ABSTRACT
There has long been evidence of the benefit of a modal shift toward cycling can bring to meeting several pressing urban challenges including ill-health, climate change, and poor air quality. In the wake of COVID-19, policy-makers have identified a modal shift toward cycling as part of the solution to mobility challenges introduced by social distancing measures. However, beyond exemplar areas, cycling has been largely characterized by a stubbornly-low modal share. In this paper, we use the ‘ordinary city'–in cycling terms–of Liverpool as a case study to understand this. We apply practice theory in doing so, finding the provision of materials for cycling is the key factor in supporting a modal shift. Not only do they provide the means to support the practice of cycling in the city, but they also have a key role in shaping individuals perceptions of, and the skills required to cycle. We then reflect upon the utility of practice theory in understanding the patterns of everyday life, finding it was particularly well suited in understanding the interactions between different factors which influence modal choice. We go on to identify practical challenges in its application within our analysis raising questions around an inconsistent analysis of influential factors including ‘driver behavior' and ‘political commitment'. We suggest how this might be overcome, through the isolation of such factors within a category of ‘action of others', this we argue means the findings in this paper have broad relevance to researchers and policy-makers alike. © 2021 The Author(s). Published with license by Taylor and Francis Group, LLC.
ABSTRACT
This research presents a catalog of pedagogical practices, theories/methods, and teaching procedures for the elderly. Aging is a natural part of life and is a process of progressive and differential degradation. The COVID-19 pandemic highlighted the urgency of care for the elderly public. During the lockdown period, this audience's use of digital technologies grew, especially mobile devices. Despite the increase in the use of these devices, we see that the apps have not been developed considering the particular characteristics of the elderly, since aging can bring challenges and changes related to physical, sensory, perceptual, or cognitive issues. In the context of m-learning apps, it becomes even more urgent to consider pedagogical and accessibility aspects for this audience through specific guidelines for this domain. However, to propose such a guideline, it is necessary to know to define the scope and understand the user's context. Focusing on this context, we could mention AGE Guidelines - a set of m-learning pedagogical and accessibility guidelines for the elderly. This paper aims to discuss some aspects of the experimental and description phases to develop such guidelines: the establishment of a catalog of pedagogical practices, theories/methods, and teaching procedures. To create this catalog, six interviews with teachers specialized in the education of the elderly were carried out. Based on Bardin's method, the interviews were recorded and transcribed for later analysis. As a contribution, we expect that the presented catalog will help construct new educational artifacts, including pedagogical practices, theories/methods, and teaching procedures that effectively enable the teaching and learning process of the elderly in practice. © 2022 IEEE.