scholarly journals Teaching translation and interpreting courses to students’ lacks and wants: An exploratory case study of prioritizing instructional objectives

2019 ◽  
Vol 78 ◽  
pp. 159-192
Author(s):  
Xiangdong Li 李向东
Keyword(s):  
Teaching Effectiveness ◽  
Course Design ◽  
Instructional Effectiveness ◽  
Self Evaluation ◽  
Exploratory Case Study ◽  
Instructional Objectives ◽  
Course Sequencing ◽  
Instruction And Learning ◽  
Consecutive Interpreting

Though formulation and prioritization of instructional objectives is an important link in the chain of course design, little research has been done in this regard in the field of translation and interpreting (T&I) education. This paper aims at demonstrating how to prioritize instructional objectives in implementing a consecutive interpreting course by inviting students to voice their wants and lacks. Thirty undergraduates and one instructor contributed to data collection through questionnaires and self-evaluation reports. Results of students’ pre-course wants and lacks helped prioritize the objectives formulated in the course design phase. Their pre-course post-course gains and post-course lacks were used to measure teaching effectiveness of prioritized instruction and learning, direct the design of the subsequent course, and thus achieve coordination and integration between courses in the overall T&I curriculum. The current study may inspire colleagues to become selfreflective researchers by formulating and prioritizing their instructional objectives and to contribute to instructional effectiveness at the course level and promote course sequencing and integration at the program level.

scholarly journals Understanding the Role of the Brick-and-Mortar Classroom in Course Design and Implementation of the “Flipped” Classroom: An Exploratory Case Study

2019 ◽  
Vol 8 (1) ◽  
pp. 42-59
Author(s):  
Elisabeth Counselman Carpenter ◽  
Alex Redcay
Keyword(s):  
Learning Environment ◽  
Play Therapy ◽  
Flipped Classroom ◽  
Course Design ◽  
Clinical Skills ◽  
Advanced Practice ◽  
Exploratory Case Study ◽  
Physical Learning Environment ◽  
Practice Skills

This article shares the results of a two-year exploratory case study on the impact of flipped classroom design on generalist and advanced practice social work skills in a large urban graduate university setting. The flipped classroom was chosen due to its’ emphasis on physical space as an active learning, skills-oriented, activity-based environment, rather than traditional lecture-based learning.  This two-year study gathered quantitative data on the flipped classroom format, which featured weekly lectures recorded and posted through the Canvas learning platform, with information outcome and learning retention quizzes also taken in Canvas, followed by in-class live experiential lab sessions in which students were paired up or placed into small groups to develop and strengthen their clinical skills. Students then completed reflection journals following these activities, which were compared to Educational Policy and Accreditation Standards to further assess for additional data and learning outcomes. This article will present the findings of the study, which revealed statistical significance in overall general practice skills scores and in specific advanced practice clinical skills. Additionally, the article will discuss student-generated feedback on the physical learning environment, instructor workload demands, and required preparatory work. Further discussion will include expected and unexpected limitations of the space, expansion of the classroom through digital platforms, inclusion of differently-abled students in the flipped laboratory space, as well as recommendations for future research and iterations of the course. This study is the first to use the Play Therapy Attitude Knowledge Skills Survey (PTAKSS) and Practice Skills Inventory (PSI) to measure the outcome of play therapy classes for MSW students and to specifically measure the effectiveness of the flipped classroom model to teach play therapy skills. This study shows promising outcomes for the use of the flipped model as a way of delivering practice content to students and explores the role and specific impact that weekly sessions in the physical learning environment had on student outcomes.

A Problem in the Making: How Firms Formulate Sharable Problems for Open Innovation Contests

2018 ◽  
Author(s):  
Martin W. Wallin ◽  
Georg von Krogh ◽  
Jan Henrik Sieg
Keyword(s):  
Knowledge Creation ◽  
Open Innovation ◽  
Problem Formulation ◽  
Theoretical Framework ◽  
Monetary Reward ◽  
Technical Innovation ◽  
Prior Work ◽  
Exploratory Case Study ◽  
External Sources

Crowdsourcing in the form of innovation contests stimulates knowledge creation external to the firm by distributing technical, innovation-related problems to external solvers and by proposing a fixed monetary reward for solutions. While prior work demonstrates that innovation contests can generate solutions of value to the firm, little is known about how problems are formulated for such contests. We investigate problem formulation in a multiple exploratory case study of seven firms and inductively develop a theoretical framework that explains the mechanisms of formulating sharable problems for innovation contests. The chapter contributes to the literatures on crowdsourcing and open innovation by providing a rare account of the intra-organizational implications of engaging in innovation contests and by providing initial clues to problem formulation—a critical antecedent to firms’ ability to leverage external sources of innovation.

scholarly journals From Eco-Urbanism to Eco-Fusion: An Augmented Multi-Scalar Framework in Sustainable Urbanism

2021 ◽  
Vol 13 (4) ◽  
pp. 2373
Author(s):  
Ali Cheshmehzangi ◽  
Andrew Flynn ◽  
May Tan-Mullins ◽  
Linjun Xie ◽  
Wu Deng ◽  
...  
Keyword(s):  
Best Practice ◽  
Sustainable Urban Development ◽  
Design Strategies ◽  
Development Models ◽  
Exploratory Case Study ◽  
Sustainable Urbanism ◽  
Integrated Methods ◽  
Practical Factors ◽  
Key Terms

This paper introduces the new concept of “eco-fusion” through an exploratory case study project. It suggests the importance of multi-scalar practice in the broader field of eco-urbanism. This study introduces eco-fusion as a multiplexed paradigm, which is then discussed in two different development models. This paper first highlights the position of “eco” in urbanism by providing a brief account of key terms and how they relate to one another. It then points out the associations between eco-fusion and sustainable urban development. Through an exploratory case study example in China, the practical factors of eco-development are assessed. The study aims to provide a set of intermediate development stages while maintaining each spatial level’s interface in their own defined and distinguished contexts. The key objective is to consider integrating the natural and built environments, which is considered the best practice of eco-development in urbanism. This study’s findings highlight integrated methods in eco-urbanism and suggest new directions for eco-planning/eco-design strategies.

Toward a just and inclusive environmental archaeology of southwest Madagascar

2019 ◽  
Vol 19 (3) ◽  
pp. 307-332 ◽  
Author(s):  
Kristina Douglass ◽  
Eréndira Quintana Morales ◽  
George Manahira ◽  
Felicia Fenomanana ◽  
Roger Samba ◽  
...  
Keyword(s):  
Marine Protected Area ◽  
Knowledge Exchange ◽  
Power Sharing ◽  
Environmental Archaeology ◽  
Collaborative Partnerships ◽  
Human Environment ◽  
Self Evaluation ◽  
Mutual Knowledge ◽  
Equal Power

In this paper, we advocate a collaborative approach to investigating past human–environment interactions in southwest Madagascar. We do so by critically reflecting as a team on the development of the Morombe Archaeological Project, initiated in 2011 as a collaboration between an American archaeologist and the Vezo communities of the Velondriake Marine Protected Area. Our objectives are to assess our trajectory in building collaborative partnerships with diverse local, indigenous, and descendent communities and to provide concrete suggestions for the development of new collaborative projects in environmental archaeology. Through our Madagascar case study, we argue that contemporary environmental and economic challenges create an urgency to articulate and practice an inclusive environmental archaeology, and we propose that environmental archaeologists must make particular efforts to include local, indigenous, and descendent communities. Finally, we assert that full collaboration involves equal power sharing and mutual knowledge exchange and suggest an approach for critical self-evaluation of collaborative projects.

Sign in / Sign up

Export Citation Format

Share Document