org/10.19088/core.2022.004.

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This report summarises key institutional lessons that emerged from a Learning Journey commissioned by the International Development Research Centre (IDRC) for its Covid-19 Responses for Equity (CORE) programme. Learning Journeys are a research method developed by the Institute of Development Studies (IDS) to support collaborative scoping processes and provide participants with structured spaces to learn, discuss issues, and to reflect on their day-to-day work and how to apply learning. CORE was designed as a rapid response mechanism to address the sudden global shifts caused by the Covid-19 pandemic. The initiative supports 21 research projects with Southern partners across 42 countries. It seeks to understand the socioeconomic impacts of the pandemic, improve existing responses, and generate better policy options for recovery. The CORE Learning Journey was managed by the ‘Knowledge Translation’ (KT) supplier for CORE, the UK-based IDS. It brought together grantees, IDRC senior management, Regional Directors (RD), Program Officers (PO), and IDS staff, to share experiences and reflect on the successes and challenges of the CORE programme. It was framed around a central learning question: What are the key lessons to emerge from the IDRC experience of funding CORE as a responsive mechanism to provide innovative Southern-led policy and practice solutions in the context of a rapid onset and rapidly evolving global crisis?
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Gates, Allison, Michelle Gates, Shannon Sim, Sarah A. Elliott, Jennifer Pillay y Lisa Hartling. Creating Efficiencies in the Extraction of Data From Randomized Trials: A Prospective Evaluation of a Machine Learning and Text Mining Tool. Agency for Healthcare Research and Quality (AHRQ), agosto de 2021. http://dx.doi.org/10.23970/ahrqepcmethodscreatingefficiencies.

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Background. Machine learning tools that semi-automate data extraction may create efficiencies in systematic review production. We prospectively evaluated an online machine learning and text mining tool’s ability to (a) automatically extract data elements from randomized trials, and (b) save time compared with manual extraction and verification. Methods. For 75 randomized trials published in 2017, we manually extracted and verified data for 21 unique data elements. We uploaded the randomized trials to ExaCT, an online machine learning and text mining tool, and quantified performance by evaluating the tool’s ability to identify the reporting of data elements (reported or not reported), and the relevance of the extracted sentences, fragments, and overall solutions. For each randomized trial, we measured the time to complete manual extraction and verification, and to review and amend the data extracted by ExaCT (simulating semi-automated data extraction). We summarized the relevance of the extractions for each data element using counts and proportions, and calculated the median and interquartile range (IQR) across data elements. We calculated the median (IQR) time for manual and semiautomated data extraction, and overall time savings. Results. The tool identified the reporting (reported or not reported) of data elements with median (IQR) 91 percent (75% to 99%) accuracy. Performance was perfect for four data elements: eligibility criteria, enrolment end date, control arm, and primary outcome(s). Among the top five sentences for each data element at least one sentence was relevant in a median (IQR) 88 percent (83% to 99%) of cases. Performance was perfect for four data elements: funding number, registration number, enrolment start date, and route of administration. Among a median (IQR) 90 percent (86% to 96%) of relevant sentences, pertinent fragments had been highlighted by the system; exact matches were unreliable (median (IQR) 52 percent [32% to 73%]). A median 48 percent of solutions were fully correct, but performance varied greatly across data elements (IQR 21% to 71%). Using ExaCT to assist the first reviewer resulted in a modest time savings compared with manual extraction by a single reviewer (17.9 vs. 21.6 hours total extraction time across 75 randomized trials). Conclusions. Using ExaCT to assist with data extraction resulted in modest gains in efficiency compared with manual extraction. The tool was reliable for identifying the reporting of most data elements. The tool’s ability to identify at least one relevant sentence and highlight pertinent fragments was generally good, but changes to sentence selection and/or highlighting were often required.
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Bolton, Laura y James Georgalakis. The socioeconomic impact of Covid-19 in low- and middle-income countries: A synthesis of learning from the Covid-19 Responses for Equity Programme. Institute of Development Studies, octubre de 2022. http://dx.doi.org/10.19088/core.2022.007.

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This report provides a snapshot of the research undertaken and published by members of the IDRC-supported CORE programme. It sets out the main themes addressed by the research in relation to Covid-19 impacts on industries, sectors and socioeconomic groups in locations across Africa, Middle East, South and Southeast Asia, and Latin America. This includes both descriptions of how the pandemic has affected the lives of people from marginalised and excluded communities, and the efficacy of policy responses to the pandemic. Much of the learning arising from this ongoing research has implications for the pandemic response in different contexts, for building resilience against future shocks, and for the challenges of undertaking applied research during a global health emergency. Given the diverse spread of the 21 projects rapidly mobilised by the IDRC across 42 countries during the early stages of the pandemic, this summary of findings is, by its very nature, far more focused on some areas and geographies than others; it in no way claims to provide a comprehensive analysis of the socioeconomic impact of Covid-19. Nonetheless, it does provide some important learning for researchers, policy actors and practitioners seeking to build back better in the wake of an unprecedented global health emergency.
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Esquivel, Valeria, Ana Carolina Ogando, Ghida Ismail, Marcela Valdivia, Pranita Achyut, Nomancotsho Pakade, Gountiéni D. Lankoandé y Ian Heffernan. Why Covid-19 Recovery Must be Gender-Responsive. Institute of Development Studies (IDS), marzo de 2022. http://dx.doi.org/10.19088/core.2022.001.

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This summary highlights key learning from research from the Covid-19 Responses for Equity (CORE) initiative focusing on the impact the pandemic is having across different vulnerable groups and how gender intersects and often exacerbates these effects. Supported by the International Development Research Centre (IDRC), CORE brings together 21 projects to understand the socioeconomic impacts of the pandemic, improve existing responses, and generate better policy options for recovery. The research is being led primarily by local researchers, universities, thinktanks and civil society organisations across 42 countries in Africa, Asia, Latin America and the Middle East.
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Dyulicheva, Yulia Yu, Yekaterina A. Kosova y Aleksandr D. Uchitel. he augmented reality portal and hints usage for assisting individuals with autism spectrum disorder, anxiety and cognitive disorders. [б. в.], noviembre de 2020. http://dx.doi.org/10.31812/123456789/4412.

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The augmented reality applications are effectively applied in education and therapy for people with special needs. We propose to apply the augmented reality portal as a special tool for the teachers to interact with people at the moment when a panic attack or anxiety happens in education process. It is expected that applying the augmented reality portal in education will help students with ASD, ADHD and anxiety disorder to feel safe at discomfort moment and teachers can interact with them. Our application with the augmented reality portal has three modes: for teachers, parents, and users. It gives the ability to organize personalized content for students with special needs. We developed the augmented reality application aimed at people with cognitive disorders to enrich them with communication skills through associations understanding. Applying the augmented reality application and the portal discovers new perspectives for learning children with special needs. The AR portal creates illusion of transition to another environment. It is very important property for children with ADHD because they need in breaks at the learning process to change activity (for example, such children can interact with different 3D models in the augmented reality modes) or environment. The developed AR portal has been tested by a volunteer with ASD (male, 21 years old), who confirmed that the AR portal helps him to reduce anxiety, to feel calm down and relaxed, to switch attention from a problem situation.
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IDS Annual Review 2020-21. Institute of Development Studies, octubre de 2021. http://dx.doi.org/10.19088/ids.2021.044.

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This has been an extraordinary year for the Institute. The Covid-19 pandemic and its health, social, economic and political impacts have created massive disruptions, transforming how people live and organisations function throughout the world. The challenges it has brought to how we at IDS contribute to creating a more equitable and sustainable world, where people everywhere are free from poverty and injustice, have been compounded by the UK Government’s recent cuts to overseas aid. These have been imposed hastily and there can be no doubt that they will have drastic effects. Our strategy drives the structure of this Annual Review, which highlights our progress towards each of our five strategic priorities. We share impact stories from across the Institute that demonstrate our work towards these priorities. Not surprisingly, many of our key impacts this year relate to the pandemic. These include the wide-reaching influence of the Sanitation Learning Hub’s Handwashing Compendium, the Social Science in Humanitarian Action Platform on Covid-19 response, and our work to provide rapid analysis and facilitated learning to the UK Government to support pandemic recovery. Other stories highlight exciting impacts such as large-scale successes in pedagogical advancement in Africa through equitable partnerships, and addressing digital exclusion that is affecting the most marginalised communities in our home city, Brighton, in the UK. We also marked 50 years of collaborative research with pastoralists, whose insights are prompting some major, and timely, rethinking of approaches to land management and climate change.
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