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Immersive Learning Research Network: 10th International Conference on Immersive Learning, iLRN 2024, Glasgow, UK, June 10–13, 2024, Revised Selected Papers, Part II (Communications in Computer and Information Science #2272)
by Dennis Beck Jonathon Richter Alan Miller Anasol Peña-Rios Andreas Dengel Rami Ghannam Marie-Luce Bourguet Jule M. Krüger Daniela PedrosaThis book constitutes the proceedings of the10th International Conference on Immersive Learning, iLRN 2024, held in Glasgow, UK during June 10–13, 2024. The 30 full papers and 13 short papers presented in this volume were carefully reviewed and selected from 144 submissions. They were categorized under the topical section as follows: Part I: Foundations in Immersive Learning Research and Theory; Assessment and Evaluation (A&E); Galleries, Libraries, Archives and Museums (GLAM); Inclusion, Diversity, Equity, Access, and Social Justice (IDEAS); STEM Education (STEM); Medical & Healthcare Education (MHE); Workforce Development & Industry Training (WDIT); Self and Co-regulated Learning with Immersive Learning Environments (SCILE). Part II: Special Track 1: Immersive learning across Latin America: State of Research, Use Cases and Projects; Special Track 2: Sustainable Development and Immerse Learning in the Climate Emergency; Special Track 3: Literacy Equity and Immersive Learning.
Immersive Learning Research Network: 11th International Conference, iLRN 2025, Chicago, IL, USA, June 15–19, 2025, Revised Selected Papers (Communications in Computer and Information Science #2598)
by Dennis Beck Jonathon Richter Anasol Peña-Rios Matthew Schmidt Anastasios Mikropoulos Genevieve Smith-Nunes Jule M. Krüger Daniela Pedrosa George Koutromanos Stylianos MystakidisThis book constitutes the revised selected papers of the 11th International Conference on Immersive Learning, iLRN 2025, held in Chicago, IL, USA, during June 15–19, 2025. The 23 full papers presented in this volume were carefully reviewed and selected from 57 submissions. They were categorized under the topical sections as follows: Foundations in Immersive Learning Research and Theory; Assessment and Evaluation (A&E); Inclusion, Diversity, Equity, Access, and Social Justice (IDEAS); STEM Education (STEM); Medical & Healthcare Education (MHE); Workforce Development & Industry Training (WDIT); Self and Co-regulated Learning with Immersive Learning Environments (SCILE); Special Track 1: Immersive learning across Latin America: State of Research, Use Cases and Projects; Special Track 2: Navigating Grand Challenges: Immersive Learning & Global Solutions (iLRNGrandChallenges); and Special Track 3: Sustainable Development and Immerse Learning in the Climate Emergency.
Immersive Learning Research Network: 4th International Conference, iLRN 2018, Missoula, MT, USA, June 24-29, 2018, Proceedings (Communications in Computer and Information Science #840)
by Colin Allison Leonel Morgado Johanna Pirker Dennis Beck Jonathon Richter Christian Gütl Anasol Peña-Rios Todd OgleThis volume constitutes the refereed proceedings of the 4th International Conference of the Immersive Learning Network, iLRN 2018, held in Missoula, MT, USA, in June 2018. The 12 revised full papers and the two revised short papers presented in this volume were carefully reviewed and selected from 57 submissions. The papers are organized in topical sections on environmental sciences, climate change, immersive technologies; immersive technologies in cultural heritage; immersive technologies in primary and secondary education; games and game design.
Immersive Learning Research Network: 5th International Conference, iLRN 2019, London, UK, June 23–27, 2019, Proceedings (Communications in Computer and Information Science #1044)
by Leonel Morgado Johanna Pirker Dennis Beck Jonathon Richter Christian Gütl Anasol Peña-Rios Todd Ogle Daphne Economou Markos Mentzelopoulos Christian Eckhardt Roxane Koitz-Hristov Michael GardnerThis volume constitutes the refereed proceedings of the 5th International Conference of the Immersive Learning Network, iLRN 2019, held in London, UK, in June 2019.The 18 revised full papers and presented in this volume were carefully reviewed and selected from 60 submissions. The papers are organized in topical sections on science, technology, engineering, and mathematics (STEM); disciplinary applications: special education; disciplinary applications: history; pedagogical strategies; immersion and presence.
Immersive Learning Research Network: 9th International Conference, iLRN 2023, San Luis Obispo, USA, June 26–29, 2023, Revised Selected Papers (Communications in Computer and Information Science #1904)
by Jonathon Richter Anasol Peña-Rios Andreas Dengel Marie-Luce Bourguet Jule M. Krüger Daniela PedrosaThis volume constitutes the refereed proceedings of the 9th International Conference of the Immersive Learning Network, iLRN 2023, held in San Luis Obispo, USA, in June 2023 as a hybrid event.The 26 revised full papers and 13 shprt papers presented in this volume were carefully reviewed and selected from 110 submissions. The papers are organized in topical sections on foundations in immersive learning research and theory; assessment and evaluation; galleries, libraries, archives and museums; inclusion, diversity, equity, access, and social justice; STEM education; language, culture and heritage; nature & environmental sciences; workforce development & industry training; self and co-regulated learning with immersive learning environments; special track: immersive learning across Latin America: state of research, use cases and projects.
Immersive Learning Research Network: Third International Conference, iLRN 2017, Coimbra, Portugal, June 26–29, 2017. Proceedings (Communications in Computer and Information Science #725)
by Colin Allison Leonel Morgado Johanna Pirker Dennis Beck Jonathon Richter Christian Gütl Foaad KhosmoodThis book constitutes the refereed proceedings of the Second International Conference of the Immersive Learning Network, iLRN 2016, held in Santa Barbara, CA, USA, in June/July 2016. The proceedings contain 9 full papers carefully reviewed and selected from 45 submissions and the best 5 special track papers. The papers focus on various applications of immersive technologies to learning.
Immersive Virtuelle Realität: Grundlagen, Technologien, Anwendungen
by Matthias WölfelVollständig realistische Erfahrungen in einer virtuellen Welt anbieten: Darum geht es bei Immersiver Virtueller Realität. Das ausführliche Lehrbuch bietet Studierenden der Informatik, Medien-, Ingenieur- oder Sozialwissenschaften sowie Medienschaffenden und Anwendern immersiver Umgebungen ein anschauliches Nachschlagewerk zu einschlägigen Lehrveranstaltungen oder zum Selbststudium. Dabei adressiert das Buch alle Aspekte immersiver Medien, die für ein ganzheitliches Verständnis relevant sind: Die ersten Kapitel führen in die theoretischen Grundlagen ein. Diese behandeln die verschiedenen Ausprägungender Realität sowie das Metaversum als Zukunftsvision des Internets, geben einen historischen Überblick, beschreiben relevante Sinne und setzen sich mit Interaktion, Interface und Fortbewegung auseinander. Die darauffolgenden Kapitel veranschaulichen die zugrundeliegenden Technologien wie Sensorik, Tracking und Ausgabetechniken einschließlich Stereoskopie und kopfbezogener Übertragungsfunktion. Der letzte Teil des Buches gibt praxisnahe Einblicke in die unterschiedlichen Anwendungsbereiche: Unterhaltung, soziale Interaktion, Lehren und Lernen, Entwicklung sowie soziologische und medientheoretische Forschung.
Immigrant Children in Transcultural Spaces: Language, Learning, and Love (Expanding Literacies in Education)
by Marjorie Faulstich OrellanaGrounded in both theory and practice, with implications for both, this book is about children’s perspectives on the borders that society erects, and their actual, symbolic, ideational and metaphorical movement across those borders. Based on extensive ethnographic data on children of immigrants (mostly from Mexico, Central America and the Philippines) as they interact with undergraduate students from diverse linguistic, cultural and racial/ethnic backgrounds in the context of an urban play-based after-school program, it probes how children navigate a multilingual space that involves playing with language and literacy in a variety of forms. Immigrant Children in Transcultural Spaces speaks to critical social issues and debates about education, immigration, multilingualism and multiculturalism in an historical moment in which borders are being built up, torn down, debated and recreated, in both real and symbolic terms; raises questions about the values that drive educational practice and decision-making; and suggests alternatives to the status quo. At its heart, it is a book about how love can serve as a driving force to connect people with each other across all kinds of borders, and to motivate children to engage powerfully with learning and life.
Immigrant Entrepreneurship, Religion, and Ethnicity: Cases from Europe, Africa, and Asia (Routledge Studies in Entrepreneurship and Small Business)
by Clara Margaça, Andreas Walmsley, and Helena KnörrInternational migration is a growing phenomenon in the 21st century and is increasingly seen as a high-priority public policy issue by many governments, politicians, and the broader public throughout the world. Its importance to economic prosperity, human development, and safety and security ensures that it will remain a top priority for the foreseeable future.This book highlights the importance of ensuring that we remain focused on the successes of migration as well as the challenges. At the end of the 20th century, more importance was given to immigrant and ethnic minority entrepreneurship due to its positive impact on local economic growth and overall economic development in the hosting nations. In the 21st century, the imperative of the United Nations 2030 agenda involves a deeper understanding of the complex challenges for the achievement of sustainable goals. One of these challenges is to understand how migrant-entrepreneurs may or may not identify with their ethnic community, therefore dissociating themselves from their ethnic group. In this sense, religion and ethnicity are differentiating factors between social groups, and the relationships allow preserving their culture and establishing relationships and integration in the community at all levels. This edited volume brings together impactful contributions that will interest multidisciplinary academic areas and aims to contribute to the enhancement of scientific knowledge on the intersection of entrepreneurship, migration, ethnicity, and religion, a gap in the existing literature that has the potential to provide a deeper understanding of factors that influence migrant populations’ contribution to socio-economic development in their communities.This book will be an invaluable resource to researchers and scholars in the fields of immigration, immigrant entrepreneurship, entrepreneurial culture, and economic development.
Immigrant Faculty in the Academy: Narratives of Identity, Resilience, and Action
by Maysaa BarakatThis edited volume shares the diverse experiences of immigrant professors in the United States. Chapters provide insight for educators in academia seeking deeper understanding of issues of identity and intersectionality, assimilation and integration, culture and its different manifestations, accent and the politics of language, and hegemonic systems and structures. Blending autoethnographies and case studies, this book highlights the invaluable collective experiences of immigrant professors as they navigate challenges and success. By sharing these rich stories, Immigrant Faculty in the Academy contributes to the conversation on career development, the professoriate, and immigration.
Immigrant Incorporation, Education, and the Boundaries of Belonging
by Stefan LundIn this edited volume, authors analyze how symbolic boundaries of belonging are negotiated and reflected upon by school actors in different educational contexts and how that contributes to a richer understanding of the ways in which "we-ness" acts as a fundamentally structuring force in immigrant incorporation. The analyses draw on cultural sociologist Jeffrey Alexander's work on civil sphere theory, thus grasping both the solidaristic dimensions of incorporation and processes of exclusion. Chapters are guided by two major themes: school choice/ethnic school segregation and religion/faith in schooling. Both of these themes provide rich examples of how immigrant school actors negotiate the symbolic codes that define boundaries of belonging/non-belonging in different communities. This focus will broaden the understanding of how educational practices and formal schooling works in relation to immigrant incorporation into different school cultures, as well as in the Swedish civil sphere.
Immigrant Saint: The Life of Mother Cabrini
by Pietro Di DonatoFrancesca Maria Cabrini was born in 1850 in a small village on the Lombard Plain of Italy. At the moment of her birth, a cloud of snow-white doves appeared and circled the village, an augury of her future sanctity. Tiny frail and sickly, she was enthralled as a child by tales of the adventures of missionaries to faraway lands, and grew up with one burning desire: to join a religious order and tend to the physical and spiritual needs of the people of China. But no order would have her—her health was deemed too precarious. But her dream remained, and she set out to see it realized. Her first step, a formidable one, was obtaining an audience with His Holiness, Pope Leo XIII. This she did, after overcoming many obstacles. It was a meeting that would change her life, and the lives of so many in America. Mother Cabrini was granted her wish to start an orphanage abroad-but not in China, as she had requested. “Not East, but West, my child,” said Pope Leo, and her path was set.PIETRO DI DONATO’S Immigrant Saint: The Life of Mother Cabrini is a powerful nonfiction account of a woman whose gripping story of perseverance, courage, and profound godliness serves as a paradigm for the new age of faith. Written in the fluid prose that made it a huge popular success upon its initial publication in 1960, Immigrant Saint is a book that makes us re-examine, and ultimately reaffirm, our belief in the possibilities of prayer, the validity of miracles, and the crucial importance of good works.“…eloquent, fascinating, miraculous”—Saturday Review
Immigrant Student Achievement and Education Policy: Cross-cultural Approaches (Policy Implications Of Research In Education Ser. #9)
by Louis Volante Don Klinger Ozge BilgiliThis book examines immigrant student achievement and education policy across a range of Western nations. It is divided into 3 sections: Part 1 introduces the topic of immigrant student achievement and the performance disadvantage that is consistently reported across a range of international jurisdictions. Part 2 then presents national profiles from scholars in ten countries (England, Germany, Italy, Sweden, Finland, Netherlands, Republic of Ireland, Canada, Australia, and New Zealand). These educational jurisdictions were selected because they represent a range of Western nations engaged in large-scale reform efforts geared towards enhancing their immigrant students’ achievement. Each of the national profiles provides a brief overview of the evolution of the cultural composition of their respective school-aged student population; explains the trajectory of achievement results in non-immigrant and immigrant student groups in relation to both national and international large-scale assessment measures; and discusses the effectiveness of policy responses that have been adopted to close the achievement gap between non-immigrant and immigrant student populations. It also examines the relationships between education policies and immigrant student achievement and discusses how education policies have evolved across various cultural contexts. In conclusion, Part 3 analyzes cross-cultural approaches designed to address the performance disadvantage of immigrant students and proposes future areas of inquiry stemming from the national profiles. The book offers insights into a diverse cross-section of nations and policy approaches to addressing the performance disadvantage.
Immigrant Student Experiences in Canada: Mothers and Children Storying Belonging
by Soudeh OladiThis book centers immigrant children&’s school experiences as recounted and interpreted by their mothers, exposing how racialization, exclusion, and proximity to Whiteness shape their realities in Canadian schools. Drawing from Afro-Caribbean, Ghanaian, Indian, Afghan, and Chinese communities, mothers emerge as critical knowledge holders, sharing their children's stories to disrupt institutional erasure. Part One&’s two chapters reveal how Canadian schools enact symbolic multiculturalism while reinforcing linguistic conformity and Eurocentric norms, reframing identity, belonging, and home through mothers&’ stories. Part Two&’s four chapters present mothers&’ and children&’s experiences capturing subversive resistance, intergenerational tensions, trauma, invisibility, and affirmation. The concluding chapter frames storytelling as epistemic resistance, grounding immigrant families' wisdom as essential to transforming education.
Immigrant Students and Higher Education: ASHE Higher Education Report 38:6 (J-B ASHE Higher Education Report Series (AEHE) #180)
by Jeannette Diaz Eunyoung KimImmigrant populations, growing quickly in both size and diversity, have become an important segment of the U.S. college student population, one that will profoundly transform the educational landscape and workforce in coming decades. Nevertheless, immigrant students in higher education are often inaccurately characterized and largely misunderstood. In response to this alarming disconnect, this monograph reviews and synthesizes the existing body of literature on immigrant students, with special attention placed on transitions to college and collegiate experiences. The authors lay a foundation for future research and draw out implications for policies and practices that will better serve the educational needs of this growing population. This is the 6th issue of the 38th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Immigrant Teachers, American Students
by Namulundah FlorenceTeachers, as often as students, articulate frustrations over each other's choices and expectations. A teacher's demand for respect may appear an imposition and abuse of authority to students accustomed to speaking out against perceived injustices. All teachers experience some tentativeness, especially in an unfamiliar environment. Since classroom decisions tend to be immediate, choices reflect learned attitudes and behaviors as much as logical decision-making procedures. Florence explores the cross-cultural complexities of teacher/student interactions, particularly African immigrant teachers. Despite the emotional aggravations, cultural misunderstandings offer forums for a reassessment of views, acknowledgement of differences, and initiative for positive change.
Immigrants and Refugees at German Universities: Diversity, Internationalization and Anticolonial Considerations (Routledge Studies in Global Student Mobility)
by Lisa UnangstThis book takes a critical and historical perspective in parsing the current state of play for refugee and immigrant students in Germany, addressing federal, state, and institutional innovations as well as gaps in service.Drawing from de/post/anticolonial theory, it considers the levels of support for diverse groups including migrants, refugees, and racialized Germans, investigating why a comparatively well-resourced higher education system has, to date, selectively invested in the support of some marginalized groups. It calls for the reconsideration of policy and programmatic support, drawing from emerging best practice across states and higher education institutions (HEIs). Using historical analysis, federal and state level policy documents, institutional equal opportunity plans and student-facing websites, reporting, and first-person-accounts of marginalized students both prospective and enrolled, this critically oriented work interrogates how and why the world’s fourth largest economy – and its primarily public higher education system – have failed to engage systemic change with an eye towards addressing mechanisms of exclusion including racialization and xenophobia. It concludes with a consideration of possible policy interventions supporting these minoritized student groups who are essential not only to German learning and economy, but also to the rebuilding of conflict states.This volume will appeal to researchers, scholars, and practitioners working across comparative and international higher education, crisis education, and education in emergencies, as well as diversity specialists.
Immigration Enforcement Agent: Passbooks Study Guide (Career Examination Series)
by National Learning CorporationThe Immigration Enforcement Agent Passbook® prepares you for your test by allowing you to take practice exams in the subjects you need to study. It provides hundreds of questions and answers in the areas that will likely be covered on your upcoming exam, including but not limited to: arithmetical reasoning; understanding and interpreting data in graphs, charts and tables; understanding and interpreting written material; word meaning; evaluating conclusions in light of known facts; reading comprehension; and other related areas.
Immigration and the Challenge of Education
by Nathalia E. JaramilloAnalyzes a community from the standpoint of immigrant mothers in South Central Los Angeles who were concerned about the education of their children and the violence in their communities. Written in Spanish and English, the text brings together the women's observations as they put into action their developing political consciousness.
Immigration and the Family: Research and Policy on U.s. Immigrants (Penn State University Family Issues Symposia Series)
by Alan Booth Ann C. Crouter Nancy LandaleThis book documents the third in a series of annual symposia on family issues--the National Symposium on International Migration and Family Change: The Experience of U.S. Immigrants--held at Pennsylvania State University. Although most existing literature on migration focuses solely on the origin, numbers, and economic success of migrants, this book examines how migration affects family relations and child development. By exploring the experiences of immigrant families, particularly as they relate to assimilation and adaptation processes, the text provides information that is central to a better understanding of the migrant experience and its affect on family outcomes. Policymakers and academics alike will take interest in the questions this book addresses: * Does the fact that migrant offspring get involved in U.S. culture more quickly than their parents jeopardize the parents' effectiveness in preventing the development of antisocial behavior? * How does the change in culture and language affect the cognitive development of children and youth? * Does exposure to patterns of family organizations, so prevalent in the United States (cohabitation, divorce, nonmarital childbearing), decrease the stability of immigrant families? * Does the poverty facing many immigrant families lead to harsher and less supportive child-rearing practices? * What familial and extra-familial conditions promote "resilience" in immigrant parents and their children? * Does discrimination, coupled with the need for rapid adaption, create stress that erodes marital quality and the parent-child bond in immigrant families? * What policies enhance or impede immigrant family links to U.S. institutions?
Immigration, Diversity, and Education
by Elena L. Grigorenko Ruby TakanishiThis edited volume presents an overview of research and policy issues pertaining to children from birth to 10 who are first- and second-generation immigrants to the U.S., as well as native-born children of immigrants. The contributors offer interdisciplinary perspectives on recent developments and research findings on children of immigrants. By accessibly presenting research findings and policy considerations in the field, this collection lays the foundation for changes in child and youth policies associated with the shifting ethnic, cultural, and linguistic profile of the U.S. population.
Immigration, Identity, and Inclusion in the Lives of Faculty of Color: Stories of Hope and Perseverance in Higher Education
by Lavern G. Byfield Jean KayaThis book draws from social, psychosocial, and psychological perspectives to highlight the fatigue experienced by immigrant faculty of color in institutions of higher learning. In addition to a brief history of migration to the United States of America and a synopsis of the historical contexts of race relations, contributors share autoethnographic narratives of resistance and hope, as well as findings from qualitative and mixed-methods studies showcasing the inner voices, resilience, determination, and courage of immigrant faculty of color. The book illuminates multiple aspects which shape the identities and experiences of immigrant faculty of color as they navigate the academy. This book is a resource for faculty, administrators, and international doctoral students of color who aspire to become faculty in higher education.
Immigration, Integration and Education: Children of Immigrants in France and England (Migration and Education)
by Oakleigh WelplyImmigration, Integration and Education offers a unique comparative analysis of the views and experiences of children of immigrants in school in France and England. It showcases how the theorization of children’s narratives can offer new methodological tools and insights in comparative education and help understand the different role of educational systems and discourses around issues of immigration, integration, race, language and religion. Presenting an in-depth analysis of children’s own narratives, this book offers a close comparative examination of the French and English educational systems, and the ways in which they impact on the experiences and identities of children of immigrants. The narratives of the children reveal the multiple forms of othering, discrimination and exclusion that shape their experiences in school, but also the multiple strategies they deploy to navigate these complex educational landscapes. It stresses that beyond national ideologies and philosophies of integration, structural and cultural aspects need to be explored to understand the role played by schools in the inclusion of immigrant populations. This book is an essential resource for academics, researchers and graduate students in the fields of sociology of education, migration studies, intercultural education, educational policy and comparative and international education. It will also appeal to those who are committed to addressing inequalities and discrimination in education.
Immigration, Social Cohesion and Political Reaction
by Bill JordanThis book addresses the challenge for social integration posed by immigration into Western liberal democracies. Movement of people, goods and money across borders has increased in recent decades – the phenomenon known as globalisation. But it has been the migration of refugees from civil wars in the Middle East which has most transformed the political life of European societies, causing the decline in support for the traditional conservative and social democratic parties. It has triggered nationalistic mobilisations and authoritarian regimes, as well as attempts to improved integration in societies. The coronavirus pandemic has added a dimension to these processes, but also opened up new possibilities for transformation.
Immoral Education: The Assault on Teachers’ Identities, Autonomy and Efficacy
by Simon GibbsThis book brings together for the first time a synthesis of philosophical and psychological material to examine the basis for the professional identity that teachers might believe in, and the effects of misunderstanding and mistreating these beliefs. By critically synthesising findings from a range of sources, the book provides a rationale that argues an essential ingredient of good education is the quality of teachers who have a reaffirmed sense of creativity, autonomy and agency. The book presents a role for educational psychology in informing educational and inclusive processes, filling a longstanding need for a text that delineates the way psychological phenomena underpin education. Beginning by considering notions of ‘self’ and ‘identity’, the book explores the relationship between our identity as defined by ourselves, but also as defined by others in the social and professional groups we may or may not be considered as being part of. It looks critically at how the erosion of the professional identity of teachers has affected education, and considers the morality of ‘othering’ ‘others’ and its damaging effect on teachers and young people. Gibbs reflects on the organisational structure and leadership of schools, the psychology of these institutions, and the barriers that need to be overcome in order to promote greater inclusivity within them. Offering a careful and insightful look at the psychology behind education and teaching, this is an essential read for teacher educators, researchers and academics in the field of education and will appeal to policy makers, teachers and educational psychologists.