Becoming Real: Using the Artistic Pedagogical Technology of Photovoice as a Medium to Becoming Real to One Another in the Online Educative Environment

2011 ◽  
Vol 8 (1) ◽  
Author(s):  
Katherine J Janzen ◽  
Beth A Perry ◽  
Margaret Edwards
Keyword(s):  
Online Education ◽  
Social Interactions ◽  
Teaching Strategy ◽  
Research Focus ◽  
Human Interactions ◽  
The Past ◽  
Online Classrooms ◽  
Authentic Voice ◽  
Purposive Sample ◽  
Authentic Interaction

Over the past decade, online education has become common place. Critics of online education point to the possible loss of social interaction and interpersonal connections in this educational medium. Broadly, our research focus is how human to human interactions can be sustained and even enhanced in online classrooms. Specifically, this paper focuses on how one Artistic Pedagogical Technology called Photovoice (Perry & Edwards, 2010) may support these valued social interactions. Using a purposive sample of 46 graduate students in a large online university, online interactions resulting from the teaching strategy of Photovoice were analyzed for presence of authentic voice and authentic interaction. Lincoln and Guba’s (1985) authenticity criteria were adapted to evaluate Photovoice as an authentic medium. The results of this study show support for the use of Photovoice as a medium for becoming “real” or authentic to one another and as a modality of sustaining authentic interaction in the online environment.

Emerging Framework for Planning and Implementation of Online Programs

2010 ◽  
Vol 1 (4) ◽  
pp. 1-16 ◽  
Author(s):  
Victor M. Hernández-Gantes
Keyword(s):  
Strategic Planning ◽  
Online Education ◽  
Program Planning ◽  
Successful Implementation ◽  
Online Programs ◽  
The Past ◽  
Effective Program ◽  
Assessment Strategies ◽  
Interactive Feedback ◽  
Dramatic Growth

The dramatic growth of online education over the past two decades is requiring colleges to make a shift from fragmented approaches to program planning and implementation towards a framework integrating both into a coherent support system. This article provides an overview of an emerging holistic framework for planning and implementation of online programs calling for shared strategic planning needs assessment strategies, and establishing program consensus. Guided by a program vision, curriculum and instructional strategies are identified along with internal and external supports needed for successful implementation. The framework suggests demand-driven strategic planning, benchmarking approaches to implementation practices, and interactive feedback to ensure effective program planning and implementation.

scholarly journals Online teaching: a reflection

2021 ◽  
pp. 1-8
Author(s):  
Sam Baddeley
Keyword(s):  
Online Education ◽  
Classroom Practice ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Personal Reflection ◽  
Remote Education ◽  
The Past

This article, written at the start of April 2021, is a personal reflection on what has and hasn't worked in remote/online education. I have drawn on my own experience of teaching over the course of the past year, observations of classroom practice I have undertaken as a mentor and middle leader with responsibility for teaching and learning in my school, and conversations I have had with colleagues in my school and elsewhere; it is, therefore, highly anecdotal, and the reader is asked to bear in mind the fact that, like many others, my journey into online teaching was enforced by the closure of schools during the first nationwide lockdown in March 2020. My core aim during both lockdowns was to provide for my students the best experience possible until such a time as we could all return to the physical classroom. As it became clear towards the end of 2020 and the start of 2021 that we were going to need to return to remote education, I began to think more deeply about the strategies I was employing in my online teaching, how effective they were for my students, and what I might do to maximise their learning experience and outcomes.

Shared Gaze Visualizations in Collaborative Interactions: Past, Present and Future

2021 ◽  
Author(s):  
Sarah D’Angelo ◽  
Bertrand Schneider
Keyword(s):  
Eye Tracking ◽  
Social Interactions ◽  
Small Groups ◽  
Future Research ◽  
Remote Collaboration ◽  
The Past ◽  
Collaborative Interactions ◽  
Significant Step ◽  
Shared Gaze ◽  
Tracking Technology

Abstract The past decade has witnessed a growing interest for using dual eye tracking to understand and support remote collaboration, especially with studies that have established the benefits of displaying gaze information for small groups. While this line of work is promising, we lack a consistent framework that researchers can use to organize and categorize studies on the effect of shared gaze on social interactions. There exists a wide variety of terminology and methods for describing attentional alignment; researchers have used diverse techniques for designing gaze visualizations. The settings studied range from real-time peer collaboration to asynchronous viewing of eye-tracking video of an expert providing explanations. There has not been a conscious effort to synthesize and understand how these different approaches, techniques and applications impact the effectiveness of shared gaze visualizations (SGVs). In this paper, we summarize the related literature and the benefits of SGVs for collaboration, describe important terminology as well as appropriate measures for the dual eye-tracking space and discuss promising directions for future research. As eye-tracking technology becomes more ubiquitous, there is pressing need to develop a consistent approach to evaluation and design of SGVs. The present paper makes a first and significant step in this direction.

scholarly journals Current State and Future Directions of Intranasal Delivery Route for Central Nervous System Disorders: A Scientometric and Visualization Analysis

2021 ◽  
Vol 12 ◽  
Author(s):  
Haiyang Wu ◽  
Yan Zhou ◽  
Yulin Wang ◽  
Linjian Tong ◽  
Fanchen Wang ◽  
...  
Keyword(s):  
Drug Delivery ◽  
Central Nervous System ◽  
Nervous System ◽  
Brain Targeting ◽  
Nanostructured Lipid Carrier ◽  
Intranasal Delivery ◽  
Research Focus ◽  
Future Directions ◽  
The Past ◽  
Delivery Route

Background: The management of various central nervous system (CNS) disorders has been challenging, due to highly compact blood-brain barrier (BBB) impedes the access of most pharmacological agents to the brain. Among multiple strategies proposed to circumvent this challenge, intranasal delivery route has sparked great interest for brain targeting in the past decades. The aim of this study was to apply scientometric method to estimate the current status and future trends of the field from a holistic perspective.Methods: All relevant publications during 1998–2020 were retrieved from the Web of Science Core Collection (SCIE, 1998-present). Two different scientometric software including VOS viewer and CiteSpace, and one online platform were used to conduct co-authorship, co-citation, and co-occurrence analysis of journals, countries, institutes, authors, references and keywords.Results: A total of 2,928 documents, including 2,456 original articles and 472 reviews, were retrieved. Our analysis revealed a significant increasing trend in the total number of scientific publications over the past 2 decades (R2 = 0.98). The United States dominated the field, reflecting in the largest amount of publications (971), the highest H-index (99), and extensive international collaboration. Jamia Hamdard contributed to most publications. Frey WH and Illum L were key researchers with the highest number of publications and citations, respectively. The International Journal of Pharmaceutics was the most influential academic journal, and Pharmacology/Pharmacy and Neurosciences/Neurology were the hottest research categories in this field. Based on keywords occurrence analysis, four main topics were identified, and the current research focus of this field has shifted from cluster 4 (pathways and mechanisms of intranasal delivery) to cluster 2 (the study of nasal drug delivery systems), especially the nanostructured and nano-sized carrier systems. Keywords burst detection revealed that the research focus on oxidative stress, drug delivery, neuroinflammation, nanostructured lipid carrier, and formulation deserves our continued attention.Conclusion: To the authors’ knowledge, this is the first scientometric analysis regarding intranasal delivery research. This study has demonstrated a comprehensive knowledge map, development landscape and future directions of intranasal delivery research, which provides a practical and valuable reference for scholars and policymakers in this field.

scholarly journals Educational And Financial Impact Of Technology On Workforce Development

2013 ◽  
Vol 6 (5) ◽  
pp. 513-520 ◽  
Author(s):  
Paul J. Carruth ◽  
Ann K. Carruth
Keyword(s):  
Online Education ◽  
Organizational Performance ◽  
Workforce Development ◽  
Research Trends ◽  
Financial Impact ◽  
Work Place ◽  
Future Prospects ◽  
The Past ◽  
E Learning ◽  
Impact Of Technology

In the current evolving economic environment, developing and implementing an effective workforce to improve the skills and capability of employees are seen as central to improving individual and organizational performance and competitiveness. The availability of online education in universities as well as the work place has significantly increased during the past decade. This paper summarizes and addresses the current research, trends and future prospects of e-learning as it relates to the awarding of higher educational degrees and private sector workforce development.

Student-Led Online Discussions

2020 ◽  
pp. 435-457
Author(s):  
Alice Lai
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Survey Data ◽  
Gender Inequality ◽  
Art History ◽  
Online Discussion ◽  
Feminist Pedagogy ◽  
Gender Disparity ◽  
Online Discussions ◽  
Online Classrooms

Digital gender inequality is well alive in online classrooms in U.S. higher education. The present study aimed to investigate this persistent issue and proposed a feminist pedagogy-inspired, student-led online discussion activity as a means to mitigate digital gender inequality. Specifically, the purpose of this chapter is threefold: (1) to expose and unravel the issue of digital gender disparity and inequality with a particular focus on its relevance to the online discussions, (2) to contextualize the feminist pedagogy within the postmodern technoculture and analyze its potential to sustain gender-equitable and empowered online education, and (3) to exemplify the feminist pedagogy through a student-led discussion activity implemented in an online undergraduate art history course. Reflecting on qualitative and learning survey data, this chapter is concluded with a diagnosis of the students' perceptions of the positive, challenging, and transformative aspects of the student-led discussion.

Student-Led Online Discussions

2021 ◽  
pp. 1896-1918
Author(s):  
Alice Lai
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Survey Data ◽  
Gender Inequality ◽  
Art History ◽  
Online Discussion ◽  
Feminist Pedagogy ◽  
Gender Disparity ◽  
Online Discussions ◽  
Online Classrooms

Digital gender inequality is well alive in online classrooms in U.S. higher education. The present study aimed to investigate this persistent issue and proposed a feminist pedagogy-inspired, student-led online discussion activity as a means to mitigate digital gender inequality. Specifically, the purpose of this chapter is threefold: (1) to expose and unravel the issue of digital gender disparity and inequality with a particular focus on its relevance to the online discussions, (2) to contextualize the feminist pedagogy within the postmodern technoculture and analyze its potential to sustain gender-equitable and empowered online education, and (3) to exemplify the feminist pedagogy through a student-led discussion activity implemented in an online undergraduate art history course. Reflecting on qualitative and learning survey data, this chapter is concluded with a diagnosis of the students' perceptions of the positive, challenging, and transformative aspects of the student-led discussion.

Beyond the Glittering Eye

2020 ◽  
pp. 117-183
Author(s):  
Shibani Bose
Keyword(s):  
Ancient India ◽  
Human Interactions ◽  
The Past ◽  
Fossil Evidence ◽  
Wide Range

Notwithstanding the cultural fascination evoked by the tiger, wildlife histories have done little to salvage it from the shadows of the past, particularly in the context of ancient India. This chapter endeavours to fill in this gap by marshalling evidence testifying to human interactions with this mega carnivore in early India. It underlines the dearth of fossil evidence, notes the patchy evidence offered by the archaeozoological record, and details the images which can be garnered from visual depictions of the animal on seals, copper tablets, and terracottas. It also explores at length the ways in which it is perceived in a wide range of Sanskrit, Pali, Prakrit, and classical Western accounts. Typically an animal of the forest and jungle, charting the journey of the tiger provides valuable glimpses into India’s ancient ecological past.

scholarly journals Nonverbal Communication in Text-Based, Asynchronous Online Education

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Rima Al Tawil
Keyword(s):  
Online Education ◽  
Nonverbal Communication ◽  
Online Survey ◽  
Phase 1 ◽  
Nonverbal Cues ◽  
Online Questionnaire ◽  
Human Interactions ◽  
The Social ◽  
Research Findings ◽  
Study Participants

Does nonverbal communication exist in asynchronous, text-based online education? It is commonly believed that it does not due to the absence of body language and paralanguage. An examination of the definitions and forms of nonverbal cues suggests the possibility for some of them to be transmitted through asynchronous, text-based online human interactions. To explore the presence, type, and potential impact of electronic nonverbal cues (eNVC), I conducted this research using the Exploratory Sequential Mixed-Method Design. Phase 1 constituted the preliminary, qualitative stage of this research, during which participants completed an online questionnaire to identify what actions, if any, could speak louder than words in discussion-based courses. Thematic analysis of the questionnaire answers revealed the potential existence and influence of several eNVC categories. Phase 2 constituted the quantitative stage, and served to validate Phase 1 findings through the data collection and analysis of two versions of an online survey: one for professors and another for learners. The collated research findings confirmed that eNVC exist and communicate messages beyond those sent and received through printed words in the asynchronous, online learning environment. According to study participants, these types of electronic cues contributed to the social and teaching presences, and therefore carried the potential to influence students’ levels of engagement and motivation.  

Using Basic Personality Research to Inform Personality Pathology

2019 ◽  
Keyword(s):  
Social Interactions ◽  
Present Knowledge ◽  
Direct Application ◽  
Personality Pathology ◽  
Historical Overview ◽  
Normal Personality ◽  
The Past ◽  
Personality Research ◽  
Critical Issues ◽  
The Life Course

Personality pathology—which is characterized by a pervasive, maladaptive, and inflexible pattern of thoughts, emotions, and behaviors—has long been defined as a set of categories that are distinct from each other a “normal” personality. Research over the past three decades has challenged that assumed separation and instead suggested that abnormal personality is merely a maladaptive extension of the same features that describe the personality of all humans. This volume surveys cutting-edge research on the science of basic personality and demonstrates the application of these ideas and methods to conceptualizing pathology. It first provides a historical overview as well as the present state of the personality disorder literature. Ensuing chapters then highlight critical issues in the assessment and conceptualization of personality, its development across the life course, and biological underpinnings. In this way the chapters are inherently useful as a primer of the present knowledge concerning the basic science of personality from specific genes to complex social interactions. Furthermore, each chapter aims toward not only elucidating current understandings of personality but demonstrating its direct application to clinical diagnosis and conceptualization.

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