ethanporcaro/eric-fulltext-meta huggingface dataset:
Deconstructive Misalignment: Archives, Events, and Humanities Approaches in Academic Development
Author: Holmes, Trevor M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Development,Humanities,Creative Activities,Poetry,Role Playing,Theater Arts,Handicrafts,Workshops,Alignment (Education),Higher Education

Using poetry, role play, readers' theatre, and creative manipulations of space through yarn and paper weaving, a workshop in 2008 challenged one of educational development's more pervasive and least questioned notions (&quot;constructive alignment&quot; associated most often with the work of John Biggs). This paper describes the reasoning behind using humanities approaches specifically in this case and more generally in the Challenging Academic Development Collective's work, as well as problematising the notions of &quot;experiment&quot; and &quot;results&quot; by unarchiving and re-archiving such a nonce-event. The critical stakes in using an anti-empirical method are broached, and readers are encouraged to experience their own version of the emergent truths of such approaches by drawing their own conclusions.
Incorporating a Creative Component in First-Year Law
Author: Kleefeld, John C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Legal Education (Professions),Educational Change,Creativity,Creative Activities,Student Surveys,Student Attitudes,Positive Attitudes,Pilot Projects,Graduate Students

For some students, law school leads to a perception of legal education as favouring technical proficiency and structural similarity over innovation and creativity, leading to disengagement in learning. To address this, we offered a creative option in two first-year law courses, worth 20% of the grade. Students who chose this option created a diversity of artistic works, including short stories, visual arts, literary criticism, culinary art, music and lyric composition, film, a blog, a video game, and a board game. Some of these works were of startling originality; all engaged in law in unconventional ways. We assessed the work using a rubric with descriptors relating both to artistic merit and legal knowledge or law studies. Later, we surveyed all 30 students who had submitted a creative project. The survey instrument used both open-ended questions and a set of statements that students rated on a 1-5 Likert scale. When asked to rank whether the project positively contributed to their law school experience, the response was overwhelmingly in agreement. The students said that completing a creative project developed their understanding of property or tort law, the two subjects in which the option was offered; that it helped them to develop practical legal skills; and that, for some, it contributed to a sense of belonging and community, thereby assisting with overcoming some of the alienation associated with law school. Based on our experience, we enthusiastically encourage other law schools to try offering a creative option to their students, particularly in first year.
Novel Readings: Reimagining the Value of the University
Author: Aspenlieder, Erin
Date: 2015-00-00
Type: Journal Articles
Subjects: Novels,Universities,Neoliberalism,Values,College Role,United States Literature,Comparative Analysis

This article considers the function and value of the university through the close reading of Tom Wolfe's 2004 novel &quot;I am Charlotte Simmons&quot;. Comparing the neoliberal university with an idealized university committed to intellectual inquiry, the article argues for a consideration of the academic values lost in the contemporary university, specifically the values of an intellectual meritocracy, academic identity and academic integrity. The article calls for a sustained and sincere conversation about the idea and ideal of the university.
Pedagogical Reflections on Internalizing Geopolitical Representations in Print Media
Author: Abdul-Jabbar, Wisam Khalid
Date: 2015-00-00
Type: Journal Articles
Subjects: Printed Materials,Geography,Politics,World Views,Mass Media Effects,Instruction,Higher Education,Literacy,Cartoons,Newspapers

This essay explores how print media conceals implicit hegemonic texts that common readers unsuspectingly tend to internalize. These geopolitically infused texts are set to appropriate the reader's worldviews by sublimating the kind of perceptions and notions they want to promote. This paper raises questions and awareness about how academia responds to these acts of internalization. These geopolitical texts, which dominate most of the print media and other resources, function at an imperceptible level to legitimize presuppositions and mould the world based on its own political imaginaries. To decode and interpret these largely shrewd texts requires a literacy skill that students need to acquire in different academic disciplines. This essay, therefore, explores how print media, such as newspapers and comics, attempts to legitimize knowledge through reports and stories that work at the subliminal level. Since all readers, students, instructors or researchers are vulnerable observers (Behar, 1996), because of our fallible human nature, the act of internalizing mediascaped knowledge becomes alarmingly simple and crucially effective on the way we are directed to perceive the world. By analogy, geopolitical texts are these id-instigated drives that the superego often suppresses and filters into dreams and fiction and yet they ominously somehow found their way out; they stealthily found expression and now they paint reality with their own biased colors. Can readers in the context be dream catchers?
Poetic Re-Presentations on Trust in Higher Education
Author: West, Kim
Date: 2015-00-00
Type: Journal Articles
Subjects: Poetry,Trust (Psychology),Higher Education,Experience,College Faculty,Research Methodology,Educational Research,Psychological Patterns,Empathy,Foreign Countries

This article discusses using poetic transcription (Glesne, 1997) as a tool for examining trust, including what trust looks and feels like from the &quot;lived experiences&quot; (Richardson, 1992) of university educators. We first explore the rationale for using poetic transcription in this study, discussing how and why poetry may be used as a profound narrative tool (Wells, 2004). This is followed by an overview of the methodology of poetic representation (after Butler-Kisber, 2010; Glesne, 1997; Richardson, 2003). Next, we present selected poems from three different educators (a retired teacher, graduate student teacher, and teacher/administrator). We discuss critical insights and perspectives on trust, including ways that poems can evoke emotion, build empathy, and elicit deeper understandings of the topic at hand (Cannon Poindexter, 2002; Clunis D'Andrea, 2013; Eisner, 1997; Faulkner, 2007; Furman, Lietz, &amp; Langer, 2006). We conclude by discussing some of reasons why poetry is ideally suited for broadening the horizons of educational research.
Student Learning and Conference Design: The Case of Interdisciplinary/Multidisciplinary Woolf
Author: Martin, Ann
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Conferences (Gatherings),Interdisciplinary Approach,Authors,Philosophy,Professional Identity,Graduate Students,Graduate Study,Undergraduate Students,Undergraduate Study,College Faculty

Academic conferences are events geared to disciplinary specialization, and much of the SoTL literature regarding scholarly gatherings addresses their benefits for graduate student apprenticeship. In our organization of the 22nd Annual International Conference on Virginia Woolf, we explored other forms of pedagogy to augment an academic professionalization approach. In particular, we created opportunities for cross-disciplinary teaching and learning, which have particular potential for Humanities students who may end up applying their discipline-specific training in non-academic contexts and in unexpected ways. This paper explores the possibilities and limitations of the cross-disciplinary initiatives that we developed for Interdisciplinary/Multidisciplinary Woolf. Inspired by the interdisciplinarity of the early 20th century British author Virginia Woolf and the current critical movement known as the New Modernist Studies, we outline the theories behind our approach to conference pedagogy and reflect upon our intentions and methods. We also assess learning outcomes in relation to both apprenticeship and non-traditional models of conference-based instructional design, and consider the institutional structures and practices that both enable and limit the scope of cross-disciplinary research and its dissemination at the undergraduate, graduate, and faculty levels. By moving away from the field of literary studies and sharing our scholarly teaching perspective in the context of the Scholarship of Teaching and Learning, we attempt to put into motion the potentially transformative disciplinary boundary-crossings that motivated the 2012 Woolf Conference.
A Systematic Review of the Socio-Ethical Aspects of Massive Online Open Courses
Author: Rolfe, Vivien
Date: 2015-00-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Distance Education,Large Group Instruction,Literature Reviews,Ethics,Equal Education,Social Responsibility,Inclusion,Student Diversity,Student Experience,Access to Education,Educational Quality,Computer Assisted Instruction,Social Networks,Media Literacy,Educational Innovation,Technological Advancement

Massive open online courses (MOOCs) offer learners across the globe unprecedented access to education. Through sophisticated e-learning technologies and web approaches, MOOCs attract massive scale participation and global interest. Some commercial ventures place social equality at the heart of their missions, claiming to empower communities by making education accessible and affordable. In reality, the socio-ethical impact of MOOCs has not been investigated fully, so it is not clear whether they meet these aspirations. The aim of this study was to conduct a systematic literature review to examine the socio-ethical dimensions of MOOCs. The results showed a paucity of literature specifically addressing the subject in question, although there was evidence of many innovative approaches underway to examine new paradigms within learning analytics and online study behaviour that are emerging because of MOOCs. A small number of papers explored new pedagogic approaches such as conducting peer assessment on a massive scale, and how learning groups connect and establish on the open web. To conclude, this paper begins to provide a framework on which to consider the socio-ethical dimensions of MOOCs. There is a need for good quality research to provide an evidence-base to ensure MOOCs deliver a socially equitable learning experience.
Aesthetic Literacy: Observable Phenomena and Pedagogical Applications for Mobile Lifelong Learning (mLLL)
Author: Sean, Michael
Date: 2015-00-00
Type: Journal Articles
Subjects: Lifelong Learning,Foreign Countries,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Observation,Ethnography,Reflection,Aesthetics,Literacy,Educational Methods,Aesthetic Education,Space Utilization,Adjustment (to Environment),Cognitive Processes,Emotional Response,Inquiry,Field Studies,Workshops,Learning Activities,Data Collection,Prompting,Teaching Methods

This paper proposed a method for developing capacity for lifelong learning in open spaces, defined here as places without predefined learning structures or objectives, through the cultivation of aesthetic literacy. This discussion will be situated within fieldwork performed by the authors in Helsinki, Finland, and Tallinn, Estonia, in 2013. Based on the researchers' experience in the field of teacher education and workshops they have conducted on mobile learning, the empirical context for this discussion focuses on data generated from the research methods of participatory observation (ethnography), autoethnography, reflective concept analysis and artistic subjectivity. These methods and the data generated as a result collect to produce insight into how aesthetic literacy sits within the cross-section of open space, mobile learning, and lifelong learning, Aesthetic literacy, appropriated and broadened from its original focus as capacity for &quot;reading&quot; or making meaning from artistic material (discussed in Gale, 2005 as the &quot;living of lyrical moments&quot;), is positioned in this paper as a means of making meaning in open spaces through alignment and attunement. This paper presents pragmatic methods for pedagogically cultivating learning in open spaces through a focus on aesthetic literacy. The pedagogical advantages of such an approach and its applicability to lifelong learning, particularly lifelong learning activated through mobile technology (or mobile lifelong learning-mLLL), follows along with recommendations for further research. The applicability of such research is for teachers, learners, or researchers who are looking for methods for making use of open spaces for learning, or to cultivate learners who actively seek learning in the &quot;rhythms of the everyday&quot; (Lankshear &amp; Knobel, 2011). The aim of the article is to produce fresh insights into the academic discussion about the nature of open space, mobile learning and lifelong learning as seem from the point of view of aesthetic literacy, insights we believe have distinct pedagogical advantages for mLLL.
Distance Education for People with Visual Impairments
Author: Liakou, Maria
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Open Universities,Visual Impairments,Technology Uses in Education,Information Technology,Access to Education,Social Isolation,Qualitative Research,Interviews,Assistive Technology

This paper studies the standards of higher Distance Education, focusing on the Hellenic Open University, for people who have visual impairments, so that it becomes fully accessible and thus helps reduce social exclusion. Specifically, it aims to study the operational context of Distance Education, the possibilities that modern technology provides the educational needs of the visually impaired and the factors that prevent their full social integration.
Connecting Multiple Intelligences through Open and Distance Learning: Going towards a Collective Intelligence?
Author: Medeiros Vieira, Leandro Mauricio
Date: 2014-00-00
Type: Journal Articles
Subjects: Multiple Intelligences,Open Education,Distance Education,Cognitive Style,Learning Theories,Role of Education,Teaching Methods,Communities of Practice,Consciousness Raising

This theoretical essay is a learning approach reflexion on Howard Gardner's Theory of Multiple Intelligences and the possibilities provided by the education model known as open and distance learning. Open and distance learning can revolutionize traditional pedagogical practice, meeting the needs of those who have different forms of cognitive understanding. This tool has in itself the potential to build knowledge collectively. The conclusions raise new questions for future discussion, shedding some light on the open and distance learning not as a mere tool to spread education, but as a means to reach new levels of comprehension and consciousness, reflecting on the role of education itself.
&quot;I Am Different from Other Women in the World&quot;: The Experiences of Saudi Arabian Women Studying Online in International Master Programmes
Author: Szilagyi, Annamaria
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Qualitative Research,Masters Programs,Electronic Learning,Online Courses,Phenomenology,Anthropology,Females,Sex Role,Graduate Students,Student Attitudes,Adult Learning,Gender Differences,Semi Structured Interviews,Hermeneutics,Interviews

This paper presents findings from a qualitative study that investigated seven female Saudi Arabian students of the University of Liverpool's online Masters programmes. Qualitative, first-person research methods and hermeneutic phenomenology were chosen for the analysis and interpretation of transcripts (Langeveld, 1983; van Manen, 1997; Creswell, 2007, Roth, 2012). The principles of cultural anthropology (Hall &amp; du Gay, 1996; Hannerz, 1992; Lull, 2001; Coleman, 2010) were used to take a snapshot of the interviewees' particular world to provide an overview of the Saudi Arabian culture where the role of women is at the centre of academic, political, religious and social debate. These findings reflect the participants' everyday lives, identities, values and beliefs, presented in a self-reflective, personal &quot;life-world&quot; story of one single Saudi Arabian woman. The findings demonstrate that the primary motivators in choosing online international education to further study are existing limitations of travelling to a university campus and customary gender-segregated education in Saudi Arabia. As a contrast, international online education offers the opportunity to gain up-to-date research-based knowledge in their chosen profession, learn critical thinking and problem solving skills and communicate with male and female students from different cultures.
Knowledge and Creativity in Digital Society
Author: Fragnito, Riccardo
Date: 2014-00-00
Type: Journal Articles
Subjects: Knowledge Level,Creativity,Correlation,Art,Information Technology,Intelligence

This work deals with the topic of creativity understood as a complex path carried out along all lifetime and that cannot be attributable to the mere accumulation of concepts. The changing social scenario promotes the dimension of the possible, the nonlinearity, the overcoming of preestablished trajectories of knowledge by triggering processes of meta-knowledge and metarepresentation, a dimension in which the creative mind finds a breeding ground. The work explores the relationship between technology and creativity in consideration of the peculiar segment, the artistic one, where with greater evidence the work of the creative is unfolded.
Who Graduates from Irish Distance University Education?
Author: Delaney, Lorraine
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Surveys,College Graduates,Distance Education,Socioeconomic Status,Access to Education,Social Mobility,College Students,Online Surveys,Likert Scales,Social Class,Educational Attainment,Gender Differences,Academic Degrees,Age Differences,Employment,Paying for College,School Location,Student Characteristics

This paper outlines results from an online survey of recent distance graduates. The study, based in Dublin City University (DCU) addresses a gap in the research on this cohort of graduates. Findings indicate that distance graduates are primarily from lower socio economic backgrounds, a group largely under-represented in full-time university education. Significantly, 30% of survey respondents came from a skilled manual background. A large percentage (39% N = 61) of graduates had never accessed any form of higher education before. An equally large percentage (N = 62) had accessed full-time higher education previously, but at a lower level than the honours primary degree they obtained through distance learning. Implications regarding the role of distance education in improving access to university education and social mobility are discussed. Finally, this paper seeks to establish relevance between knowledge of distance graduates and doing things better for first time distance learners.
Peer Observation for Online Distance Learning Tutors: Creating the Conditions for Effective Peer Exchange
Author: Walker, Richard
Date: 2015-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Observation,Electronic Learning,Distance Education,Tutors,Tutoring,Higher Education,Professional Development,Foreign Countries,Outcomes of Education,Reflective Teaching,Instructional Effectiveness,Peer Relationship,Trust (Psychology),Interviews

This article explores how online distance learning tutors working within a higher education context may be supported in their professional development through participation on an institutional peer observation programme. Drawing on the reflections of participants from two cohorts (2011 and 2012) at the University of York, the article reviews the learning outcomes arising from the peer observation process and investigates the necessary conditions for fostering critical reflection on practice between tutors. Feedback from participants highlighted the importance of investing time in relationship-building at the outset of the process--a necessary first step before free-ranging and critical exchanges can flourish between partners. Pairings which invested time at this stage appeared to develop greater levels of trust, enabling them to probe their tutoring practices in a more critical way and explore areas of perceived weakness as well as tackling emergent themes in their dialogue. These observations have informed the development of a guidance framework for peer exchange at the University of York, which is summarised in the concluding part of this paper.
The Role of Open and Distance Higher Education in Detainees in Greek Detention Facilities
Author: Linardatou, Charitini
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Correctional Education,Correctional Institutions,Institutionalized Persons,Qualitative Research,Open Universities,Distance Education,Telephone Surveys,Interviews,Questionnaires,Lifelong Learning,Case Studies,Validity,Reliability

The purpose of this article is to present the results of the qualitative research conducted in Detention Facilities in Greece in connection with the preparation of the thesis (Linardatou, 2012). This is a case study of two prisoners attending Open Universities. The study concerned the characteristics and peculiarities of Open and Distance Education to Greek prisoners in detention facilities and the role of the Hellenic Open University (HOU) in higher education. The use of research tools such as telephone interviews and interviews with the use of a written questionnaire revealed the following information: In detention centres in Greece in 2012 there are two detainees-students studying together. HOU provides educational opportunities to prisoners but in its educational policy there is no strategy for the prisoners' distance education. The article concludes with suggestions for improving the HOU policy towards socially excluded people such as prisoners.
Meta-Design as a Pedagogical Framework for Encouraging Student Agency and Democratizing the Classroom
Author: Hethrington, Christopher
Date: 2015-00-00
Type: Journal Articles
Subjects: Guidelines,Democratic Values,Skill Development,Lifelong Learning,Instructional Innovation,Teaching Methods,Thinking Skills,Personal Autonomy,Student Empowerment,Creativity

As diverse social and economic pressures are applied to post-secondary education, innovative approaches to pedagogical methodology are required. Given that the new norm in both industry and academia is that of constant change, a flexible and responsive approach is required along with a framework that empowers students with the skills to become independent thinkers and lifelong learners. Meta-design is a conceptual framework that can provide that flexibility and empower students with greater agency in their education.