scholarly journals The Potential of Reflective Journals in Studying Complexity 'In Action'

2005 ◽  
Vol 2 (1) ◽  
Author(s):  
Renata Phelps
Keyword(s):  
Action Research ◽  
Initial Conditions ◽  
Real Life ◽  
External Control ◽  
Learning And Teaching ◽  
Reflective Journals ◽  
Information And Communication ◽  
Learning And Change ◽  
The Impact

As educators embrace theories of complexity to inform their teaching and research practice, theoretically relevant methods will be required to appropriately conduct and study complexity-based approaches to education. Action research has been identified as offering significant potential for studying complexity, acting as a form of ‘real life modeling’ for learning and teaching. In this paper it is argued that reflection, a key aspect of action research, can be a productive method for both studying and working with complexity in educational contexts. Reflective journals, more specifically, provide scope not only for gathering research data but also for promoting learning and change. As a teaching approach, reflective journals can reduce the impact of external control while providing opportunities to promote and document instability and disequilibrium. Reflective journals allow for documentation of emergence and bifurcation and embrace participants’ involvement in interpretation of data in inherently non-linear ways. Reflective journals assist to build up an holistic picture of the interplay between individuals’ histories and their current and emergent ‘state’, thus providing insight into ‘sensitivity to initial conditions’. This paper illustrates these theoretical ideas through a case study derived from a course in information and communication technology (ICT) for practicing teachers.

Putting Across Tangibility

2018 ◽  
pp. 211-225
Author(s):  
Dieu Hack-Polay
Keyword(s):  
Critical Thinking ◽  
Everyday Life ◽  
Real Life ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Study Approach ◽  
Organisational Behaviour ◽  
Approach To Teaching ◽  
The Subject

This chapter examines a case study-approach to teaching organisational behaviour. It explains the effectiveness of the use of case study in teaching the subject which is often termed theoretical and complex. The chapter advocates that the use of real life organisational cases can make the learning and teaching process more tangible and contribute to the development of critical thinking. The chapter specifically supports the view that there are aspects of organisational behaviour that are visible in both everyday life of individuals and groups. If lecturers could bring this up in the delivery of the OB curriculum, the learners, who are future managers and supervisors, could connect the learning experiences to reality, which could lead them to a better academic understanding and later effective practitioners.

scholarly journals Feedback: understanding strategies and impact on EFL learning and teaching contexts

2018 ◽  
Vol 10 (1) ◽  
pp. 43-65
Author(s):  
David Felipe Espinosa Torres ◽  
Iván Camilo González Bejarano ◽  
Juliana Moreno Restrepo
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Feedback Strategies ◽  
The Impact ◽  
Minimal Research

Feedback is a powerful tool that has a significant influence on student success. Its meaningful impact on learning and teaching processes has been well-documented. However, there is minimal research concerning the impact of feedback strategies on foreign language learning. This article seeks to provide a theoretical and practical understanding of the impact of feedback on foreign language teaching and learning processes. This is done through a case study research conducted in a private institution in Bogotá, Colombia. The evidence demonstrates that the feedback strategies used and the manner in which they are administered influence their effectiveness. Three main strategies were observed and analyzed: corrective, motivational, and developmental. This article concludes with a suggestion to make feedback an explicit policy of teachers’ education programs in the country.

scholarly journals MOBILE APPS AS A TOOL FOR DESTINATION MANAGEMENT – CASE STUDY OF BELGRADE

2020 ◽  
pp. 569-584
Author(s):  
Snežana Štetić ◽  
◽  
Dario Šimičević ◽  
Jelena Aksentijević ◽  
Igor Trišić ◽  
...  
Keyword(s):  
Mobile Applications ◽  
Mobile Apps ◽  
Tourism Development ◽  
Tourist Destination ◽  
Tourist Destinations ◽  
Tourist Satisfaction ◽  
Information And Communication ◽  
Management Case Study ◽  
The Impact

Mobile applications, as a very dynamic segment of modern ICT (Information and Communication Technology), are in widespread use in tourism. Tourist destinations are increasingly using mobile applications to manage the development of a destination product, that is, the applications themselves are seen as an important part of the destination product and the overall tourists’ experience. This paper focuses on mobile applications and their use in destination management and the achievement of overall tourist satisfaction. Special attention is paid to the use of mobile applications in the management of tourism development in Belgrade as well as the impact of mobile applications on tourists’ experience of Belgrade as a tourist destination.

scholarly journals DEVELOPMENT OF EFL TEACHERS´ PEDAGOGICAL CONTENT KNOWLEDGE THROUGH ACTION RESEARCH IN A MASTER’S PROGRAM

2020 ◽  
Vol 78 (4) ◽  
pp. 533-552
Author(s):  
Julio Cesar Gomez
Keyword(s):  
Action Research ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Research Study ◽  
Theoretical Framework ◽  
Master's Program ◽  
Pedagogical Content ◽  
Action Research Study ◽  
The Impact

This longitudinal, 2-year study explored the experience of a cohort of seven in-service teachers in an English Language Teaching master’s program as they carried out action research studies to determine the impact of the stages of the research process on the various components of their pedagogical content knowledge. The research design followed a qualitative multiple case study model. Data were gathered through semi-structured interviews, written reflections, and participant observation journal notes. Main findings highlight the way specific components of the thesis linked to stages of the action research study contributed to developing certain types of knowledge integral to pedagogical content knowledge. Knowledge of the students was highly impacted by the needs analysis and the design and implementation of the intervention. In terms of pedagogical knowledge, building the state of the art and theoretical framework along with the intervention clarified and further developed knowledge of teaching methodologies and strategies. Subject matter knowledge was highly impacted by the theoretical framework and the socialization opportunities. Establishing the setting of the study contributed to further understand the constraints and affordances of their teaching contexts. Overall, this action research study became an insightful experience that helped participants promote effective classroom practices to address their students’ needs. Keywords: action research, longitudinal case study, master’s thesis, pedagogical content knowledge, second language teacher education.

scholarly journals Digital Technology Education and its Impact on Traditional Academic Roles and Practice

2010 ◽  
Vol 7 (1) ◽  
pp. 24-41
Author(s):  
Jennifer Sappey ◽  
◽  
Stephen Relf ◽  
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Traditional Teaching ◽  
Work Identity ◽  
Learning And Teaching ◽  
Labour Process ◽  
Information And Communication ◽  
The Impact

This paper explores the interface between digital technologies and the teaching labour process in Australian higher education. We develop an adaptation of the seminal Clark (1983, 1994, 2001) and Kozma (1991, 1994) debate about whether technology merely delivers educational content unchanged – technology as the ‘delivery truck’ – or whether education is changed as a result of using different technologies – education as ‘groceries’. Our adaptation is an extension of this metaphor to include the academic teacher as the driver of the grocery truck. With the implementation of new educational technologies, the human resource management aspects of job design, motivation, skilling and work identity are often overlooked, with critical debate about the impact on the teaching labour process seldom considered. In this argument, we will unpack the Clark-Kozma dichotomy of the education/technology interface by looking beyond the embedding of Information and Communication Technologies (ICT) in Australian higher education to examine more broadly the changes to the traditional academic role as the creator, developer and delivery agent of the educational groceries. This has been reinforced by the marketisation of the sector and the concomitant reconfiguration of the traditional teaching process. All this has led to changes in the sense of work identity for academics (McShane, 2006). While we embrace ICT as a potential benefit for both students and academic teachers, we seek to ensure that the ‘truck driver’s’ evolving role is acknowledged in scholarly debates and included in models of learning and teaching if long-term sustainable work practices are to be achieved. One such model is offered.

scholarly journals Investigating the Impact of E-Mobility on the Electrical Power Grid Using a Simplified Grid Modelling Approach

Energies ◽  
2019 ◽  
Vol 13 (1) ◽  
pp. 39 ◽  
Author(s):  
Julia Vopava ◽  
Christian Koczwara ◽  
Anna Traupmann ◽  
Thomas Kienberger
Keyword(s):  
Power Grid ◽  
Electrical Power ◽  
Real Life ◽  
Transport Sector ◽  
Additional Stress ◽  
Distribution Grid ◽  
Power Sources ◽  
Grid Model ◽  
The Impact

To achieve climate goals, it is necessary to decarbonise the transport sector, which requires an immediate changeover to alternative power sources (e.g., battery powered vehicles). This change will lead to an increase in the demand for electrical energy, which will cause additional stress on power grids. It is therefore necessary to evaluate energy and power requirements of a future society using e-mobility. Therefore, we present a new approach to investigate the influence of increasing e-mobility on a distribution grid level. This includes the development of a power grid model based on a cellular approach, reducing computation efforts, and allowing time and spatially resolved grid stress analysis based on different load and renewable energy source scenarios. The results show that by using the simplified grid model at least seven times, more scenarios can be calculated in the same time. In addition, we demonstrate the capability of this novel approach by analysing the influence of different penetrations of e-mobility on the grid load using a case study, which is calculated using synthetic charging load profiles based on a real-life mobility data. The results from this case study show an increase on line utilisations with increasing e-mobility and the influence of producers at the same connection point as e-mobility.

Reflections on developing Technology-Enhanced Learning through staff-student partnership - a case study of using mobile devices cross-institutionally

2017 ◽  
Vol 3 (1) ◽  
pp. 243 ◽  
Author(s):  
Matt Elphick ◽  
Stuart Sims
Keyword(s):  
Mobile Devices ◽  
Technology Enhanced Learning ◽  
Learning And Teaching ◽  
Pilot Scheme ◽  
Integration Of Technology ◽  
Student Projects ◽  
The University ◽  
The Impact ◽  
Enhanced Learning

Drawing upon project outputs from seven staff-student partnership projects, this case study explores the impact of a pilot programme to integrate the use of mobile devices into learning and teaching at the University of Winchester. This ‘iPilot’ was designed to give students and staff the opportunity to lead change around the integration of technology into teaching, supported by the Student Fellows Scheme (SFS). We outline the principles behind these partnerships and explore the role that having Student Fellows in a pedagogical leadership position had upon the wider project. This article represents the perspectives of both the co-ordinator of the pilot scheme and the SFS to give a centralised view of a project that was devolved to different programmes. While all of the staff-student projects had a degree of success in furthering the way that mobile devices are used in their respective programmes, many projects veered away from the principles of partnership working which were built into the initial plans for the iPilot. We reflect on barriers encountered in this project and make recommendations based on this experience of how to ensure that the key principles of enhancement are being adhered to, rather than using partnership working in a tokenistic way.

scholarly journals Impacts of Meteorological Uncertainties on the Haze Formation in Beijing-Tianjin-Hebei (BTH) during Wintertime: A case study

2017 ◽  
Author(s):  
Naifang Bei ◽  
Jiarui Wu ◽  
Tian Feng ◽  
Junji Cao ◽  
Rujin Huang ◽  
...  
Keyword(s):  
Fine Particles ◽  
Initial Conditions ◽  
Control Strategies ◽  
Temporal Variations ◽  
Ensemble Mean ◽  
Haze Episode ◽  
Haze Formation ◽  
Region Scale ◽  
The Impact

Abstract. In the present study, a persistent heavy haze episode from 13 to 20 January 2014 in Beijing-Tianjin-Hebei (BTH) is simulated using the WRF-CHEM model through ensemble simulations to investigate impacts of meteorological initial uncertainties on the haze formation. Model results have shown that uncertainties in meteorological initial conditions substantially influence the aerosol constituent simulations at an observation site in Beijing, and the ratio of the ensemble spread to ensemble mean (RESM) exceeds 50 %. The ensemble mean generally preforms well in reproducing the fine particles (PM2.5) temporal variations and spatial distributions against measurements in BTH. The initial meteorological uncertainties do not alter the PM2.5 distribution pattern in BTH principally or dominate the haze formation and development, but remarkably affect the simulated PM2.5 level, and the RESM of PM2.5 concentrations can be up to 30 % at the region scale. In addition, the rather large RESM in PM2.5 simulations at the city scale also causes difficulties in implementation of the control strategies. Therefore, our results suggest that the ensemble simulation is imperative to avoid the impact of the initial meteorological uncertainties on the haze prediction.

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