A Study of Plans of Cultural Contents Literacy Education as a College Subject of Liberal Arts through a Case Analysis : A Case Study on the “Cultural Contents Literacy” Class at D University

2021 ◽  
Vol 14 ◽  
pp. 267-300
Author(s):  
Chae Young Lee
Keyword(s):  
Liberal Arts ◽  
Case Analysis ◽  
Literacy Education ◽  
College Subject ◽  
Literacy Class

A Case Study on the Open Portfolio Platform based Digital Literacy Class

2021 ◽  
Vol 21 (10) ◽  
pp. 417-435
Author(s):  
Ae-jung Lee ◽  
Soo-Jin Park
Keyword(s):  
Digital Literacy ◽  
Literacy Class

scholarly journals Incremental and radical open service innovation

2018 ◽  
Vol 32 (2) ◽  
pp. 101-112 ◽  
Author(s):  
Per Myhren ◽  
Lars Witell ◽  
Anders Gustafsson ◽  
Heiko Gebauer
Keyword(s):  
Service Innovation ◽  
Group Development ◽  
Case Analysis ◽  
Team Development ◽  
Service Development ◽  
New Service Development ◽  
Content Type ◽  
Open Service ◽  
Cross Case Analysis

Purpose Open service innovation is an emergent new service development practice, where knowledge on how to organize development work is scarce. The purpose of the present research is to identify and describe relevant archetypes of open service innovation. The study views an archetype as an organizing template that includes the competence of participants, organizing co-creation among participants and ties between participants. In particular, the study’s interest lies in how open service innovation archetypes are used for incremental and radical service innovation. Design/methodology/approach For the research, a nested case study was performed, in which an industrial firm with nine open service innovation groups was identified. Forty-five interviews were conducted with participants. For each case, first a within-case analysis was performed, and how to perform open service innovation in practice was described. Then, a cross-case analysis identifying similarities and differences between the open service innovation groups was performed. On the basis of the cross-case analysis, three archetypes for open service innovation were identified. Findings The nested case study identified three archetypes for open service innovation: internal group development, satellite team development and rocket team development. This study shows that different archetypes are used for incremental and radical service innovation and that a firm can have multiple open service innovation groups using different archetypes. Practical implications This study provides suggestions on how firms can organize for open service innovation. The identified archetypes can guide managers to set up, develop or be part of open service innovation groups. Originality/value This paper uses open service innovation as a mid-range theory to extend existing research on new service development in networks or service ecosystems. In particular, it shows how open service innovation can be organized to develop both incremental and radical service innovations.

Reading in Mandarin and English: Using Reading Miscue Inventory and Retrospective Miscue Analysis with Adult English Language Learners

2014 ◽  
Author(s):  
◽  
Yang Wang
Keyword(s):  
Second Language ◽  
Reading Strategies ◽  
English Language ◽  
Native Language ◽  
First Language ◽  
Case Analysis ◽  
Reading Process ◽  
Instructional Tool ◽  
Evaluation Tool

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This qualitative case study explored five college ELLs' reading processes in their native Mandarin language and the English language. The purpose of this case study is 1) to discover the reading process of five native-Mandarin-speaking adult ELLs at a large Midwestern university; 2) to learn their perceptions of reading; and 3) to learn about their strategy use in reading the selected materials in both Mandarin and English. I met with each participant individually. In the beginning I did the reading interests inventory and the Burke Reading Interview in Mandarin and in English to learn about their beliefs in the two languages. I surveyed their reading metacognition in both languages. Then I selected four pieces of texts (two in Mandarin and two in English) for RMI and RMA with each reader. At the end, I did post-interviews and post-surveys. Through the study, I kept a double entry journal. Then I conducted within-case analysis and cross-case analysis. This study found 1) by the end the participants believed reading was to know the meaning in both languages and helping them to examine their reading in their first language makes them more successful in their second language; 2) the readers used all linguistic and pragmatic language cueing systems to construct meaning in both languages, and they relied more on linguistic cueing systems in English; 3) they used all natural reading strategies and other similar strategies in both languages, and applied unique strategies to construct meaning in English; 4) the RMA sessions helped the participants build their confidence and revalue their reading, especially in English; 5) the participants became more metacognitive through the RMA sessions, and highly proficient readers may not be the most metacognitive ones. This study suggests RMI is an effective reading evaluation tool for the reading process of the first language as well as the second language. Reading teachers and ELL teachers could use RMI to understand their students' reading process and re-evaluate their students' reading comprehension. This study also suggests RMA is an effective instructional tool. The RMA sessions could build the students' confidence, focus more on meaning, and uncover their reading strategies, as well as their strengths and weaknesses. ELLs need to read actively and closely for meaning; use their successful native language reading strategies and unique strategies in their English reading; experience aesthetic reading for pleasure and read various genres and different topics; and read aloud as long as it is meaningful. ELL teachers need to help the learners establish their belief about reading; use RMI as an evaluation tool; use RMA as an instructional tool and help readers embrace their good reading strategies; encourage them to use their successful native language reading strategies and unique English language reading strategies; and encourage readers to read widely outside of classroom.

A Case Study of Authentic Assessment

2011 ◽  
pp. 213-230
Author(s):  
David A. Eubanks
Keyword(s):  
Performance Assessment ◽  
Learning Outcomes ◽  
Communication Skills ◽  
Direct Observation ◽  
Liberal Arts ◽  
Authentic Assessment ◽  
Student Thinking ◽  
Assessment Program ◽  
Philosophical Framework

This chapter describes Coker College’s subjective performance assessment program to rate student thinking and communication skills. It uses a discussion of the epistemology of assessment to motivate an emphasis on direct observation by experts as the basis for “authentic” assessment for complex learning outcomes. Results from Coker College’s experience are given and discussed in the context of this approach. The purpose of this chapter is to give a philosophical framework and practical methods that can help institutions assess liberal arts learning outcomes. Such assessments can provide information crucial to improving programs and pedagogy and form the basis for institutional effectiveness reports to stakeholders.

Collaborative and Open Education by Interdisciplinary Women's Networks

2021 ◽  
pp. 116-132
Author(s):  
Elena Robles Mateo
Keyword(s):  
North America ◽  
Online Education ◽  
New Media ◽  
Liberal Arts ◽  
Online Courses ◽  
Professional Women ◽  
Gender And Technology ◽  
Educational Structures ◽  
Women's Networks

This chapter describes FemTechNet, a case study that exemplifies the way in which an informal network of professional women can develop alternative dissemination formats for digital educational content. FemTechNet is an interdisciplinary and transnational network formed by women feminist scholars, educators, and artists mainly from North America, also Europe and Asia. Aiming to apply feminist principles to online education content on gender and technology, FemTechNet created in 2013 the DOCC, a feminist approach to collaborative open formats for online education, especially focused on feminism, new media, and liberal arts. While new formats of massive online courses perpetuate old patterns of hierarchical educational structures, this network aims to promote open pedagogic and inclusive content off and online by the collaboration of the different nodes implicated internationally. This chapter explores FemTechNet principles and methods that made from it a unique network that has successfully addressed contemporary problematics on open accessible content online.

Sign in / Sign up

Export Citation Format

Share Document