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1 – 10 of 364Deborah N. Brewis and Sarah Taylor Silverwood
Annotation is a practice that is familiar to many of us, and yet it is a practice so natural that it is hard to pin down its characteristics, to find where its edges are, and…
Abstract
Annotation is a practice that is familiar to many of us, and yet it is a practice so natural that it is hard to pin down its characteristics, to find where its edges are, and identify what it does for us. In this piece, we use reflections on the practices of annotation in four fields of work: academia, software engineering, medical sonography and visual art as a point of departure to theorise annotation as a set of practices that bridge reading, writing and thinking. We think about annotation being performative and consider what and how it brings into being. Revealing hidden practices in our working lives, such as annotation, helps us to understand how knowledge comes to be created, disseminated, legitimated and popularised. To this end, we make the practices of annotation involved in writing the present piece visible in an effort to write differently in management and organisation studies, unpicking and exposing it as ever dialogical and unfinished.
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I am indebted to Joyce Christie Trebing for translating Hiett’s shorthand.
David G. Lebow, Dale W. Lick, Hope J. Hartman, Campbell Dalglish and Oliver Grundmann
Social annotation products make the thinking of learners transparent, visible, and easily accessible for sharing with others, self-reflection, and feedback. This is accomplished…
Abstract
Social annotation products make the thinking of learners transparent, visible, and easily accessible for sharing with others, self-reflection, and feedback. This is accomplished by enabling almost any number of users to have threaded discussions linked to selected sections of a page. Three professors share their experiences with the use of a social annotation product, HyLighter, to enhance teaching, learning, and assessment activities in three different areas of the college curriculum. One teaches screenplay writing. He describes how he used HyLighter to improve students' writing and critical review skills. A second teaches online graduate-level courses in pharmaceutical and forensic sciences. He describes the application of HyLighter to help students learn about chemical structures and related analytical principles. A third is a professor of educational psychology. She discusses her use of HyLighter to implement an alternative multiple-choice assessment approach in educational and developmental psychology courses. The chapter concludes with thoughts on the potential of social annotation technology to shift the focus of learning systems from content to be learned to what is going on inside the minds of learners.
This chapter explores the concept of annotated lesson plans. Teacher candidates annotated why modifications were made to their lesson plans to support emergent bilinguals. They…
Abstract
This chapter explores the concept of annotated lesson plans. Teacher candidates annotated why modifications were made to their lesson plans to support emergent bilinguals. They included the research and theory to support such modifications. This research demonstrates the impact of annotated lesson plans on candidates in connecting their understanding of learning and language acquisition theories to actual classroom practices. Two questions guided the research: (1) Would annotated lesson plans assist teacher candidates in connecting language and learning theories to the modifications made in their lesson plans? (2) What was the impact of creating the annotated lesson plan on the teacher candidates, as expressed through their self-reflection of the process? Founded on the base of naturalistic inquiry (Lincoln & Guba, 1985), the data collected was contextualized within the frame of a teacher candidate course. Annotated lesson plans and accompanying reflection papers were gathered as data. These items were analyzed based on the guidelines established by Lincoln and Guba (1985) and Spradley (1980). Teacher candidates connected theories to their planned lessons. They demonstrated and expressed better understanding of related theories and methods. While a minority of the candidates expressed concerns with their overall preparation to educate emergent bilingual students, the majority of the candidates felt the lesson plans provided them with greater confidence in meeting the needs of such students. The implications of the study are that annotated lesson plans can better prepare preservice teachers for teaching emergent bilinguals.
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Narelle Lemon, Meg Colasante, Karen Corneille and Kathy Douglas
This chapter introduces an emerging innovative technology known as MAT (Media Annotation Tool). MAT is an online tool that allows students to annotate video, thus improving…
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This chapter introduces an emerging innovative technology known as MAT (Media Annotation Tool). MAT is an online tool that allows students to annotate video, thus improving student engagement and reflection. This chapter outlines the history of the development of this tool and provides analysis of data provided from a range of course integrations. From idea inception the goal was to render video active and collaborative for learning rather than traditional passive learning. In the multiple-case study it was found that students reported higher engagement/satisfaction with MAT in cases where there was learner-to-learner collaboration, teacher feedback and assessment linkage. This chapter focuses on the undergraduate cases of the study, from the disciplines of teacher education, medical radiation and chiropractic, and also references a postgraduate case from the discipline of law. The data from these cases points to the success of MAT as dependent on two key factors: learning design and the technical effectiveness of the MAT technology.
Tracy Noga and Tim Rupert
Both accounting professionals and accounting academics have noted the importance of communication skills for the career success of students. Further, the general consensus from…
Abstract
Both accounting professionals and accounting academics have noted the importance of communication skills for the career success of students. Further, the general consensus from the academic and practitioner literature is that these communication skills are an area in which many students could use improvement. One factor that has been shown to impact the improvement and development of these skills is communication apprehension.
In this chapter, we describe a combination of pedagogical methods we employed in tax classes at two universities to reduce written communication apprehension among students. More specifically, we draw ideas from communications research which suggest that increased writing opportunities, progressively increasing the weighting of the assignments, using models and examples for study and comparison, and trying to make feedback more effective may help to reduce written communication apprehension. We implemented this suggested approach by using a series of assignments that incorporated writing components.
Results suggest that writing apprehension reduced from the beginning of the semester to the end of the semester. Further, the reduction in writing apprehension was even greater for those students who began the semester with high written communication apprehension. In addition, the results of the survey questions at the end of the semester suggest that the methods also improved students’ confidence in preparing tax-related written communication.
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Information may well be an asset, but the sheer volume of what we have to navigate makes it challenging to determine those elements which are relevant to us. The credibility of…
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Information may well be an asset, but the sheer volume of what we have to navigate makes it challenging to determine those elements which are relevant to us. The credibility of news media outlets as our gatekeepers and first form of resistance to polluted information is increasingly questioned. Scientific research indicates that the quality of news offerings from news media outlets would benefit by triangulating news stories with a more diverse set of offerings and, in the process, build journalists' trust or otherwise in the sources of these offerings. Without the network effects of the Internet, false or incorrect information probably would not be such a successful phenomenon. Public opinion is quick to portray social or mainstream media platforms as guilty parties but tends to ignore the equally detrimental ramifications of their exploitation of social capital. A more reflective approach is required. This essay suggests that it is in our interest to reboot our societal consciousness and explore the underlying cybernetical dimensions, even if these appear to be confrontational for interested stakeholders in our current misinformation crisis.
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Anamarija Šporčič and Gašper Pesek
The main aim of the chapter is to examine the prevalence of Slavic and, more specifically, Slovenian mythological elements in Slovenian heavy metal music. No such analysis had…
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The main aim of the chapter is to examine the prevalence of Slavic and, more specifically, Slovenian mythological elements in Slovenian heavy metal music. No such analysis had previously been attempted, so a database had to be established anew. Encyclopaedia Metallum: The Metal Archives (MA) was chosen as the most comprehensive available source on metal music, supplemented by information gleaned from other sources. All 290 bands listed as Slovenian on MA were inspected for evidence of Slavic and Slovenian mythological content. Each band's name, genre, lyrical themes as listed in their profile, song titles, and lyrics were taken into account. The compiled corpus was then analysed in terms of information availability, prevailing languages used by the bands, and, subsequently, their relation to Slovenian mythological heritage. The search for Slavic and Slovenian mythological content began with keyword-based computer-assisted analysis followed by manual annotation. Elements directly concerning the Slavic mythos, Slovenian legends, and folk tales, were featured in a ‘Slavic content database’, their suitability ascertained through inclusion in prominent publications on the topic, e.g. Mikhailov (2002), Ovsec (1991), and Šmitek (2004, 2006). The acquired results were then divided into seven categories in order of prevalence, namely, deities, mythical creatures, history, nature, literary references, mythical places and phenomena, and idiosyncratic folklore. Our intention was to also present the contents of each category in a short overview aimed at acquainting the reader with individual phenomena, yet only the most prominent two categories could be presented here due to spatial constraints. The remaining categories will be dealt with in more detail in a follow-up paper. The findings featured will also enable the commencement of the second part of the research, a qualitative analysis of the afore-mentioned ‘Slavic content database’.
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