This paper provides an introduction to the special issue of the Journal of Policy Research in Tourism, Leisure and Events on Festival Cities and Tourism. It provides a contextualisation of the conversations surrounding the relationship between cities and their festivals during the Covid-19 pandemic. Focussing on the ‘festival city’ of Edinburgh, we examine how festival organisers reacted to the challenges of the pandemic, and how they strove to maintain contact with audiences and other stakeholders. We then review the different contributions to the special issue, ranging from festivalisation and suburban food festivals in Barcelona to an art festival in Dublin, the European Capital of Culture in Hungary and the festival portfolio of Hong Kong.
MULTIFILE
In vocational education, students learn in different school-based and workplace-based learning environments and engage with different types of knowledge in these environments. Students are expected to integrate these experiences and make meaning of them in relation to their own professional knowledge base. This study focuses both on what types of knowledge students learn in these environments and how they integrate these different types of knowledge. Individual and group interviews were conducted with students, teachers and workplace supervisors in a vocational programme in the Netherlands. Results show that students recognise the importance of vocational knowledge learned in school-based learning environments while they are in the workplace and vice versa, and continuously contextualise knowledge to make it applicable for new circumstances. Also, students learn differently at school due to their experiences in the workplace.
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Introduction: In March 2014, the New South Wales (NSW) Government (Australia) announced the NSW Integrated Care Strategy. In response, a family-centred, population-based, integrated care initiative for vulnerable families and their children in Sydney, Australia was developed. The initiative was called Healthy Homes and Neighbourhoods. A realist translational social epidemiology programme of research and collaborative design is at the foundation of its evaluation. Theory and Method: The UK Medical Research Council (MRC) Framework for evaluating complex health interventions was adapted. This has four components, namely 1) development, 2) feasibility/piloting, 3) evaluation and 4) implementation. We adapted the Framework to include: critical realist, theory driven, and continuous improvement approaches. The modified Framework underpins this research and evaluation protocol for Healthy Homes and Neighbourhoods. Discussion: The NSW Health Monitoring and Evaluation Framework did not make provisions for assessment of the programme layers of context, or the effect of programme mechanism at each level. We therefore developed a multilevel approach that uses mixed-method research to examine not only outcomes, but also what is working for whom and why.
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Learning by Design (LBD) is a project-based inquiry approach for interdisciplinary teaching that uses design contexts to learn skills and conceptual knowledge. Research around the year 2000 showed that LBD students achieved high skill performances but disappointing conceptual learning gains. A series of exploratory studies, previous to the study in this paper, indicated how to enhance concept learning. Small-scale tested modifications, based on explicit teaching and scaffolding, were promising and revealed improved conceptual learning gains. The pretest-posttest design study discussed in this paper confirms this improvement quantitatively by comparing the conceptual learning gains for students exposed to the modified approach (n = 110) and traditional approach (n = 77). Further modifications, which resulted in a remodified approach tested with 127 students, show a further improvement through reduced fragmentation of the task and addressed science. Overall, the remodified approach (FITS model: Focus - Investigation - Technological design - Synergy) enriches technology education by stimulating an empirical and conceptual way of creating design solutions.
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The focus of the thesis is an exploration into students’ vocational knowledge in the context of Dutch vocational education and training (VET). The reason students’ vocational knowledge requires exploration is because there is no consensus among scholars in the field of VET about how to theorise the nature of students’ vocational knowledge; most (not all) scholars rely on dichotomous conceptualisations, such as theory versus practice, general versus specific or explicit versus implicit. However, such commonly used dichotomies are not very helpful to understand the complex nature of vocational knowledge. Vocational knowledge is more than putting bits of theoretical and practical knowledge together, it is characterised by sometimes-intimate relationships between knowledge and actions. As a result of the above-mentioned gap in the VET literature, there is little empirical research on how VET students develop vocational knowledge and the extent to which this is occupation-specific knowledge. To understand students’ vocational knowledge, four different aims are formulated and carried out in four studies. The aim of the first study is to identify powerful vocational learning environments to enable the selection of a case that represents high quality vocational learning and teaching. With an eye on analysing students’ vocational knowledge, the second study aims to conceptualise the nature of vocational knowledge that avoids dichotomies. Therefore, two conceptual frameworks are integrated; the idea of contextualising is introduced which is based on cultural-historical theory to highlight the crucial role activity plays in knowledge development and to understand the relationships between the mind (i.e., what people think (and feel)), and action (i.e., what people do). Secondly, the theory is supplemented with ideas from inferentialism, a philosophical semantic theory of meaning to provide a useful way to focus on students’ processes of knowing and to reveal students’ vocational knowledge in terms of ongoing reasoning processes. The third study uses the conceptualisation of vocational knowledge to explore how students develop vocational knowledge in occupational practice, and to illustrate the process of contextualising. The forth study aims to describe what characterises students’ vocational knowledge using an analytic framework that distinguishes between occupation-specific knowledge components and qualities. This thesis contributes to research scholarship in the field of VET and an understanding of students’ vocational knowledge in practice. The theoretical framework of contextualising supplemented with inferentialism provides an alternative way to focus on students’ processes of knowing and helps to reveal students’ vocational knowledge in terms of reasoning processes. The empirical explorations and illustrations of students’ vocational knowledge contribute to the scholarly literature and practice on understanding the nature of vocational knowledge, how students develop vocational knowledge and what characterises their vocational knowledge. The intention to introduce the idea of contextualising is not about reinventing the wheel but rather an attempt to understand how it turns and how it functions. The intention of this thesis is to encourage dialogue and move the debate about the nature of vocational knowledge further, and hence, to provide some “food for thought”.
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Liz is a CLIL and language teacher educator, senior lecturer, author, and researcher. Her publications include CLIL Skills, CLIL Activities, a doctoral thesis on the role of English teachers in bilingual streams and articles on multilingualism. She also chairs audit panels for bilingual streams in vocational and academic tracks. You will be introduced to a visual methodology as a way of uncovering learners’ multilingual experiences. Language mapping is a technique that helps learners uncover their own lived multilingual experiences and to represent and talk about these using their own words and descriptions. Liz Dale will show you how and why language mapping works and how you can integrate this exercise in a lesson. Of course, you will try your hand at creating your own language map!
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Studenten in het beroepsonderwijs hebben vaak problemen met recontextualiseren. Door recontextualisatie verbinden studenten verschillende type kennis tot beroepskennis. Beroepskennis wordt opgevat als verborgen, situationele, episodische maar ook expliciete en gecodificeerde kennis. Dit artikel gaat in op de vraag hoe recontextualiseren door studenten in het beroepsonderwijs gestimuleerd kan worden. Twee gevalsstudies in het voorbereidend- en het middelbaar beroepsonderwijs zijn uitgevoerd, waar de eerste gevalsstudie ontwerptekeningen en de tweede gevalsstudie beroepsdilemma’s gebruikt om recontextualisatie van studenten te stimuleren. De eerste gevalsstudie laat zien dat ontwerptekeningen het recontextualiseren van studenten in het technische voorbereidend middelbaar beroepsonderwijs kan ondersteunen. De ontwerptekeningen zetten studenten aan tot het verbinden van verschillende type kennis, waarbij docenten actief hun eigen beroepskennis expliciteerden. De resultaten van de tweede gevalsstudie laten zien dat het bespreken van beroepsdilemma’s studenten in het middelbaar beroepsonderwijs aanzet tot reflectie. Er werden geen verschillen gevonden in interacties tussen studenten en docenten en tussen studenten onderling. Wel werden er verschillen gevonden voor het beroep (ICT en Pedagogisch Werk). De twee gevalsstudies laten zien dat begeleiding van de docent ertoe doet bij het recontextualiseren van beroepskennis
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Huidige inburgeringscursussen zijn meestal gericht op taal en kennis en houden geen rekening met de complexe inspanningen die migranten moeten leveren om een nieuw bestaan op te bouwen in een vreemde samenleving. Sinds 2002 onderzoekt en ontwikkel ik samen met Vantrood Educational Services methoden voor psychosociale volwassenenonderwijs, toegespitst op een dubbele context benadering: de ontvangende samenleving, evenals de volwassen lerende migrant. In dit Position paper beschrijven we de theoretisch gefundeerde principes van deze effectieve pedagogische aanpak en bespreken we veronderstellingen van volwassenenonderwijs en inburgering om hiermee een constructieve bijdrage te leveren aan de doorontwikkeling van inburgeringscursussen.
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There are changes in society and labour market demands made to TVET and in the TVET system itself. To deal with both types of challenges, the aim for TVET planning and development is to anticipate how employment will evolve and to determine how to give individuals a knowledge base that will enable them to adapt to the changing demands and benefit from the mobility. Major research areas connected to relevant problem areas in the TVET planning and development process can be constituted by analysis of labour market developments and changes in learning contents, new insights into the development of skills, competences and expertise, integration of learning places in school and workplace, professional development of VET teachers and trainers and VET and organisational development in organisations.
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The term crowdsourcing was introduced by Jeff Howe (2006). It is the act of a company or organisation to take a function once performed by employees and outsourcing it to an undefined, and usually large, network of people in the form of an open call. As communication tools to organize work have become widely available, and a well-educated global work force has come online, crowdsourcing has become an increasingly important mechanism to organize work. We discuss a categorisation of crowdsourcing, its costs and benefits and several examples. The use of crowdsourcing begins with the question which strategic goal an organisation wants to achieve, and whether the benefits outweigh the costs. We give some recommendations for adopting crowdsourcing. This usually requires a certain amount of restructuring of existing workflows and a willingness to become more open which may or may not be a welcome side effect.
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