The times of subjectivity and social reproduction

Abstract

A reflection on the reasons why we take films such as Hou’s as cherished cinephilic objects and on the ways that we, as critics, often try to disguise our desiring relation to films.     

Multiple-joint exercises using elastic resistance bands vs. conventional resistance-training equipment: A cross-over study

Previous studies indicate that elastic resistance bands (ERB) can be a viable option to conventional resistance-training equipment (CRE) during single-joint resistance exercises, but their efficacy has not been established for several commonly used multiple-joint resistance exercises. Thus, we compared muscular activation levels in four popular multiple-joint exercises performed with ERB (TheraBand^®) vs. CRE (Olympic barbell or cable pulley machines). In a cross-over design, men and women (n?=?29) performed squats, stiff-legged deadlifts, unilateral rows and lateral pulldown using both modalities. Multilevel mixed-effects linear regression analyses of main and interaction effects, and subsequent post hoc analyses were used to assess differences between the two resistance-training modalities. CRE induced higher levels of muscle activation in the prime movers during all exercises (p?<?.001 for all comparisons), compared to muscle activation levels induced by ERB. The magnitude of the differences was marginal in lateral pulldown and unilateral rows and for the erector spinae during stiff-legged deadlifts. In squats the quadriceps femoris activations were substantially lower for ERB. The differences between ERB and CRE were mostly observed during the parts of the contractions where the bands were relatively slack, whilst the differences were largely eliminated when the bands became elongated in the end ranges of the movements. We conclude that ERB can be a feasible training modality for lateral pulldowns, unilateral rows and to some extent stiff-legged deadlifts, but not for the squat exercise.     

The impact of complexity on the expertise reversal effect: experimental evidence from testing accounting students

Element interactivity is a central concept of cognitive load theory that defines the complexity of a learning task. The reduction of task complexity through a temporary segmentation or isolation of interacting elements was investigated with 104 students randomly assigned to an interacting elements group, where participants were required to deal with complex accounting problems in their entirety, or an isolated elements group, where the task was broken down into constituent components. The results provide strong support for the expertise reversal effect with isolated elements beneficial for novices, while interacting elements were appropriate for more knowledgeable learners. Critically, these results only were obtained for high rather than low element interactivity materials. It was concluded that segmentation or element isolation should consider the expertise of the learner in conjunction with the complexity of the learning material.     

Flipped Classroom Implementation: A Case Report of Two Higher Education Institutions in the United States and Australia

Abstract

This case report explored the implementation of flipped classrooms at two higher education institutions. Experiences and publications from the institutions were used to identify and describe common themes, including successes and challenges encountered along with potential solutions to common misalignments, particularly as related to technology-enhanced learning. Strategies for selecting and delivering pre-class content, designing and implementing in-class activities, and identifying and using assessments to inform practice are described. Overall design considerations include instructor skill development, student buy-in, and institutional support for the model. This report highlights several critical approaches to effectively designing and implementing the flipped classroom model, with consideration given to the use of technology to support this innovation.     

Model-Based Teaching and Learning with BioLogica™: What Do They Learn? How Do They Learn? How Do We Know?

This paper describes part of a project called Modeling Across the Curriculum which is a large-scale research study in 15 schools across the United States. The specific data presented and discussed here in this paper is based on BioLogica, a hypermodel, interactive environment for learning genetics, which was implemented in multiple classes in eight high schools. BioLogica activities, data logging, and assessments were refined across this series of implementations. All students took a genetics content knowledge pre- and posttests. Traces of students' actions and responses to computer-based tasks were electronically collected (via a log file function) and systematically analyzed. An intensive 3-day field test involving 24 middle school students served to refine methods and create narrative profiles of students' learning experiences, outcomes, and interactions with BioLogica. We report on one high school implementation and the field test as self-contained studies to document the changes and the outcomes at different phases of development. A discussion of design changes concludes this paper.     

Civic media literacies: re-Imagining engagement for civic intentionality*

This paper explores the structural constraints of contemporary approaches to media literacy in the face of increased partisanship, tribalism, and distrust. In the midst of a renewed call for media literacy initiatives that respond to the increasing levels of distrust in both legacy and grassroots media, this paper argues that media literacy interventions must be re-imagined as intentionally civic. A new set of emerging norms of digital culture further put into question the relevance of long-standing approaches to media literacy pedagogy and practice. This essay puts forward a new set of constructs that position media literacy initiatives to ‘produce and reproduce the sense of being in the world with others toward common good’ (Gordon, E., and P. Mihailidis. 2016. “Introduction.” In Civic Media: Technology, Design, Practice, edited by E. Gordon and P. Mihailidis. Cambridge: MIT Press, 2). These constructs – agency, caring, critical consciousness, persistence, and emancipation – reframe media literacy as relevant to the social, political, and technological realities of contemporary life.     

Teaching and Learning Regimes: Implicit theories and recurrent practices in the enhancement of teaching and learning through educational development programmes

This paper uses the concept of teaching and learning regimes (TLRs) to help explore a set of questions about why some academic staff in universities thrive on and benefit from accredited programmes designed to improve HE learning and teaching practices ("educational development programmes") whilst others experience periods of resistance or some drop out altogether. "TLR" is a shorthand term for a constellation of rules, assumptions, practices and relationships related to teaching and learning issues in higher education. These include aspects of the following salient to teaching and learning, each of which we elaborate and illustrate in the paper: identities in interaction, power relations, codes of signification, tacit assumptions, rules of appropriateness, recurrent practices, discursive repertoires, implicit theories of learning and of teaching. The argument presented here is that academic staff on educational development programmes ("participants") bring to programmes sets of assumptions and practices rooted in TLRs. Educational development programmes themselves instantiate TLRs which may be more, or less, compatible with those of individual participants. Where there are incongruities between the two they need not be fatal if participants are able to, or are encouraged to, surface and reflect on previously tacit assumptions embedded in their TLRs. Similarly, there may not be a problem if participants are able to exercise discretion over the application of aspects of different regimes; applying them in different contexts as appropriate. Evidence from participants' writing, participant observation, secondary sources and data from eight interviews inform the paper and form the basis for illustrative vignettes.     

Teacher training and teacher education in England and Norway: a comparative study of policy goals

In this paper, we examine the complementary and differing state‐defined roles of beginning schoolteachers in England and Norway by investigating centrally mandated initial teacher preparation programmes in both countries. Through comparative analysis, we get to see the roles that the policy‐makers in London and Oslo seek to confer upon the educators of future generations of schoolchildren, as well as exploring opportunities for cross‐cultural policy learning. In broad terms, we found that centrally prescribed initial teacher training in England is, as its name implies, a training model that seeks to induct trainee teachers into the practical skills and willingness necessary for: instructing pupils in National Curriculum subjects, managing classroom activities, setting homework to consolidate and extend classroom work and providing pupils with a safe learning environment. Centrally prescribed initial teacher education in Norway is, as its name implies, an educative model whose goal is to help student teachers to: reflect and act upon the practical implications of educational theory, instruct pupils in National Curriculum subjects, display leadership in the classroom, act as a member of a caring profession, promote Norwegian values and provide pupils with a safe learning environment.     

Turning to case studies as a mechanism for learning in action learning

Case studies are a useful means of capturing and sharing experiential knowledge by allowing researchers to explore the social, organisational and political contexts of a specific case. Although accounts of action learning are often reported using a case study approach, it is not common to see individual case studies being used as a learning practice within action learning sets. Drawing on a network action learning (NAL) project, this paper explores how the process of coaching, articulating, authoring, sharing and editing case studies provided a vehicle for learning and research within a NAL set. The intended contribution of this paper to the theory of action learning is to extend the range of learning practices to include the case study within the NAL set. It discusses how case studies act as boundary objects, which are artefacts that can be used to cross boundaries between groups in order to facilitate learning that might not otherwise occur.