Challenges Encountered during Synchronous On-Line Collaborative Writing via Google Docs

This study investigated (1) the challenges encountered by a heterogeneous group of first year undergraduates during a synchronous on-line collaborative writing activity conducted through Google Classroom using Google Docs and (2) their perceptions of the pedagogical approach. Five sub-groups of undergraduates participated in the study, and their written transcripts were analysed for patterns of interaction in terms of equality and mutuality based on the Taxonomy of Writing Change Functions and Scaffolding Strategies (Li and Zhu, 2017). Data on learner perceptions were analysed for underlying themes. The findings, which were interpreted from the perspective of the Complex Dynamic Systems Theory, revealed that synchronous on-line collaboration is complex and challenging due to the dynamic patterns of interaction. This study concludes that Google Docs is a useful pedagogical tool and could be used for second language writing development despite the challenges. However, in transferring the findings to other second language learners or learning contexts, caution needs to be applied.

Using Sequence Analysis to Identify Conversational Motifs in Supportive Interactions

This study demonstrates how sequence analysis, which is a method for identifying common patterns in categorical time series data, illuminates the nonlinear dynamics of dyadic conversations by describing chains of behavior that shift categorically, rather than incrementally. When applied to interpersonal interactions, sequence analysis supports the identification of conversational motifs, which can be used to test hypotheses linking patterns of interaction to conversational antecedents or outcomes. As an illustrative example, this study evaluated 285 conversations involving stranger, friend, and dating dyads in which one partner, the discloser, communicated about a source of stress to a partner in the role of listener. Using sequence analysis, we identified three five-turn supportive conversational motifs that had also emerged in a previous study of stranger dyads: discloser problem description, discloser problem processing, and listener-focused dialogue. We also observed a new, fourth motif: listener-focused, discloser questioning. Tests of hypotheses linking the prevalence and timing of particular motifs to the problem discloser’s emotional improvement and perceptions of support quality, as moderated by the discloser’s pre-interaction stress, offered a partial replication of previous findings. The discussion highlights the value of using sequence analysis to illuminate dynamic patterns in dyadic interactions.

System and Life-Course Perspectives on Capability to Work and Capability Through Work

The capability approach is relevant to gaining a conceptual understanding of individuals’ abilities and motivation to work and to explore the potential consequences that various working conditions have for people when they reach old age. Here, the capability concept is complemented with system theory to understand the multi-component key resources for capability to work among older workers, and also the conversion factors – capability through work – at individual, micro, meso, macro and chrono-levels. The theoretical approach is exemplified by studies from the interdisciplinary field of work sciences. The chapter describes central working-life conditions, conversion factors for crafting capability to work and examples of patterns of interactions between capability to work and capability through work. To support practical applications, we suggest important conversion factors and patterns of interaction between capability to work and capability through working-life resources. In sum, having a reasonable degree of control and influence (freedom of choice) at work and opportunities to make individual deals and adjustments that match one’s values, abilities, competence and experience are important for individual preference of a long working life. This requires an organisation that focuses on the value of work and promotes a general learning climate through broad participation.

The role of academic conferences in the [re]production of gender inequality in business disciplines: not just a STEM problem

PurposeIn this paper the authors seek to understand how academic conferences [re]produce deeply embedded gendered patterns of interaction and informal norms within the business disciplines.Design/methodology/approachDrawing on Acker's (2012) established and updated theory of gendered organisations, the authors focus on the role of academic conferences in the reproduction of gendered practices in the business disciplines. The authors surveyed academics at top universities in Australia and New Zealand who had attended international conferences in their discipline area.FindingsAcademic conferences in the business disciplines communicate organisational logic and act as gendered substructures that [re]produce gendered practices, through the hierarchy of conference participation. Even in disciplinary conferences with a significant proportion of women delegates, the entrenched organisational logic is manifest in the bodies that perform keynote and visible expert roles, perpetuating the notion of the “ideal academic” as male.Practical implicationsThe authors call for disciplinary associations to formulate an equality policy, which covers all facets of conference delivery, to which institutions must then respond in their bid to host the conference and which then forms part of the selection criteria; explicitly communicate why equality is important and what decisions the association and hosts took to address it; and develop databases of women experts to remove the most common excuse for the lack of women keynote speakers. Men, question conference hosts when asked to be a keynote speaker or panelist: Are half of the speakers women and is there diversity in the line-up? If not, provide the names of women to take your place.Originality/valueThe contribution of this study is twofold. First is the focus on revealing the underlying processes that contribute to the [re]production of gender inequality at academic conferences: the “how” rather than the “what”. Second, the authors believe it to be the first study to investigate academic conferences across the spectrum of business disciplines.

Simulation of Teacher Interventions in a Training Course of Mathematics Teacher Educators

This work aimed to characterize simulated teacher interventions to manage a didactic configuration in which students solve problem situations using an ICT resource. We also aimed to identify patterns of interaction between the teacher and the students that make it possible to characterize styles of interaction and assess both their interactional and their ecological suitability. To do this, we used the tools of the Onto-semiotic Approach to Mathematical Cognition and Instruction to analyze the level of reflection of 102 educators of preservice teachers of mathematics, about hypothetical problem resolutions of their students and the types of interactions simulated by them to manage the students’ learning. The educators were participants of a Teacher Training of the Teacher Specialization in Education and ICT in Argentina. The results show that there are three levels of reflection and four types of interaction (maieutic, falsificationist, dogmatic and paternalistic). We did not find a high interactional suitability in their proposals of dialogues, and participants do not consider aspects of the ecological suitability, such as the adaptation to the official curriculum. We conclude that the type of interventions that teacher educators propose is closely related to their level of reflection about the reasons why their students respond to problems in one manner or another.

Internalisasi Nilai Universal Islam dalam Dakwah di Era Revolusi Industri 4.0

The development of science and technology in the era of the industrial revolution 4.0 is very rapid. Patterns of interaction and human thought patterns and even religious patterns can change. Thus, it is necessary to internalize islamic values into the soul of the Muslim community. This paper wants to study how the method of internalizing universal Islamic values into da’wah activities.AbstrakPerkembangan ilmu pengetahuan dan teknologi di era revolusi industri 4.0 sangat pesat. Pola interaksi dan pola pikir manusia bahkan pola beragama pun dapat mengalami perubahan. Dengan demikian perlu dilakukan internalisasi nilai-nilai Islam dalam diri masyarakat muslim. Tulisan ini ingin mengkaji bagaimana metode internalisasi nilai-nilai universal Islam ke dalam kegiatan dakwah.

Interactional Patterns in English as a Second Language Classrooms at Higher Learning

This study investigates the interactional patterns that were used in ESL classrooms at higher learning at the University of Botswana and the reasons for the said patterns. A qualitative approach was employed and the classroom observations were used to investigate the topic. To further shed some light on the patterns used in the CSS classrooms, reference will be made to Vygotsky’s sociocultural theory and Sinclair & Coulthard’s Initiation, Response, Feedback (IRF) analytical tool. The results indicated that there were ‘new’ interactional patterns at the University of Botswana classrooms. Some of these were Initiation Response (IR) and Initiation Response Response (IRR) which led to the conclusions that the patterns of interaction which emanated from the study were, “better”, “good”, and “not so good” (BGN interactional patterns). This study concludes that there is an attempt to produce quality classroom interaction as the interactional patterns of “better”, “good”, and “not so good” (BGN interactional patterns) were demonstrated with the first two categories carrying higher percentages.

Circuits for integrating learned and innate valences in the insect brain

Animal behavior is shaped both by evolution and by individual experience. Parallel brain pathways encode innate and learned valences of cues, but the way in which they are integrated during action-selection is not well understood. We used electron microscopy to comprehensively map with synaptic resolution all neurons downstream of all Mushroom Body output neurons (encoding learned valences) and characterized their patterns of interaction with Lateral Horn neurons (encoding innate valences) in Drosophila larva. The connectome revealed multiple convergence neuron types that receive convergent Mushroom Body and Lateral Horn inputs. A subset of these receives excitatory input from positive-valence MB and LH pathways and inhibitory input from negative-valence MB pathways. We confirmed functional connectivity from LH and MB pathways and behavioral roles of two of these neurons. These neurons encode integrated odor value and bidirectionally regulate turning. Based on this we speculate that learning could potentially skew the balance of excitation and inhibition onto these neurons and thereby modulate turning. Together, our study provides insights into the circuits that integrate learned and innate to modify behavior.