Buffy the Vampire Slayer

Author(s):  
Rhonda V. Wilcox

Buffy the Vampire Slayer is an American television series (1997–2003). Its first incarnation was as a movie (1992) that received mediocre reviews. The film’s writer, Joss Whedon, had the unexpected opportunity to transfer the work to television as part of the fledgling WB network. (Its last two seasons were on UPN.) The series soon garnered high critical praise and devoted viewers, though their numbers were only large in the context of a start-up network, where it was, however, allowed greater creative freedom. The show became culturally significant beyond its immediate fanbase. Buffy became famous for its gender politics: the main character reverses the usual horror trope of the young beauty killed by a monster. Buffy, whose slight stature belies her strength, derives from a long line of female Slayers, only one of whom exists in any generation. However, Buffy’s attractiveness comes in part from her flaws: she is constantly torn between her duties and her desire for a normal life. The California small-town setting suggests the darkness underlying suburbia: Sunnydale sits on a Hellmouth, where monsters converge. Each monstrous encounter is not only an adventure and a test of strength and ethics, but also symbolizes problems faced in reality, the “high school is hell” metaphor central to the show. Buffy is aided by a geeky but loyal boy, Xander; a shy computer whiz (and later witch), Willow; a book-smart mentor, Giles; a vampire seeking redemption, Angel (soon Buffy’s forbidden love); this group later expands to include others. A main theme is the idea of chosen family or working in community rather than fighting alone. Immediately admired for its witty dialogue (known as Buffyspeak or Slayer Slang), the show gradually explored more and more complex problems through building continuity of narrative, which reflects the classic hero’s journey but also involves many other storylines. Buffy is noteworthy for having the first long-running romance between two lesbian characters on network television; one of the two lovers is murdered, setting off a supernatural rampage by the survivor, Willow (and fan indignation). In the final episode Buffy shares her power around the world with Willow’s help. Buffy has a television spin-off, Angel (1999–2004) and continues in comic book form with Season Eight and more; some do not consider the comics canonical. Buffy spawned numerous online discussion forums. With its aesthetic and cultural value, Buffy has accrued more scholarly writing than any other television series.

Author(s):  
Carol Johnson ◽  
Laurie Hill ◽  
Jennifer Lock ◽  
Noha Altowairiki ◽  
Christopher Ostrowski ◽  
...  

<p class="3">From a design perspective, the intentionality of students to engage in surface or deep learning is often experienced through prescribed activities and learning tasks. Educators understand that meaningful learning can be furthered through the structural and organizational design of the online environment that motivates the student towards task completion. However, learning engagement is unique for each student. It is dependent on both how students learn and their intentions for learning. Based on this challenge, the design of online discussions becomes a pedagogical means in developing students’ intentionality for the adoption of strategies leading to deep learning. Through a Design-Based Research (DBR) approach, iterative design of online learning components for undergraduate field experience courses were studied. For this paper, the focus of the research is on examining factors that influenced deep and surface levels of learning in online discussion forums. The results indicate that design factors (i.e., student engagement, group structures, and organization) influence the nature and degree of deep learning. From the findings, two implications for practice are shared to inform the design and scaffolding of online discussion forums to foster deep approaches to student learning.</p>


Author(s):  
Heather Woodward ◽  
Andrew Warrick

For three months, Japanese university learners (N=40) utilized the YoTeach! application by Pedagogic and Active Learning Mobile Solutions (PALMS) Project, PolyU as a part of their English discussion class. Researchers re-purposed the application, which originally was designed to be an online classroom backchannel, as an asynchronous, pre-task activity so that learners could exchange ideas about homework topics (e.g. university life, foreign customs) for their discussion. Researchers chose a backchannel chat room rather than a discussion forum to accommodate the learners’ spoken interactions rather than formal discussion. To foster interactions, researchers implemented the YoTeach! application based on principles in the field of second language (L2) development and Mobile-Assisted Language Learning (MALL) from Doughty and Long (2003) and Stockwell and Hubbard (2013). Using learners’ and researchers’ reflection journals, we consider ways we can connect and adapt the principles to our teaching context.


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