scholarly journals Using Sketchnotes in PhD Research and Academic Practice

2020 ◽  
Vol 7 (3) ◽  
pp. 370-381
Author(s):  
Deborah Baff
Keyword(s):  
Visual Representation ◽  
Practical Experience ◽  
Everyday Practice ◽  
Thought Processes ◽  
Open Communication ◽  
Academic Practice ◽  
Learning And Teaching ◽  
Different Types

This paper is a reflective account of using Sketchnotes both within Academic Practice and as a PhD Student. A brief summary of different types of Sketchnotes is discussed together with details of how these have been used in practice and evolved through practical experience. Examples are shared that highlight how Sketchnotes have been used within PhD studies and scholarly practices. Creating Sketchnotes have enabled an understanding of thought processes and facilitated open communication to others in terms of PhD research. Sketchnotes have also helped with retention of information and engagement and through incorporating Sketchnotes into everyday practice, this has fostered connections with others and enabled communication of complex ideas visually. This reflective piece contributes to insights and deepens understanding in the area of visual representation in learning and teaching.

DIRECTIONS OF IMPROVEMENT OF RISK MANAGEMENT SYSTEM IN THE FIELD OF LOGISTICS ACTIVITIES

2017 ◽  
Author(s):  
Elena Lytvynenko ◽  
◽  
Taisiya Kozlova ◽  
Keyword(s):  
Risk Management ◽  
Practical Experience ◽  
Logistics System ◽  
Systematic Analysis ◽  
Qualitative And Quantitative ◽  
Different Types ◽  
Rational Management ◽  
Enterprise Logistics ◽  
Risk Acceptability ◽  
Logistics Activity

The changeable and unpredictable development of the enterprises’ external environment is one of the appearance causes of various types of business activities' risks, including logistics. The purpose of this article is to develop recommendations on improving the risk management of enterprises’ logistics activities in the context of instability. Achieving this goal requires consideration of the main stages of this process regarding the logistics activities' risks, providing advices on improving the process of risk management of logistics orientation. The article explores the process of analyzing the logistics activities' risks of the enterprise. Proceeding from the theoretical provisions of management and summarizing the practical experience of research in the field of systematic analysis of the enterprises' logistics activities risks, there are traced the organization's peculiarities of such analysis, and the main directions of its further improvement are proposed. All actions in the article, which are related to the analysis of the risk of enterprise logistics activity, are proposed to carry out in a certain sequence in the article. This sequence is given in the form of a structural scheme of systematic analysis of the risks of the enterprise logistics activities. Based on the objectivity of the existence of logistics activities' risks and the need to ensure the rational management of them, the algorithm of the risk management in the enterprise logistics system covers the stages of risks' identification, their qualitative and quantitative assessment, diagnostics, assessment of risk acceptability and application of neutralization measures to unacceptable logistical risks. It is concluded that the logistics activities risks combine different types of risks of all components and elements both in the process of changing material, financial and information flows, as well as in the process of managing the risks arising in the logistics system

scholarly journals Frameworks for understanding the nature of interactions, networking, and community in a social networking site for academic practice

2011 ◽  
Vol 12 (3) ◽  
pp. 119 ◽  
Author(s):  
Grainne Conole ◽  
Rebecca Galley ◽  
Juliette Culver
Keyword(s):  
Social Networking ◽  
New Technologies ◽  
Social Networking Site ◽  
Current Debate ◽  
User Interactions ◽  
Academic Practice ◽  
User Behaviour ◽  
Learning And Teaching ◽  
Changing Patterns ◽  
Teaching Ideas

This paper describes a new social networking site, Cloudworks, which has been developed to enable discussion and sharing of learning and teaching ideas/designs and to promote reflective academic practice. The site aims to foster new forms of social and participatory practices (peer critiquing, sharing, user-generated content, aggregation, and personalisation) within an educational context. One of the key challenges in the development of the site has been to understand the user interactions and the changing patterns of user behaviour as it evolves. The paper explores the extent to which four frameworks that have been used in researching networked learning contexts can provide insights into the patterns of user behaviour that we see in Cloudworks. The paper considers this within the current debate about the new types of interactions, networking, and community being observed as users adapt to and appropriate new technologies.

Evaluating complex interventions: A theory-driven realist-informed approach

Evaluation ◽  
2017 ◽  
Vol 23 (3) ◽  
pp. 294-311 ◽  
Author(s):  
Boru Douthwaite ◽  
John Mayne ◽  
Cynthia McDougall ◽  
Rodrigo Paz-Ybarnegaray
Keyword(s):  
Complex Interventions ◽  
Monitoring And Evaluation ◽  
Practical Experience ◽  
Evaluation Systems ◽  
Program Monitoring ◽  
Evaluation Approach ◽  
Different Types ◽  
Theories Of Change ◽  
Design And Methods ◽  
After Action Reviews

There is a growing recognition that programs that seek to change people’s lives are intervening in complex systems, which puts a particular set of requirements on program monitoring and evaluation. Developing complexity-aware program monitoring and evaluation systems within existing organizations is difficult because they challenge traditional orthodoxy. Little has been written about the practical experience of doing so. This article describes the development of a complexity-aware evaluation approach in the CGIAR Research Program on Aquatic Agricultural Systems. We outline the design and methods used including trend lines, panel data, after action reviews, building and testing theories of change, outcome evidencing and realist synthesis. We identify and describe a set of design principles for developing complexity-aware program monitoring and evaluation. Finally, we discuss important lessons and recommendations for other programs facing similar challenges. These include developing evaluation designs that meet both learning and accountability requirements; making evaluation a part of a program’s overall approach to achieving impact; and, ensuring evaluation cumulatively builds useful theory as to how different types of program trigger change in different contexts.

Working with Text-Reasoning in Third Grade

2021 ◽  
pp. 26-30
Author(s):  
E. Korochkina
Keyword(s):  
Elementary School ◽  
Teaching Methods ◽  
School Teacher ◽  
Practical Experience ◽  
Third Graders ◽  
Elementary School Teacher ◽  
Russian Language ◽  
Different Types ◽  
Independent Work

The article reveals the practical experience of an elementary school teacher in shaping knowledge of different types of speech (types of text) among third-graders: text-description; narration text; text-reasoning. An example of organizing a Russian language lesson to familiarize with the text-reasoning is given. The role of such teaching methods as observing the characteristics of texts of different types, conducting an educational dialogue, and independent work on creating texts of different types is emphasized.

scholarly journals Do LEGO® Models Aid Reflection in Learning and Teaching Practice?

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Chrissi Nerantzi ◽  
Craig Scott Despard
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Good Practice ◽  
Academic Practice ◽  
Learning And Teaching ◽  
Good Assessment ◽  
The University ◽  
Assessment Strategies ◽  
The Impact

In this paper we describe the use of LEGO® models within assessment of the Postgraduate Certificate in Academic Practice (PGCAP) offered at the University of Salford. Within the context of the PGCAP, we model innovative and contextualised assessment strategies for and of learning. We challenge our students, who are teachers in higher education (HE), to think and rethink the assessment they are using with their own students. We help them develop a deeper understanding and experience of good assessment and feedback practice in a wider context while they are assessed as students on the PGCAP. We report on an evaluation of how the LEGO® model activity was used with a cohort of students in the context of the professional discussion assessment. We share the impact it had on reflection and the assessment experience and make recommendations for good practice.

scholarly journals Understanding medical civil-military relationships within the humanitarian-development-peace ‘triple nexus’: a typology to enable effective discourse

2020 ◽  
pp. jramc-2019-001382 ◽  
Author(s):  
Simon Horne ◽  
S Boland
Keyword(s):  
Functional Groups ◽  
Future Study ◽  
Relative Stability ◽  
Visual Representation ◽  
Geographical Area ◽  
Common Language ◽  
Different Types ◽  
Foreign Policies ◽  
Military Activity ◽  
Hearts And Minds

The interface between humanitarianism, development and peacebuilding is increasingly congested. Western foreign policies have shifted towards pro-active stabilisation agendae and so Civil-Military Relationships (CMRel) will inevitably be more frequent. Debate is hampered by lack of a common language or clear, mutually understood operational contexts to define such relationships. Often it may be easier to simply assume that military co-operation attempts are solely to ‘win hearts and minds’, rather than attempt to navigate the morass of different acronyms. In healthcare, such relationships are common and more complex - partly as health is seen as both an easy entry point for diplomacy and so is a priority for militaries, and because health is so critical to apolitical humanitarian responses. This paper identifies the characteristics of commonly described kinds of CMRel, and then derives a typology that describe them in functional groups as they apply to healthcare-related contexts (although it is likely to be far more widely applicable). Three broad classifications are described, and then mapped against 6 axes; the underlying military and civilian motivations, the level of the engagement (strategic to tactical), the relative stability of the geographical area, and finally the alignment between the civilian and military interests. A visual representation shows where different types may co-exist, and where they are likely to be more problematic. The model predicts two key areas where friction is likely; tactical interactions in highly unstable areas and in lower threat areas where independent military activity may undermine ongoing civilian programmes. The former is well described, supporting the typology. The latter is not and represents an ideal area for future study. In short, we describe an in-depth typology mapping the Civil-Military space in humanitarian and development contexts with a focus on healthcare, defining operational spaces and the identifying of areas of synergy and friction.

Impact of career shocks on Indian MBA careers: an exploratory study

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Vivek G. Nair ◽  
Leena Chatterjee
Keyword(s):  
Large Population ◽  
Communication Styles ◽  
Structured Interviews ◽  
Open Communication ◽  
Content Type ◽  
Indian Context ◽  
Different Types ◽  
Growing Economy ◽  
Gender Based ◽  
Mba Graduates

PurposeThe study explores career shocks in the Indian context and examines their impact on the career development of people with MBAs.Design/methodology/approachIn-depth, semi-structured interviews with 41 Indian MBA graduates were thematically analysed to identify career shocks that resulted in different types of transitions. Eight themes were identified based on ongoing and iterative comparison of these instances.FindingsOutcomes relating to competitive examinations that determined entry into various occupations were the first career shock experienced by participants. Geographical considerations were salient in the deliberations involving events relating to marriage, eldercare and spouse relocation. Events at the workplace that signalled uncertainty, a fall-out with one's boss or a request to relocate, prompted participants to switch employers. Some of the observed differences were gender based. While female MBA graduates adapted to handle both spousal and parental responsibilities, male MBA graduates did the same to shoulder eldercare responsibilities.Research limitations/implicationsThe study's retrospective design could have led to concerns regarding memory recall. The use of open-ended questions partially mitigated this, by giving participants the freedom to recount their experiences, to the extent that they could remember.Practical implicationsOrganisations in India could customise and strengthen policies to support employees who have maternity and eldercare responsibilities. Managers should make greater efforts to have open communication with their subordinates to overcome the challenges of operating in a culture with high power distance and indirect communication styles.Originality/valueThis study explored different types of career shocks and associated transitions. The Indian context, with its growing economy, large population, collectivistic culture and strong influence of family on careers, enabled a deeper examination of novel career shocks. The study also highlighted the dissimilar impact of career shocks for men and women and people at different career stages.

scholarly journals ILLUSTRATION AS AN INTEGRATIVE COMPONENT OF VOCATIONAL TRAINING OF TEACHERS OF ART

2020 ◽  
pp. 7-14
Author(s):  
E. A. Vidanova ◽  
Keyword(s):  
Vocational Training ◽  
Professional Training ◽  
Academic Discipline ◽  
Practical Experience ◽  
Creative Work ◽  
Future Teachers ◽  
Suggested Approach ◽  
Learning And Teaching ◽  
Integration Of Learning ◽  
Functional Components

The paper considers the role of academic and creative work on illustration as an integrative component of learning and teaching activity (vocational training) in the process of vocational training of a future teacher of art (painter-teacher). The relevance of the study is caused by insufficient information about the potential of teaching illustration as a part of the vocational training of future teachers. The author considers the integration of learning and vocational activity in several aspects, which allows defining the essence and highlighting the significant elements of this process. In each aspect of integration, the author emphasizes the functional components of the teacher’s activity aimed at the formation of general professional and vocational competencies or their parts. In this respect, the paper considers the academic and creative work on illustration as an overall process where all elements are interdependent. The characteristic of the suggested approach to teaching illustration as an integrative component of vocational training of future teachers is the systemizing and improvement in the practice of the complex of knowledge, skills, and experience of activity obtained in the process of learning disciplines of vocational and general professional training throughout the training period. The academic and creative work on illustration expands the instruments of a student necessary for a future practical experience both for the development of artistic and creative skills and aesthetic education of students. An intending teacher being keen on illustration as an academic discipline in the future can implement this field of study in independent creative activity, which can be an example of professional self-fulfillment. The author based the research on the learning of the results of academic and creative work in artistic graphics of the fourth-year students of Art and Graphics Faculty of Kuban State University and further survey organized during teaching training.

scholarly journals The Courage to SoTL

2021 ◽  
Vol 9 (1) ◽  
pp. 380-394
Author(s):  
Heather Smith ◽  
Lauren Schlesselman ◽  
Jill McSweeney-Flaherty ◽  
Dawne Irving-Bell ◽  
Nattalia Godbold ◽  
...  
Keyword(s):  
Lived Experiences ◽  
Teaching And Learning ◽  
Everyday Practice ◽  
Central Question ◽  
Scholarship Of Teaching ◽  
Academic Practice ◽  
Courage To Teach

Using Parker Palmer’s The Courage to Teach, and in particular the notion of the undivided life, to guide reflections through the process of collaborative autoethnography, we reflect on our lived experiences with the Scholarship of Teaching and Learning (SoTL). The central question being: How does Palmer’s idea of the undivided life enable SoTL scholars to explore notions of identity and integrity that are intertwined with our academic practice? Ultimately, we found that Palmer’s insights provoked us to think deeply about our identities, and while perhaps we did not always see ourselves on the paths he illuminates, his work, and our collaborative ethnographic process, helped us to illuminate our own paths. More specifically, we share five themes arising from our collaborative autoethnography related to the importance of context and positionality, defining a SoTL scholar, the power to diminish, the importance of relationships and community, and collaborative autoethnography as method and process. Our stories highlight the need for us to see our community as complex, messy, and deeply human, and we remind readers of the need to think about the ethics of all methods and the power in our everyday practice to include or exclude.

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