scholarly journals Statement of Purpose

2018 ◽  
Vol 11 (1) ◽  
pp. 5
Author(s):  
Lynn Butler-Kisber
Keyword(s):  
Open Access ◽  
Online Education ◽  
English Education ◽  
Visual Representations ◽  
Theory And Practice ◽  
Multiple Perspectives ◽  
Resource Network ◽  
Education Journal

LEARNing LandscapesTM Journal is an open access, peer-reviewed, online education journal supported by LEARN (Leading English Education and Resource Network). Published in the spring and autumn of each year, it attempts to make links between theory and practice and is built upon the principles of partnership, collaboration, inclusion, and attention to multiple perspectives and voices. The material in each publication attempts to share and showcase leading educational ideas, research, and practices in Quebec, and beyond, by welcoming articles, interviews, visual representations, arts-informed work, and multimedia texts to inspire teachers, administrators, and other educators to reflect upon and develop innovative possibilities within their own practices.

scholarly journals Statement of Purpose

2020 ◽  
Vol 13 (1) ◽  
pp. 5-5
Author(s):  
Statement of Purpose
Keyword(s):  
Open Access ◽  
Online Education ◽  
English Education ◽  
Visual Representations ◽  
Theory And Practice ◽  
Multiple Perspectives ◽  
Resource Network ◽  
Education Journal

LEARNing LandscapesTM Journal is an open access, peer-reviewed, online education journal supported by LEARN (Leading English Education and Resource Network). Published in the spring and autumn of each year, it attempts to make links between theory and practice and is built upon the principles of partnership, collaboration, inclusion, and attention to multiple perspectives and voices. The material in each publication attempts to share and showcase leading educational ideas, research, and practices in Quebec and beyond. We welcome articles, interviews, visual representations, arts-informed work, and multimedia texts to inspire teachers, administrators, and other educators to reflect upon and develop innovative possibilities within their own practices.

Visual Representations and Comprehension: The Exploration of Image-Word Relations and Types of Design

2019 ◽  
Vol 3 (2) ◽  
pp. 27
Author(s):  
Siti Sarah Fitriani ◽  
Nira Erdiana ◽  
Iskandar Abdul Samad
Keyword(s):  
Foreign Language ◽  
English Education ◽  
Visual Representations ◽  
Narrative Text ◽  
Primary Students ◽  
Education Department ◽  
Language Background ◽  
Multimodal Text ◽  
Language Visualisation ◽  
Do So

Visualisation has been used for decades as a strategy to help readers construct meaning from reading passages. Teachers across the globe have introduced visualisation mostly to primary students with native language background. They used the strategy to understand their own language. Little is known how this strategy works for university students who learn foreign language. Visualisation can be done internally (by creating mental imagery) and externally (by drawing visual representation). The product of visualising texts by using both models can be further investigated to find out if the meaning represented is appropriate to the meaning written in the text. This study therefore aims at exploring meaning by analysing the visual representations drawn by 26 English Education Department students of Syiah Kuala University after they read a narrative text. The exploration was conducted by looking at the image-word relations in the drawings. To do so, we consulted Chan and Unsworth (2011), Chan (2010) and Unsworth and Chan (2009) on the image-language interaction in multimodal text. The results of the analysis have found that the equivalence, additive and interdependent relations are mostly involved in their visual representations; and these relations really help in representing meanings. Meanwhile, the other three relations which are word-specific, picture specific and parallel are rarely used by the students. In addition, most students created the representations in a form of a design which is relevant to represent a narrative text. Further discussion of the relation between image-word relations, types of design and students’ comprehension is also presented in this paper.

Rhetorically speaking: on white preservice teachers’ failure to imagine an anti-racist English education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
S.R. Toliver ◽  
Heidi Hadley
Keyword(s):  
Preservice Teachers ◽  
Thematic Analysis ◽  
Design Methodology ◽  
Teacher Educators ◽  
English Education ◽  
Theory And Practice ◽  
Education Programs ◽  
Content Type

Purpose This paper aims to identify how white preservice teachers’ inability to imagine an equitable space for Black and Brown children contributes to the ubiquity of whiteness in English education. Further, the authors contend that the preservice teachers’ responses mirror how the larger field of English education fails to imagine Black and Brown life. Design/methodology/approach Using abolitionist teaching as a guide, the authors use reflexive thematic analysis to examine the rhetorical moves their preservice teachers made to defer responsibility for anti-racist teaching. Findings The findings show preservice teachers’ rhetorical moves across three themes: failure to imagine Black and Brown humanity, failure to imagine a connection between theory and practice, and failure to imagine curriculum and schooling beyond whiteness. Originality/value By highlighting how preservice teachers fail to imagine spaces for Black and Brown youth, this study offers another pathway through which teacher educators, teachers and English education programs can assist their faculty and students in activating their imaginations in the pursuit of anti-racist, abolitionist teaching.

scholarly journals Research on strategies of low-impact urban design in China. Take Beijing waterfront urban design evaluation as an example

2019 ◽  
Author(s):  
Cong Cao ◽  
◽  
Suning Xu ◽  
Keyword(s):  
Urban Design ◽  
Low Impact Development ◽  
Theory And Practice ◽  
Design System ◽  
Design Evaluation ◽  
Multiple Perspectives ◽  
Design Environment ◽  
Chinese Cities ◽  
Low Impact Design ◽  
The Impact

This paper aims to provide theoretical method support and practical experience for creating environment friendly urban space by low-impact urban design methods, and discussed on two aspects of theory and practice. Firstly, the definition of low-impact urban design in the context of Chinese cities is expounded by combing the development stage of urban design environment view and analysing the development needs of Chinese cities. Then, it discusses the framework content and evolution process of low-impact urban design in China, and puts forward the view that low-impact development elements and low-impact design control elements are mutually dependent and mutually reinforcing. Next, the objects and related characteristics of low-impact urban design are explained from multiple perspectives, as object system, object composition and basic characteristics. Relevant strategy formulation is the focus of this paper. First, it is necessary to establish a low-impact urban design system in coordination with legal planning, so as to help implement the low-impact design concept with the seriousness and execution of legal planning. Secondly, the framework of low-impact urban design control elements including 5 different layers is established, which can effectively evaluate and optimize the impact of design results on the city. Thirdly, the value evaluation mechanism of dynamic cycle is proposed, which is helpful to the implementation of low-impact urban design and the restoration of design intention. Finally, the paper takes Beijing waterfront urban design evaluation as an example to apply the low impact evaluation model proposed in this paper, and satisfactory results were obtained

scholarly journals A double-loop evaluation process for MOOC design and its pilot application in the university domain

2017 ◽  
pp. 433-448
Keyword(s):  
Open Access ◽  
Online Courses ◽  
Evaluation Process ◽  
Theory And Practice ◽  
Massive Open Online Courses ◽  
Double Loop ◽  
Massive Open Online ◽  
Know How ◽  
The University ◽  
The Way

The diffusion of Massive Open Online Courses (MOOCs) is significantly changing the way people learn and update their knowledge and competencies. Although the benefits characterizing MOOCs, which leverage on free and open access to know-how and digitized materials, there are some challenges which call for improving and enhancing the existing methods and approaches for MOOCs design. By combining theory and practice, this paper presents a process of MOOCs design based on a double-loop phase of evaluation. Specifically, the paper provides evidences on how to take advantage of the learners’ and teachers’ feedback to redesign or rethink the course’s architecture, and especially the storyboard and blueprint. A pilot application of the proposed approach has been made to design a course dealing with entrepreneurship domain, and in particular with crowdfunding. The results of the application are presented to validate the approach and provide teachers and course’s designers with some recommendations.

Patient and caregiver experience with an online, open-access, standardized, evidence-based, cancer drug and supportive care educational platform.

2021 ◽  
Vol 39 (15_suppl) ◽  
pp. e18811-e18811
Author(s):  
Jeffrey A Gilreath ◽  
James A. Stuart ◽  
Brandon Wilds ◽  
Mimi Lo ◽  
Anthony Greenly ◽  
...  
Keyword(s):  
Open Access ◽  
Online Education ◽  
Supportive Care ◽  
English Language ◽  
Drug Information ◽  
Unmet Need ◽  
Cancer Drug ◽  
Evidence Based ◽  
Additional Information ◽  
Education Levels

e18811 Background: An open-access, web-based platform was developed to provide standardized, evidence-based information, that is cancer regimen-specific and supportive care focused. Online content was provided in the English language only for more than 200 anti-neoplastic regimens. A survey was conducted to determine reasons adult patients and their caregivers seek internet-based cancer drug information, and to evaluate if there is an unmet need for improved oncology therapy education. Methods: Between February 2020 and January 2021, patients and caregivers completed an online anonymous, English language survey deployed on the website www.chemoexperts.com. Results: A total of 1,021 website users responded. The majority of users were from North America (75%). Female respondents comprised 65% of the population and users self-identified as being a patient (67%), or family member/caregiver (33%). The mean age of respondents was 60.7 years (+ 16.2). Roughly two-thirds (66.4%) had a college degree. The majority of respondents reported they were either currently receiving (59.6%), or planning to receive (27.4%) treatment, however patients of all education levels, and in all phases of treatment (before, during, and after) sought online drug information. Clinical drug information education was reportedly provided by a doctor (68.9%), nurse (40.9%), physician assistant or nurse practitioner (23.8%), or pharmacist (15%), while 23% did not receive any education from clinical staff. Modes of education received by participants included printed material (73.9%), teaching in person (52.3%), and/or other internet sites (27.5%). Reasons for visiting the website were reported as follows: seeking additional information (92%), did not know what questions to ask (12%), looking at treatment alternatives (10%), forgot to ask questions (5%), not enough information given (11%), not enough time to ask questions (5%), and afraid to ask questions (2%). Respondents could mark all reasons. Among content sections, the percentage of users reported the side effect section as being the most useful. However, section usefulness varied based upon age, phase of treatment, and baseline education level. Overall, 86% reported finding the information they were looking for on the website. Conclusions: The majority of respondents received education from a health care provider, but not all. It is possible that the current pandemic prevented some patients from receiving education when in-person teaching was not available. However, many patients and caregivers still use the internet to seek additional drug information. These data highlight a continued unmet need for patients using online sources when searching for cancer drug and supportive care information. Further work is required to determine whether supplemental online, education can improve outcomes while reducing adverse effects.

scholarly journals Multiple perspectives on attachment theory: Investigating educators’ knowledge and understanding

2019 ◽  
Vol 44 (3) ◽  
pp. 215-229
Author(s):  
Nadia Wilson-Ali ◽  
Caroline Barratt-Pugh ◽  
Marianne Knaus
Keyword(s):  
Early Childhood ◽  
Attachment Theory ◽  
Online Survey ◽  
Research Policy ◽  
Theory And Practice ◽  
Relationship Development ◽  
Multiple Perspectives ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Attachment Relationships

This paper presents findings from a study investigating the multiple perspectives of attachment theory and practice through the voices of early childhood educators. Attachment theory has influenced research, policy and practice over the last six decades, offering a framework for understanding risk and protective factors in early childhood. Despite the increasing literature highlighting the importance of attachment relationships, attachment theory has been primarily considered from a medical health or psychological perspective and little is known about educators’ perspectives of attachment theory. In total, 488 Australian educators responded to the online survey, demonstrating a wide interest in the topic of attachment. One early childhood service was selected to participate in semi-structured interviews and observations. Findings indicate diverse perspectives in how educators support attachment relationship development, which varied according to their knowledge, understanding and experience of attachment relationships.

Multiple perspectives on the terms “cyberneticist” versus “cybernetician”

Kybernetes ◽  
2014 ◽  
Vol 43 (9/10) ◽  
pp. 1425-1434
Author(s):  
Tirumala Rao Vinnakota ◽  
Faisal L Kadri ◽  
Simon Grant ◽  
Ludmila Malinova ◽  
Peter Davd Tuddenham ◽  
...  
Keyword(s):  
Small Group ◽  
Design Methodology ◽  
Theory And Practice ◽  
Clear Distinction ◽  
Self Organization ◽  
Constant Flow ◽  
Multiple Perspectives ◽  
Content Type ◽  
New Directions ◽  
American Society

Purpose – The purpose of this paper is to investigate and clarify possible distinctions between the terms “cyberneticist” and “cybernetician” with the intention of helping the growth of the cybernetics discipline in new directions. Design/methodology/approach – After the American Society for Cybernetics ALU 2013 conference in Bolton, a small group of conference participants continued the conversations they had begun during the event, focusing on the comparison of the terms “cyberneticist” vs “cybernetician”. The group felt the need for clearer distinctions drawn (or designed) between the terms, in order to sustain the discipline of cybernetics and to support its growth. The aim of providing these distinctions is that theory should feed into practice and practice should feed into theory, forming a cybernetic loop, so that the discipline of cybernetics is sustained while growing. The conference participants had conversations between themselves, and came up with multiple perspectives on the distinction between “cyberneticist” vs “cybernetician”. The distinctions drawn mirror the distinctions between Science and Design: the science of cybernetics contrasted with the design of cybernetics. Findings – The findings of this paper consist of recommendations to understand and act differently in the field of the discipline of cybernetics. In particular, a clear distinction is suggested between the terms “cyberneticist” and “cybernetician”. It is also suggested that in order for cybernetics to grow and be sustained, there should be a constant flow of developments in theory of cybernetics into the practice of cybernetics and vice-versa. Originality/value – The authors believe that some people (called “cyberneticists”) should work on the science side of cybernetics, making strong contributions to the understanding and development of cybernetics theory. Others, (called “cyberneticians”) should work on the design side of cybernetics, to contribute through their actions and through the development of cybernetics practice. The result of this will be a self-organization that evolves naturally between theory and practice of cybernetics, leading to better learning of cybernetics, and in the process, sustaining it through continued growth. In this direction, the paper proposes several radical suggestions that may not be to the liking of traditionalists, but may be better received by the scientists and designers of cybernetics who can make a difference to the growth of the discipline of cybernetics.

Localization Retrieval and Browse of a DSpace-Based Institutional Repository System

2011 ◽  
Vol 268-270 ◽  
pp. 1401-1406
Author(s):  
Cheng Yi ◽  
Chun Li
Keyword(s):  
Open Access ◽  
Scientific Research ◽  
Developed Countries ◽  
Theory And Practice ◽  
Institutional Repository ◽  
Academic Institutions

The theory and practice of Institutional Repository in developed countries of Europe and America have clearly demonstrated that the construction of Open Access Institutional Repository aspects has the vital significance in promoting scientific research and improving academic institutions visibility. From Institutional Repository functions, in this article, the author analyzes localization retrieval and browse of a DSpace-based Institutional Repository system to provide reference for our country on the construction and development of the Institutional Repository.

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