scholarly journals "Chaos rules" revisited

2011 ◽  
Vol 12 (7) ◽  
pp. 116 ◽  
Author(s):  
David Murphy
Keyword(s):  
Distance Education ◽  
Complexity Theory ◽  
Instructional Designers ◽  
Special Issue ◽  
To Come

<p>About 20 years ago, lost in the midst of my PhD research, I mused over proposed titles. I was pretty pleased with myself to come up with ‘Chaos Rules’ (the implied double meaning was deliberate) or, more completely, <em>Chaos Rules: An Exploration of The Work of Instructional Designers in Distance Education</em>. I used the then emerging theories of chaos and complexity to underpin my analysis. So it was with not just a little excitement that I read the call for contributions to this Special Issue. What follows is a ‘walk through’ my thesis, with an emphasis on the contribution of chaos and complexity theory.</p><p> </p>

Translation, interpreting and the genealogy of conflict

2012 ◽  
Vol 11 (2) ◽  
pp. 169-184 ◽  
Author(s):  
Luis Pérez-González
Keyword(s):  
Special Issue ◽  
Social Phenomena ◽  
The Public ◽  
Institutional Settings ◽  
Public Consciousness ◽  
The Media ◽  
Methodological Approaches ◽  
To Come ◽  
The Stability ◽  
The Impact

While the growing ubiquitousness of translation and interpreting has established these activities more firmly in the public consciousness, the extent of the translators’ and interpreters’ contribution to the continued functioning of cosmopolitan and participatory postmodern societies remains largely misunderstood. This paper argues that the theorisation of translation and interpretation as social phenomena and of translators/interpreters as agents contributing to the stability or subversion of social structures through their capacity to re-define the context in which they mediate constitutes a recent development in the evolution of the discipline. The consequentiality of the mediators’ agency, one of the most significant insights to come out of this new body of research, is particularly evident in situations of social, political and cultural confrontation. It is contended that this conceptualisation of agency opens up the possibility of translation being used not only to resolve conflict and tension, but also to promote them. Through a variety of theoretical and methodological approaches, the contributing authors to this special issue explore a number of sites of linguistic and cultural mediation across a range of institutional settings and textual/interactional genres, with particular emphasis on the contribution of translation and interpreting to the genealogy of conflict. The papers presented here address a number of overlapping themes, including the dialectics of governmental policy-making and translation, the interface between translation, politics and the media, the impact of the narrative affiliation of translators and interpreters as agents of mediation, the frictional dynamics of interpreter-mediated institutional encounters and the dynamics of identity negotiation.

scholarly journals Symposium in Honor of Irving I. Gottesman (December 29, 1930–June 29, 2016)

2018 ◽  
Vol 21 (4) ◽  
pp. 281-284
Author(s):  
Nancy L. Segal
Keyword(s):  
International Society ◽  
Human Genetics ◽  
Scientific Research ◽  
Twin Studies ◽  
Special Issue ◽  
Twin Research ◽  
Profound Influence ◽  
To Come ◽  
Personal Reflections ◽  
Academic Positions

The June 2016 death of our esteemed colleague, Dr Irving I. Gottesman, was felt as an extreme loss at so many levels by colleagues, students, friends, and family across the globe. Irv's stellar contributions to the field of twin research will continue to be remembered and cited for many years to come. In commemoration of his life and work, I organized a symposium at the 16th meeting of the International Society for Twin Studies, held in Madrid, Spain, November 16–18, 2017. The panelists included mostly former students, as well as colleagues, who presented their scientific research and personal remarks reflecting Irv's profound influence in shaping their lives and careers. A chronology of Irv's academic positions and honors is included in the introduction to this special issue of Twin Research and Human Genetics, followed by brief sketches of the panel participants; their scholarly papers and personal reflections follow.

scholarly journals A Queering-to-Come

2020 ◽  
Vol 26 (3) ◽  
pp. 363-376
Author(s):  
Kirk Fiereck ◽  
Neville Hoad ◽  
Danai S. Mupotsa
Keyword(s):  
Queer Theory ◽  
Historical Time ◽  
Special Issue ◽  
Colonial Archive ◽  
Global North ◽  
To Come ◽  
Academic Study

This introduction outlines the idea of the queer customary and how various African articulations of it engage, contest, and nuance central concerns of queer theory produced in the global North, particularly around ideas of normativity—hetero and homo. It speculates on the customary’s reworking of temporality and what that reworking does to historical time and the problems and possibilities in reading the colonial archive in the search for a useable past for both lived African sexual and gendered experience and the academic study of it. The customary is seen as an iterative containment of ancestral time, a powerful form of self-fashioning in the present, and as an invitation to futurity. Brief framings of how the various essays in the special issue elaborate what we are calling the queer customary follow.

Introduction: Transmitting Rosa Luxemburg

2018 ◽  
Vol 94 (94) ◽  
pp. 4-6
Author(s):  
Filippo Menozzi
Keyword(s):  
Political Engagement ◽  
Central Question ◽  
Special Issue ◽  
The Past ◽  
National Question ◽  
Living Substance ◽  
To Come ◽  
Forms Of Violence ◽  
Nancy Fraser ◽  
Rosa Luxemburg

Rosa Luxemburg will be honoured, remembered, and celebrated as a figure from the past only when, in a future still to-come, the goals of social justice, peace and equality that she fought for are realised. As long as bitter struggles and widespread suffering continue, she is still living, a living substance that is part of the present and can inspire political engagement. The wider meaning of declaring Rosa Luxemburg our contemporary, then, is that the objectives she struggled for are still to-come, and the forms of violence and oppression she struggled against are still part of the material social conditions of today’s world. This coevalness can be pronounced because many issues at the heart of her thought and activism are still with us: from imperialism and the national question to what Nancy Fraser calls the 'back-stories' of capitalism. This special issue of New Formations aims to contribute to the transmission of this vital legacy by suggesting questions about relevance, memory and resonance: how does Luxemburg speak to us, how do her thoughts echo with our own? How can we prevent the legacy of Rosa Luxemburg from becoming heritage, a thing of the past? The essays and interviews included in this special issue grapple in different ways with the central question of how to assess the contemporaneity of Rosa Luxemburg without turning her into an object of commemoration.

The Distance Education Phenomena

2015 ◽  
pp. 112-142 ◽  
Author(s):  
Caroline M. Crawford
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Development Process ◽  
Instructional Designers ◽  
Community Of Learners ◽  
Global Community ◽  
Comfort Zone ◽  
Design And Development ◽  
Building Relationships ◽  
Instructional Facilitator

The Instructional Design field has been significantly impacted by the distance education phenomena. With the strengthening of the distance education presence, more focus has been framed around concerns related to interactive activities that built upon the importance of communications and building relationships between the course information, the learners, the instructional facilitator, and the larger community wherein the information may be more fully framed. The vast and ever-expanding distance education phenomena is moving beyond the traditional “comfort zone” of procedural Instructional Design expectations, towards a more holistic and innovative thoughtful multimedia-supported design and development process wherein the Instructional Designers must be able to engage more fully in the socio-engagement of the learner within a multimedia-supported global community of learners. This chapter describes the developments of distance education from the perspective of instructional designers.

Transforming Chemistry Curricula and Courses to Support Adult Learners

2020 ◽  
pp. 419-445
Author(s):  
Lisa J. Nogaj
Keyword(s):  
Distance Education ◽  
Education Research ◽  
Adult Learners ◽  
Adult Learning ◽  
Learning Theories ◽  
Instructional Designers ◽  
Unique Challenge ◽  
Chemical Education Research ◽  
Post Secondary ◽  
Adult Learning Theories

This chapter presents a compilation of best practices for preparing chemistry curricula and courses that consider the cognitive needs of adult learners. Chemistry instructors at the post-secondary level may receive little guidance on how to meet the needs of adult learners, members of a diverse undergraduate STEM student population. The author illustrates how adult learning theories and chemical education research can be applied to support reentry learners. Some aspects of distance education for adult learners in the sciences are examined, especially the unique challenge of offering laboratory coursework in this setting. The author makes recommendations for supporting faculty who engage in course revision with adult chemistry learners in mind. This chapter is relevant for university-level chemistry faculty, administrators and instructional designers.

scholarly journals Assessing experiences with online educational videos: Converting multiple constructed responses to quantifiable data

2015 ◽  
Vol 16 (1) ◽  
Author(s):  
David J Harrison
Keyword(s):  
Online Courses ◽  
Course Delivery ◽  
Online Course ◽  
Instructional Designers ◽  
Subjective Experiences ◽  
Qualitative Survey ◽  
Educational Videos ◽  
Constructed Responses ◽  
To Come ◽  
Online Educators

<p>Online educational videos disseminated content for a university pre-service teacher internship program. Placed within an online course management system, the videos were accessed by 202 interns located in several Western U.S. states. To ascertain the interns’ subjective experiences of the online course and videos to assist in the evaluation of the course, the researcher analyzed qualitative survey data in the form of constructed response items using a new qualitative-to-quantitative protocol. Based on phenomenological and grounded theory methods, this protocol was designed to handle the large amount of subjective constructed responses, allowing the inductive understanding of the overall experiences of a common phenomenon. The responses provided critical information that is useful for instructional designers, online educators, and educational video producers. The data suggest:</p><p>1) Universities must carefully consider video hosting options to ensure access.</p><p>2) Online videos should be carefully planned to create high quality, concise videos of less than ten minutes in length, yet contain enough educational content to reduce the overall number of required videos.</p><p>3) Students appreciate the flexibility online course delivery offered in terms of scheduling and eliminating the need to come to campus to attend seminars.</p><p>4) Self-paced online courses require progress indicators to alleviate confusion.</p>

scholarly journals STUDENTS' PERSPECTIVE OF PRACTICAL WORK IN LEARNING SCIENCES VIA DISTANCE EDUCATION

2006 ◽  
Vol 2 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Jason K.Y. Chan ◽  
Namin Shin
Keyword(s):  
Distance Education ◽  
Learning Outcomes ◽  
Course Design ◽  
Practical Work ◽  
Learning Science ◽  
Instructional Designers ◽  
Attendance Rate ◽  
Science Courses ◽  
Qualitative And Quantitative ◽  
Questionnaire Surveys

This article focuses on students' perspectives on various aspects of learning science at a distance, such as ‘expectations,’ ‘learning outcomes,’ and ‘satisfaction’. Two foundation science courses offered by the School of Science and Technology at the Open University of Hong Kong (OUHK) were selected for the study. A series of indepth interviews was carried out with students enrolled in these courses, followed by questionnaire surveys and field observations in order to validate and triangulate the interview data. The findings revealed that students placed a high value on practical work in science courses. Moreover, the more familiar with the course subject, the less difficulty they anticipate in learning science via distance education. Two significant correlations were also found, between the perception of practical work and satisfaction, and between the attendance rate and the perception of practical work with distance learning at OUHK. This research adds to knowledge of disciplinebased distance education research in terms of empirical data in both qualitative and quantitative forms. Further investigation on this issue may help instructional designers and developed of science courses in the decision on various aspects of course design and development.

scholarly journals Exploring the Possibility of Linking and Incorporating Future Design in Backcasting and Scenario Planning

2020 ◽  
Vol 12 (23) ◽  
pp. 9907
Author(s):  
Raja R. Timilsina ◽  
Yoshinori Nakagawa ◽  
Koji Kotani
Keyword(s):  
Scenario Planning ◽  
Future Generations ◽  
Future Research ◽  
Special Issue ◽  
Future Planning ◽  
Future Design ◽  
Potential Benefits ◽  
To Come ◽  
State Of Affairs ◽  
Strategy Making

There are two approaches to future planning: backcasting and scenario planning. While some studies have attempted to relate and combine these two approaches, a future design (FD) approach has recently been advocated and researched. Given this state of affairs, the paper provides an overview of the FD approach and discusses the potential benefits of linking and incorporating it into backcasting and scenario planning by summarizing the main features of such benefits for future planning for sustainability. A feature of an FD is that it explicitly orients people’s ways of thinking in the current generation to be generative for not only their own future but also generations to come, as well as in designing a plan within a coherent timeframe by demonstrating the characteristics of being prospective and retrospective from the viewpoint of a different generation. Another feature of FD lies in strategy making through some visioning process and in redefining the boundary between what is controllable and what is uncontrollable by considering the perspectives of future generations. We consider this article as a concept paper for the special issue of “Designing Sustainable Future Societies,” building on a literature review and author’s conceptual framework. Thus, our ideas and concepts suggest some potential benefits from incorporating FD into backcasting and scenario planning, further inducing people to be future-oriented and/or sustainable in terms of strategy making. We finally demonstrate some examples of FD practices and illustrative ideas of FD incorporation, remarking on possible avenues for future research.

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