This document discusses the use of visual representations in self-study research. It provides details on several studies that utilized visual methods at different stages of the research process. The key points are:
1) Visual representations, like photographs and drawings, were used in multiple ways including as data collection, analysis, and presentation of findings.
2) One study in Edinburgh examined the different spaces where academics conducted research. Photographs and diagrams helped conceptualize how research and teaching are intertwined.
3) Using photo albums can be an effective visual method for self-study and social action. Curating albums allows researchers to represent their experiences and voice in a way that can spur discussion and social change.
CILIP Reflective Practice Paula Nottingham 17.11.11Paula Nottingham
The document discusses reflective practice and various models of experiential learning. It covers Kolb's learning cycle model, which includes concrete experience, reflective observation, abstract conceptualization, and active experimentation. Honey and Mumford's model of learning styles is also mentioned, categorizing learners as activists, reflectors, theorists, or pragmatists. The document then discusses communities of practice and applying activity theory to understand how organizations learn together through collaboration.
This document discusses strategies for creating an effective teaching presence in online courses. It defines teaching presence as the design, facilitation, and direction of cognitive and social processes to promote meaningful learning outcomes. The article provides examples of how three instructors at Regis University incorporate strategies like discussion forums, feedback, and digital storytelling to connect with students. It advocates balancing the role of online instructor between guide and direct instructor to prevent being absent. Various techniques are presented for instructional design, teaching, and facilitating student learning to improve social presence and engagement in online environments.
This document contains lesson plans submitted by students for a class on instructional materials and Dale's Cone of Experience. It includes:
1) An explanation of Dale's Cone of Experience which arranges learning experiences from most hands-on to most abstract.
2) Descriptions of the different bands or types of experiences in the Cone, including direct experiences, demonstrations, exhibits, and verbal symbols.
3) Guidance on selecting and properly using instructional materials based on standards of accuracy, relevance, and helping students learn.
4) A schedule assigning topics related to the Cone of Experience and instructional materials to different student presenters over two class days.
In this unit, children explore issues or events in their lives using photography and collage. They learn to frame images using viewfinders and cameras. They also look at the work of photographers and illustrators. The unit allows children to communicate ideas using different art forms like drawing, printmaking, collage and photography. They are encouraged to comment on similarities and differences between their own work and others'. The expected learning outcomes include exploring ways of framing images and using various media to convey ideas and meanings.
Edgar Dale developed the Cone of Experience to show the relationship between how information is presented in instruction and learner outcomes. The Cone progresses from concrete to abstract experiences, with direct experiences at the bottom and verbal symbols at the top. It was intended to help teachers select appropriate instructional methods and media to move students from concrete to abstract understanding. While often misinterpreted as a strict progression, Dale emphasized that the levels interact and media higher in the Cone can also be concrete, depending on usage. The Cone remains useful for matching instructional approaches to content and student characteristics.
Enhancing learning ability among students by using digital visual images thou...ekinrashid
This document discusses using digital visual images through a psychological approach to enhance learning ability among students. It introduces the topic and discusses using photography in education. The problem is analyzing the role of photography and examining photographic images that can be used to enhance learning ability through psychology. The objectives are to examine images that can be used and analyze their role in enhancing learning. Research questions address what types of images can be used and why they are used. The significance is that photography can help students learn new skills, knowledge, and ideas by comprehending, evaluating, and composing visual messages. Limitations include difficulties communicating with students and gathering information.
- The document describes an action research project aimed at strengthening 7th grade students' understanding of curved mirrors and lenses.
- An assessment found students struggled with concepts like differentiating between concave and convex mirrors, and visualizing how images are formed in curved mirrors and lenses.
- The researcher plans to use various teaching methods like discussion, demonstration, videos and presentations to help students better understand the concepts.
This document discusses different models of teaching and where they come from. It describes several families of teaching models, including social models, information-processing models, personal models, and behavioral system models. The models provide tools for designing instruction, curriculums, and learning environments to best support students' learning and development.
CILIP Reflective Practice Paula Nottingham 17.11.11Paula Nottingham
The document discusses reflective practice and various models of experiential learning. It covers Kolb's learning cycle model, which includes concrete experience, reflective observation, abstract conceptualization, and active experimentation. Honey and Mumford's model of learning styles is also mentioned, categorizing learners as activists, reflectors, theorists, or pragmatists. The document then discusses communities of practice and applying activity theory to understand how organizations learn together through collaboration.
This document discusses strategies for creating an effective teaching presence in online courses. It defines teaching presence as the design, facilitation, and direction of cognitive and social processes to promote meaningful learning outcomes. The article provides examples of how three instructors at Regis University incorporate strategies like discussion forums, feedback, and digital storytelling to connect with students. It advocates balancing the role of online instructor between guide and direct instructor to prevent being absent. Various techniques are presented for instructional design, teaching, and facilitating student learning to improve social presence and engagement in online environments.
This document contains lesson plans submitted by students for a class on instructional materials and Dale's Cone of Experience. It includes:
1) An explanation of Dale's Cone of Experience which arranges learning experiences from most hands-on to most abstract.
2) Descriptions of the different bands or types of experiences in the Cone, including direct experiences, demonstrations, exhibits, and verbal symbols.
3) Guidance on selecting and properly using instructional materials based on standards of accuracy, relevance, and helping students learn.
4) A schedule assigning topics related to the Cone of Experience and instructional materials to different student presenters over two class days.
In this unit, children explore issues or events in their lives using photography and collage. They learn to frame images using viewfinders and cameras. They also look at the work of photographers and illustrators. The unit allows children to communicate ideas using different art forms like drawing, printmaking, collage and photography. They are encouraged to comment on similarities and differences between their own work and others'. The expected learning outcomes include exploring ways of framing images and using various media to convey ideas and meanings.
Edgar Dale developed the Cone of Experience to show the relationship between how information is presented in instruction and learner outcomes. The Cone progresses from concrete to abstract experiences, with direct experiences at the bottom and verbal symbols at the top. It was intended to help teachers select appropriate instructional methods and media to move students from concrete to abstract understanding. While often misinterpreted as a strict progression, Dale emphasized that the levels interact and media higher in the Cone can also be concrete, depending on usage. The Cone remains useful for matching instructional approaches to content and student characteristics.
Enhancing learning ability among students by using digital visual images thou...ekinrashid
This document discusses using digital visual images through a psychological approach to enhance learning ability among students. It introduces the topic and discusses using photography in education. The problem is analyzing the role of photography and examining photographic images that can be used to enhance learning ability through psychology. The objectives are to examine images that can be used and analyze their role in enhancing learning. Research questions address what types of images can be used and why they are used. The significance is that photography can help students learn new skills, knowledge, and ideas by comprehending, evaluating, and composing visual messages. Limitations include difficulties communicating with students and gathering information.
- The document describes an action research project aimed at strengthening 7th grade students' understanding of curved mirrors and lenses.
- An assessment found students struggled with concepts like differentiating between concave and convex mirrors, and visualizing how images are formed in curved mirrors and lenses.
- The researcher plans to use various teaching methods like discussion, demonstration, videos and presentations to help students better understand the concepts.
This document discusses different models of teaching and where they come from. It describes several families of teaching models, including social models, information-processing models, personal models, and behavioral system models. The models provide tools for designing instruction, curriculums, and learning environments to best support students' learning and development.
Making Connections: Theory and Practice of Using Visual Methods to Aid Children’s Participation in Educational Research
BERA 2014 presentation, Karen Laing, Newcastle University
This dissertation examines the use of multimedia tools like video recording and photographs to document a child's learning in a constructivist early childhood setting. The author conducted a case study of one student in her preschool classroom, recording the child's interactions with the environment.
The literature review discusses theories of constructivism and situated learning. It also explores the Reggio Emilia approach of documenting children's learning.
The research was conducted in the author's early childhood classroom. Video and photographs of the child during a water project were analyzed to understand how multimedia can capture learning.
The findings show that multimedia tools provide rich data that allows teachers to reflect on and extend children's learning. They are valuable for documenting understanding in responsive
The PYP Exhibition needs to demonstrate student learning throughout the PYP program. Planning should begin at the start of the year with activities to help students identify areas of interest. Students research topics, conduct interviews, and collaborate to develop a central idea. They apply transdisciplinary skills and concepts to inquire into the central idea and take action. The exhibition allows students to exhibit learner profile attributes and is assessed formatively and summatively.
The document contains information about the learner's portfolio in educational technology. It discusses different views of educational technology including the physical, behavioral, and integrated system views. It also defines educational technology according to the Association for Educational Communications and Technology. The document examines technology as both a boon and bane and concludes that technology is necessary and beneficial. It provides examples of how technology can support different roles in learning.
'Ways of seeing' Using filmmaking to enage students with communities - Cartne...mdxaltc
The document discusses a filmmaking project introduced in a social work module to engage students with their local communities. Students worked in groups to choose an issue, research it through community involvement, and create short films communicating their findings. They received training in filmmaking skills and received feedback on their final films at a screening event. Evaluations found the project improved students' social media skills and critical understanding of community issues through creative hands-on learning.
The document discusses the importance of premise reflection in teaching and learning. Premise reflection involves critically examining the underlying assumptions and reasons for what is being taught before teaching it. This is presented as a more meaningful form of reflection than just reflecting on teaching methods after the fact. The document also discusses how learning is shaped by culture and that the cultural assumptions behind curricula should be interrogated. It provides examples of how some universities encourage students to see themselves as active researchers from the start of their studies.
Practice what you Teach: UDL & Communities of Practice in Adult EducationBonnie Stewart
This document discusses how the presenter applied Universal Design for Learning (UDL) principles to improve an online adult education course over three years. In the 2017 version, the presenter fully integrated UDL, adult learning principles, and a community of practice model to provide more choice, increase engagement, and build students' digital literacies. While more challenging initially, this approach led to stronger social learning and professional connections among students. The presenter concluded that UDL helped unlock ongoing, adaptive learning when applied to designing inclusive educational experiences.
This document summarizes the key aspects of an EdD student's research process. It discusses how the student's ontological and epistemological viewpoints informed the way they asked research questions, collected and analyzed data. Specifically, it explains that the student took a constructivist viewpoint and used a case study approach to understand how social media usage impacted university students' expectations and experiences. The student gathered data through online surveys and interviews, then analyzed the data by identifying themes, coding them, and relating them to existing theory about student integration and preparation.
İyi bir dinleyici olmak, dil öğrenimi sırasında çok önemlidir. Eğer öğrencilerimizi iyi bir dinleyici olmaları konusunda cesaretlendirebilirsek, sadece iyi bir dinleyici değil, aynı zamanda daha aktif öğrenci olmalarına yardım etmiş oluruz.
1. Teachers play an essential role in developing critical thinking skills in students. When teaching a subject, teachers should first allow students to think about and share their own ideas on the topic before providing input. They should encourage students to question their assumptions and think more deeply.
2. Critical thinking enables students to evaluate their own thinking, make reasonable decisions, and challenge social inequalities. It is recognized as the most important competence to develop in students. Teachers must support students, remain open to challenges, and use students' experiences to encourage inquiry.
3. The document then describes a project involving schools from multiple countries that aimed to develop critical thinking skills around topics of immigration, democracy, discrimination, and civic engagement. Students engaged
The document discusses inquiry learning at BBI. It defines inquiry learning as an approach where students explore the world by asking questions, making discoveries, and rigorously testing those discoveries to build new understanding. Inquiry learning develops skills like critical thinking, collaboration, and problem solving. It allows students to direct their own learning by engaging with meaningful problems. The document outlines skills and approaches important for students to develop, including reasoning, communication, research skills, and developing 21st century skills through inquiry projects. Effective inquiry learning requires structure from teachers to support students.
This document discusses transformational change in education through action research and project-based learning. It promotes developing a collaborative culture, becoming connected learners, and transparently sharing what is learned. Action research involves teachers systematically examining their own practices to improve effectiveness. Project-based learning is curriculum-driven and asks an engaging question for students to investigate real-world problems. The goal is to move from an explicit knowledge model to experiences that foster tacit knowledge and connections through intrinsic motivation and social justice outcomes.
Peralta Equity Conference presentation by Kari Frisch titled, "You, Me, and W...mnkaleidoscope
Slides for Peralta Equity Conference presentation by Kari Frisch titled, "You, Me, and We: Inclusive Pedagogy Through Windows & Mirrors" presented April 21, 2021.
Researching and Developing Engaging Pedagogies2018 2HAction r.docxgertrudebellgrove
Researching and Developing Engaging Pedagogies
2018 2H
Action research – guidance notes
1 Capstone unit
Researching and Developing Engaging Pedagogies is the capstone unit for the Master of Teaching (Primary). The core aim is to enhance and measure students’ readiness for the teaching profession.
· The unit develops students’ skills and expertise in researching their own practice, and facilitates their ‘researcherly’ disposition. (become a teacher-researcher)
· The unit supports students’ in refining their pedagogy throughsuch reflective practice. (progress as a teacher)
· The unit challenges students to inquire into, reflect upon and subsequently develop classroom pedagogies and assessment practices that facilitate substantive engagement in learning. (become an engaging teacher)
The unit extends students’ students’ research skills by drawing on participatory action research (e.g. through the use of peer planning, focus groups and peer assessment).
We focus on pedagogies that encourage learners of all social and cultural backgrounds to have engaging and productive relationships with education, schools and classrooms. We review theories which apply to the study of engaging practices in diverse professional contexts. In particular, we look at research into student engagement undertaken in the UWS Fair Go Project. Key readings have been selected to give students theoretical and practical understandings of what engaging teaching looks like, especially for students from disadvantaged backgrounds. We link the discussion on engagement to contemporary approaches to pedagogical innovation, which foreground motivation, creativity, technology integration and dialogic space in classrooms. Students are encouraged to implement and evaluate these teaching approaches in their professional experiences.
2 Researching engagement
Educational research on student engagement centres on understanding and developing engaging practices. Our focus is on innovative pedagogies that facilitate deep learning through substantive engagement. In this sense, we encourage you to shift your focus from behaviour management (controlling behaviour) to the management of learning (enabling and facilitating quality learning experiences). Concerns about the behaviour of students are valid concerns. We however encourage a pedagogic response to problem behaviour which recognises the links between the quality of the teaching and student behaviour. So engaging pedagogies do not simply ‘fix’ behaviour by exerting control (e.g. a reward systems or external incentive). Instead, we ask you to look deeply into your teaching and see where it is lacking in engagement.
It is imperative that you become familiar with the content of our core text (available online through the UWS library):
Munns, G., Sawyer, W. & Cole, B. (Eds) (2013) Exemplary teachers of students in poverty. Abingdon, UK: Routledge.
Another key resource for engagement (also available online) is:
Fair Go Project. (20.
This document discusses developing social studies inquiry skills through concept attainment strategies. It provides examples of concepts taught in social studies like historical eras and core democratic values. Concept attainment engages students in developing concepts through identifying attributes, examples, comparisons, and generalizations. The strategy helps students organize facts and understand relationships between concepts in a way that facilitates deeper learning and ability to apply knowledge in new contexts.
This document discusses various instructional resources and technologies that can be used to supplement traditional teaching methods. It provides details on videos, YouTube resources, animations, film clippings, and concept mapping. Videos are short video clips that can be parts of longer videos. YouTube is a video sharing website where users can upload, view and share various types of videos. Animations create the illusion of movement through rapidly displaying sequences of images. Film clippings are motion picture clips that can enrich learning by presenting sequences of meaningful experiences involving motion. Concept mapping involves creating diagrams that show relationships between concepts in a hierarchical structure to aid understanding. The document also discusses the benefits and limitations of using these various instructional resources and technologies.
The document discusses the author's experience participating in an online instructional technology program. It describes how the author initially felt tentative about participating in online discussions but came to enjoy the constructivist approach. The author analyzed discussion posts based on learning theories and saw changes in her own thinking from an objectivist to a more constructivist view of teaching. The author also compiled discussion posts related to implementing innovative programs in schools and informal learning within the online course.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Making Connections: Theory and Practice of Using Visual Methods to Aid Children’s Participation in Educational Research
BERA 2014 presentation, Karen Laing, Newcastle University
This dissertation examines the use of multimedia tools like video recording and photographs to document a child's learning in a constructivist early childhood setting. The author conducted a case study of one student in her preschool classroom, recording the child's interactions with the environment.
The literature review discusses theories of constructivism and situated learning. It also explores the Reggio Emilia approach of documenting children's learning.
The research was conducted in the author's early childhood classroom. Video and photographs of the child during a water project were analyzed to understand how multimedia can capture learning.
The findings show that multimedia tools provide rich data that allows teachers to reflect on and extend children's learning. They are valuable for documenting understanding in responsive
The PYP Exhibition needs to demonstrate student learning throughout the PYP program. Planning should begin at the start of the year with activities to help students identify areas of interest. Students research topics, conduct interviews, and collaborate to develop a central idea. They apply transdisciplinary skills and concepts to inquire into the central idea and take action. The exhibition allows students to exhibit learner profile attributes and is assessed formatively and summatively.
The document contains information about the learner's portfolio in educational technology. It discusses different views of educational technology including the physical, behavioral, and integrated system views. It also defines educational technology according to the Association for Educational Communications and Technology. The document examines technology as both a boon and bane and concludes that technology is necessary and beneficial. It provides examples of how technology can support different roles in learning.
'Ways of seeing' Using filmmaking to enage students with communities - Cartne...mdxaltc
The document discusses a filmmaking project introduced in a social work module to engage students with their local communities. Students worked in groups to choose an issue, research it through community involvement, and create short films communicating their findings. They received training in filmmaking skills and received feedback on their final films at a screening event. Evaluations found the project improved students' social media skills and critical understanding of community issues through creative hands-on learning.
The document discusses the importance of premise reflection in teaching and learning. Premise reflection involves critically examining the underlying assumptions and reasons for what is being taught before teaching it. This is presented as a more meaningful form of reflection than just reflecting on teaching methods after the fact. The document also discusses how learning is shaped by culture and that the cultural assumptions behind curricula should be interrogated. It provides examples of how some universities encourage students to see themselves as active researchers from the start of their studies.
Practice what you Teach: UDL & Communities of Practice in Adult EducationBonnie Stewart
This document discusses how the presenter applied Universal Design for Learning (UDL) principles to improve an online adult education course over three years. In the 2017 version, the presenter fully integrated UDL, adult learning principles, and a community of practice model to provide more choice, increase engagement, and build students' digital literacies. While more challenging initially, this approach led to stronger social learning and professional connections among students. The presenter concluded that UDL helped unlock ongoing, adaptive learning when applied to designing inclusive educational experiences.
This document summarizes the key aspects of an EdD student's research process. It discusses how the student's ontological and epistemological viewpoints informed the way they asked research questions, collected and analyzed data. Specifically, it explains that the student took a constructivist viewpoint and used a case study approach to understand how social media usage impacted university students' expectations and experiences. The student gathered data through online surveys and interviews, then analyzed the data by identifying themes, coding them, and relating them to existing theory about student integration and preparation.
İyi bir dinleyici olmak, dil öğrenimi sırasında çok önemlidir. Eğer öğrencilerimizi iyi bir dinleyici olmaları konusunda cesaretlendirebilirsek, sadece iyi bir dinleyici değil, aynı zamanda daha aktif öğrenci olmalarına yardım etmiş oluruz.
1. Teachers play an essential role in developing critical thinking skills in students. When teaching a subject, teachers should first allow students to think about and share their own ideas on the topic before providing input. They should encourage students to question their assumptions and think more deeply.
2. Critical thinking enables students to evaluate their own thinking, make reasonable decisions, and challenge social inequalities. It is recognized as the most important competence to develop in students. Teachers must support students, remain open to challenges, and use students' experiences to encourage inquiry.
3. The document then describes a project involving schools from multiple countries that aimed to develop critical thinking skills around topics of immigration, democracy, discrimination, and civic engagement. Students engaged
The document discusses inquiry learning at BBI. It defines inquiry learning as an approach where students explore the world by asking questions, making discoveries, and rigorously testing those discoveries to build new understanding. Inquiry learning develops skills like critical thinking, collaboration, and problem solving. It allows students to direct their own learning by engaging with meaningful problems. The document outlines skills and approaches important for students to develop, including reasoning, communication, research skills, and developing 21st century skills through inquiry projects. Effective inquiry learning requires structure from teachers to support students.
This document discusses transformational change in education through action research and project-based learning. It promotes developing a collaborative culture, becoming connected learners, and transparently sharing what is learned. Action research involves teachers systematically examining their own practices to improve effectiveness. Project-based learning is curriculum-driven and asks an engaging question for students to investigate real-world problems. The goal is to move from an explicit knowledge model to experiences that foster tacit knowledge and connections through intrinsic motivation and social justice outcomes.
Peralta Equity Conference presentation by Kari Frisch titled, "You, Me, and W...mnkaleidoscope
Slides for Peralta Equity Conference presentation by Kari Frisch titled, "You, Me, and We: Inclusive Pedagogy Through Windows & Mirrors" presented April 21, 2021.
Researching and Developing Engaging Pedagogies2018 2HAction r.docxgertrudebellgrove
Researching and Developing Engaging Pedagogies
2018 2H
Action research – guidance notes
1 Capstone unit
Researching and Developing Engaging Pedagogies is the capstone unit for the Master of Teaching (Primary). The core aim is to enhance and measure students’ readiness for the teaching profession.
· The unit develops students’ skills and expertise in researching their own practice, and facilitates their ‘researcherly’ disposition. (become a teacher-researcher)
· The unit supports students’ in refining their pedagogy throughsuch reflective practice. (progress as a teacher)
· The unit challenges students to inquire into, reflect upon and subsequently develop classroom pedagogies and assessment practices that facilitate substantive engagement in learning. (become an engaging teacher)
The unit extends students’ students’ research skills by drawing on participatory action research (e.g. through the use of peer planning, focus groups and peer assessment).
We focus on pedagogies that encourage learners of all social and cultural backgrounds to have engaging and productive relationships with education, schools and classrooms. We review theories which apply to the study of engaging practices in diverse professional contexts. In particular, we look at research into student engagement undertaken in the UWS Fair Go Project. Key readings have been selected to give students theoretical and practical understandings of what engaging teaching looks like, especially for students from disadvantaged backgrounds. We link the discussion on engagement to contemporary approaches to pedagogical innovation, which foreground motivation, creativity, technology integration and dialogic space in classrooms. Students are encouraged to implement and evaluate these teaching approaches in their professional experiences.
2 Researching engagement
Educational research on student engagement centres on understanding and developing engaging practices. Our focus is on innovative pedagogies that facilitate deep learning through substantive engagement. In this sense, we encourage you to shift your focus from behaviour management (controlling behaviour) to the management of learning (enabling and facilitating quality learning experiences). Concerns about the behaviour of students are valid concerns. We however encourage a pedagogic response to problem behaviour which recognises the links between the quality of the teaching and student behaviour. So engaging pedagogies do not simply ‘fix’ behaviour by exerting control (e.g. a reward systems or external incentive). Instead, we ask you to look deeply into your teaching and see where it is lacking in engagement.
It is imperative that you become familiar with the content of our core text (available online through the UWS library):
Munns, G., Sawyer, W. & Cole, B. (Eds) (2013) Exemplary teachers of students in poverty. Abingdon, UK: Routledge.
Another key resource for engagement (also available online) is:
Fair Go Project. (20.
This document discusses developing social studies inquiry skills through concept attainment strategies. It provides examples of concepts taught in social studies like historical eras and core democratic values. Concept attainment engages students in developing concepts through identifying attributes, examples, comparisons, and generalizations. The strategy helps students organize facts and understand relationships between concepts in a way that facilitates deeper learning and ability to apply knowledge in new contexts.
This document discusses various instructional resources and technologies that can be used to supplement traditional teaching methods. It provides details on videos, YouTube resources, animations, film clippings, and concept mapping. Videos are short video clips that can be parts of longer videos. YouTube is a video sharing website where users can upload, view and share various types of videos. Animations create the illusion of movement through rapidly displaying sequences of images. Film clippings are motion picture clips that can enrich learning by presenting sequences of meaningful experiences involving motion. Concept mapping involves creating diagrams that show relationships between concepts in a hierarchical structure to aid understanding. The document also discusses the benefits and limitations of using these various instructional resources and technologies.
The document discusses the author's experience participating in an online instructional technology program. It describes how the author initially felt tentative about participating in online discussions but came to enjoy the constructivist approach. The author analyzed discussion posts based on learning theories and saw changes in her own thinking from an objectivist to a more constructivist view of teaching. The author also compiled discussion posts related to implementing innovative programs in schools and informal learning within the online course.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
2. Faces and Spaces and Doing
Research
Methodology: Epistemology and Social Justice
The main issues for the visual self-studies:
- First, the view is taken that kind of educational knowledge constructed and
created in a self-study is wisdom rather information.
- Second study is concerned with active knowledge which is constructed by
human being as social beings engaged understand their word.
- Third, this is research which is underpinned by a concern for social justice.
The methodologies of studies focus on ourselves as teacher and researchers in our
specific contexts. Our studies are collaborative, including participants form
different social and professional positions.
Kant and Descartes showing how images are inextricably bound up with their
thinking. Self-study vary in the stage of research in which the visual is used and
also in what kind of visual material they used. Mostly they use images as data,
pictures which effect (three dimensional artefacts), drawings, and memories of
images such as photography.
3. The Context for the Study: Previous Studies in
Nottingham
- The first study in Nottingham confronted the hidden power relation
everyday relationship within a teacher education institutional. The
second study investigated everyday justice in the workplace. In both
studies had used visual representations at the stages of formulation of
research question, data collection, analysis and presentation. However,
in the first study, the discussion was focused on a visual arrangement
of the data; in the second study there was more visual discussion of
individual picture.
4. The Edinburgh Study
All staff in this study work in one department in the University of
Edinburgh’s School of Education. About 45 staff members mostly focus on
teaching beginning teachers within their subject specialisms, but also
teach on TESOL courses and a range of in-service courses, doctoral
courses, etc. The department is housed in four separate buildings. The two
were also increasingly impressed by the energy and optimism generated
when the academic staff were presented with an opportunity for
professional conversations across these geographical divides. They
thought this geography was worth investigating. Such a study seemed well
suited to a visual or visualizing approach like the ones used at Nottingham.
Places can be photographed and described. Visual metaphors readily
presented themselves.
5. Methods Used and How They Evolved
Criteria for participation in the group were having a range of subject disciplines
represented. They began with a group of six, the initial research question was, Where do
they find or create places and spaces for research and how do they affect our research?
The process of the research could broadly be described as being iterative and cyclical.
Morwenna created a diagram as a way to represent visually the process of the study. This
visual helped them to consider and understand research process and be clear about what
we were doing. However, as valuable as this was in helping us see what we were doing, it
presented a somewhat false simplicity of the way the project was progressing. The
research process was full of stops and starts, changes in direction. There was a constant
sharing of pictures, ideas and thoughts (by blog, informal chats, formal meetings, and
email) throughout this process. These generated discussion, and themes emerged,
developed and evolved. New focus was placed on the research questions.
The visual element was present at every meeting – from photographs, pictures and other
images created to diagrams and pictures that formed part of the visual analysis and
interpretation. A Spaces and Places blog was started. They was coming together as a
group, spreading their photographs, pictures and other visuals and talking about them,
answering the research questions using the images. Through the face-to-face discussions,
the use of the visual was key at every stage.
6. What We Learned
Diverse Space
From the start it was clear how different they were, some of they were dedicated collaborators,
while others preferred working individually. Some loved and frequented the blog, others did
not. Some comprehending the concept from a professional artist’s perspective, while the others
saw this more as a research presentation happening to take visual form.
Collaborative Space
Because of their diversity, at some point they all described collaboration as a hard space,
disconcerting, but surprisingly in light of the bumpiness, they all agreed their collaboration was
worthwhile. Working as a group definitely resulted in synergy: the shared outcomes being more
than the sum of individual parts.
Relevant Space
Amanda’s sequence of photographs illustrated this process: beautiful in themselves, they
helped to conceptualize clearly ways in which research and teaching are inextricably linked
through a teacher’s creation of materials and their metamorphosis in the pedagogic process
Powerful Space
They all acknowledged the power of visual images. For example Rosemary’s reflections pointed
to the catalytic power of visual imagery for generating and eliciting ideas.
7. Facing the Public: Using Photography
for Self-Study and Social Action
Introduction: Visual Approaches to Self-Study and Social
Action
To really notice that which we may have overlooked, not seen clearly, we need
to look carefully, to pay attention in what Maxine Greene would call a wide-
awake manner, the use of visual approaches to self-study can literally help us
see things differently. The strength of visual methods lies in harnessing the
power of images to bring things to light in both personal and public ways and
to offer multiple theoretical and practical perspectives on issues of social
import have also begun to explore the ways in which new media and new
technologies can complement (and expand) the possibilities for self-
representation in the public face of self-study. These range from the use of
digital cameras in creating PowerPoint albums, digitizing projects using
metadata and Movie Maker, and the use of blogs. Not only can digital
technologies contribute to expanding the repertoire of visual approaches to
self-study, they also contribute to expanding the range audiences.
8. Seeing for Ourselves: Curating Self-Study Photo Albums
as Social (Action) Texts
Photo albums in self-study involve performance that can lead to social action.
For example education policy in South Africa identifies a complex range of HIV
and AIDS-related responsibilities that all teachers and school managers are
meant to assume: giving HIV and AIDS-related advice to learners, parents, and
the wider community; challenging customary attitudes toward sex and talking
about sex; giving emotional help and guidance to learners who are bereaved or
orphaned. Consequently, in a number of projects operating out of the Center
for Visual Methodologies for Social Change at the University of KwaZulu-Natal,
we have seen how self-study can bring teachers front and center in looking for
solutions to serious problems. Among the various visual methods used in these
projects, one of the most interesting, the use of photo albums, is also one of
the most portable and adaptable.
9. Creating, Curating, and Using Photo Albums for Self-
Study
Our use of photo albums for self-study in education is informed by two
sets of visual practices: photovoice and critical memory work with photo
albums:
10. Photovoice
Caroline Wang’s (1999) visual methodology, called ‘photovoice,’ enables
project participants to be researchers. They are invited, guided, and
equipped to produce their own images, making visible their voice around
a particular social issue that affects them directly. The images themselves
contain elements of social critique, which is further interrogated through
eliciting responses to the photographs, often by displaying them in public
venues or showing them to specific community or policy groups.
Photovoice is often used in the context of community work or social
activism to better understand what really matters to people.
11. Critical Memory Work with Photo Albums
The work of Jo Spence (1988), in her book, Putting Myself in the Picture, in
What Can a Woman do with a Camera? Offers an up-close self-study
component of producing images and working with photo albums, draws
together a fascinating collection of essays describing visual projects based on
still photography carried out by ordinary girls and women.
A young teacher in rural KwaZulu-Natal, South Africa, who was enrolled in a
graduate course in Cinematic and Documentary Studies. In that course, the
starting point for the study of documentary video was for the students (all of
them practicing teachers) to first create their own photo documentaries, using
domestic photographs that had already been taken by others. Later, in another
course and drawing on our work with photovoice and the idea of teachers
taking their own pictures, we expanded the album project to one that could
also include photos that teachers had taken themselves.
12. Protocol for Creating and Curating Self-Study Albums
The approach we have used to creating albums is quite simple:
• Find (not take) or take (not find) some photos that appear (to you) to be linked to some sort of
theme, narrative, or question that is relevant to your life (to your self-study inquiry).
• Choose (select) and organize seven or eight (no more) of these photos into a small photo album.
• Provide a title, and write a short ‘curatorial’ statement of 150–200 words to introduce and frame
your collection.
• Write short captions to a company each photo, and include acknowledgements and dedication
(where appropriate), and ‘about the artist’ (optional).
• Contain each aspect of the textual material (e.g., curatorial statement, captions, and images) to
what can be placed within a plastic album window (or single page).
• Make an oral presentation of your album to your intended audience (for example, colleagues,
administrators, community leaders, policy makers) and take note of their responses/critiques.
• If possible, display your album (make it available) where most appropriate.
13. Methodological Considerations: Features of
Curated Photo Albums as Self-Study
We have identified nine significant features of these methods that in a very practical (and often
observable)
1) ‘Looking, gazing, seeing, noticing: Gathering evidence and evaluating’.
2) ‘Remembering, considering, and gathering information through dialogue’
3) ‘Choice’ is central to the inquiry process that underlies curated photo albums.
4) ‘Constructedness’ (in this case the album) can be framed as a type of playfulness—a tentative
Lego construction that could incorporate a variety of shapes, be it grandiose or small, and
denote different meanings, depending on how things are put together and taken apart.
5) ‘Explication’. The challenge in writing or talking about a photo collection is to set the ontext,
situate one’s theoretical or political stance, and guide interpretation.
6) ‘Materiality’ is a seldom acknowledged, tacit feature of photo album work. This idea of
materiality is critical, not only in relation to the individual photographs contained in the album
but also in relation to the actual album as a material object.
7) ‘Embodiment’ is a basic modality of curated photo albums, the requirement that participants
present their albums orally obliges them to put their bodies on the line to give voice to their
interpretations and indings.
8) ‘Performance,’ closely linked to embodiment, is central to the curating process.
9) ‘Reflexivity’ Participants comment on the ways in which the processes of selecting photos,
assembling the photos for the album, composing the captions and curatorial statement, and
finally presenting and engaging in dialogue.
14.
15. Making Meaning of Practice through Visual
Metaphor
This approach focuses on particular moments in time that are perceived as significant
occurrences.
The Emergence of Metaphoric Representations
Drawing “moments in time that mattered in our work”
What We have Learned from Using Metaphoric
Representation
We have been able to make meaningful decisions about our professional work both for
the immediate and for the long term. This reflective process helped us to more deeply
understand our practice. We discovered that reflecting in thought and in conversation, or
even in writing, lacked the power of a metaphoric drawing as a basis for our reflection.
When we returned to our drawings, we returned to the moment in which they were
made which revealed for us new understandings about the metaphors and thus about our
practice.