Academic literature on the topic 'Education Journey Mapping'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Education Journey Mapping.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Education Journey Mapping"
1
Annamma, Subini. "Disrupting the carceral state through education journey mapping." International Journal of Qualitative Studies in Education 29, no. 9 (August 23, 2016): 1210–30. http://dx.doi.org/10.1080/09518398.2016.1214297.
Full text
2
Abbott, Christine, Kathryn Winterburn, and Chandara Sanyal. "Mapping the journey of practice." Action Learning: Research and Practice 19, no. 1 (January 2, 2022): 65–67. http://dx.doi.org/10.1080/14767333.2022.2033031.
Full text
3
Panzera, Anthony D., Carol A. Bryant, Fran Hawkins, Rhonda Goff, Ashley Napier, Tali Schneider, Russell S. Kirby, et al. "Mapping a WIC Mother’s Journey." Social Marketing Quarterly 23, no. 2 (February 21, 2017): 137–54. http://dx.doi.org/10.1177/1524500417692526.
Full textAbstract:
While the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) provides numerous benefits to many enrolled families across the United States, including access to nutritious foods, some recent drops in maternal participation in Kentucky resulted from failures to retrieve those benefits. We explored perceived benefits of and encountered barriers to food benefit retrieval. Journey mapping included direct observations of client appointments, clinic lobby areas, and a shopping experience and was augmented with focus groups conducted in two urban and two rural areas. Major touchpoints before WIC appointments, during those appointments at clinics, and after appointments when redeeming food benefits were identified. Across touchpoints, mothers identified childcare, transportation issues, long waits, confusion regarding eligibility, problems scheduling appointments, and stigma as barriers to their ability to retrieve food instruments. Despite these barriers mothers value the benefits of WIC, especially access to healthy foods, infant formula, and nutrition education. This work demonstrates a method by which WIC mothers’ experiences shed light on client service shortfalls and possible opportunities to improve client services.
4
Katz, Steven, Stephanie Sutherland, and Lorna Earl. "Toward an Evaluation Habit of Mind: Mapping the Journey." Teachers College Record: The Voice of Scholarship in Education 107, no. 10 (October 2005): 2326–50. http://dx.doi.org/10.1177/016146810510701006.
Full textAbstract:
In this article we chronicle a particular professional development initiative designed to promote the acquisition of an evaluation habit of mind within an educational context. After describing the rationale behind this initiative in some detail, we proceed to map the experiences of four of the participants—a principal, a vice principal, a consultant, and a teacher—as they journeyed toward an understanding of evidence-informed decision making. A combination of document analyses and exit interviews allowed us to plot the developmental course by which this evaluation mindset unfolds. Ultimately, the process of using data as evidence for decision making is revealed as one of developing intrinsic motivation by way of personal “meaning making.” The three overarching cognitive themes of preconceptions, frameworks, and reflections given in the National Research Council's synthesized report on how people learn (Donovan, Bransford, & Pellegrino, 2000) are taken as the structural guideposts for the necessary construction of meaning.
5
Katz, Steven, Stephanie Sutherland, and Lorna Earl. "Toward an Evaluation Habit of Mind: Mapping the Journey." Teachers College Record 107, no. 10 (October 2005): 2326–50. http://dx.doi.org/10.1111/j.1467-9620.2005.00594.x.
Full text
6
McMahon, Muireann, and Tracy Bhamra. "Mapping the journey: visualising collaborative experiences for sustainable design education." International Journal of Technology and Design Education 27, no. 4 (March 2, 2016): 595–609. http://dx.doi.org/10.1007/s10798-016-9365-0.
Full text
7
Annamma, Subini Ancy. "Mapping Consequential Geographies in the Carceral State: Education Journey Mapping as a Qualitative Method With Girls of Color With Dis/abilities." Qualitative Inquiry 24, no. 1 (October 3, 2017): 20–34. http://dx.doi.org/10.1177/1077800417728962.
Full textAbstract:
This article provides an innovative critical qualitative method framed in Disability Critical Race Theory (DisCrit) that mapped the experiences of those at the margins through a sociospatial dialectic. I first applied a sociospatial dialectic to the school–prison nexus. Next, I introduced Education Journey Mapping, a critical qualitative method that centered students of color with dis/abilities in the research process, as one way to rupture notions of normalcy in research. Finally, I analyzed a set of Education Journey Maps that incarcerated girls of color with dis/abilities created to highlight the multidimensional value of these counter-cartographies in understanding consequential geographies.
8
Fallast, Mario, and Stefan Vorbach. "The Entrepreneurial Student's Experience Journey Through Engineering Education." International Journal of Engineering Pedagogy (iJEP) 9, no. 4 (August 29, 2019): 121. http://dx.doi.org/10.3991/ijep.v9i4.10216.
Full textAbstract:
The goal of this paper is to present a new perspective on how to design entrepre-neurial education in a wider sense. By applying the method of “customer journey mapping”, which is widely used in the field of marketing, the perspective of the student (“customer”) is put into the centre of attention. It intends to raise aware-ness for a more holistic and customer-centric view of the entrepreneurship-related “customer experience”.
The paper shows the limitations of existing tools and procedures and gives an outlook on possible tools to describe customer experience journey in entrepre-neurship education.
9
Pandey, Sunil Kumar, and Harish Kumar Tyagi. "A journey towards the commitments of national education policy 2020 through concept mapping." Indian Journal of Science and Technology 14, no. 12 (March 27, 2021): 984–89. http://dx.doi.org/10.17485/ijst/v14i12.5.
Full textAbstract:
Objectives: To explore pedagogical goals and concerns in National Education Policy (NEP 2020), Ministry of Human Resource Development, Government of India. The current review tries to find some ways and methods to make learning process enjoyable and meaningful as desired by NEP 2020. The roles of concept mapping in achieving the pedagogical goals of NEP 2020, also objectify this paper. Method/Analysis: In pursuing of the objectives, NEP 2020 and a set of articles related to the topic were explored. This study provides critical analysis and review on the role of concept mapping in achieving the pedagogical goals of NEP 2020. The paper deals with the common concerns of NEP2020 and Concept Mapping. Findings: The outcome of the review is that Concept mapping can offer an effective tool in education for both, teaching and learning process by supporting an active and meaningful learning. Concept maps provide a unique graphical view of how students organize, connect, and synthesize information. Concept maps give students an opportunity to think about the connections between the concepts being learnt and reflect on their understanding of the concept which develops critical thinking of the learners. Further, it provides platform for collaboration, discussion; arriving at shared understandings among members of groups. Concept map can be used to replace rote learning with meaningful and enjoyable learning. Novelty: NEP 2020 has been explored and taken into consideration keenly to find its pedagogical goals. The role of concept mapping in achieving pedagogical goals of NEP 2020 has been highlighted in the present paper. Thus, the paper explores how concept mapping can be an effective tool in contributing to a great extent to meet the pedagogical goals of NEP 2020. Keywords: National Education Policy 2020; Pedagogy; Critical Thinking; Concept Mapping
10
Moore, Niamh, Eric J. Fournier, Susan W. Hardwick, Mick Healey, John MacLachlan, and Jörn Seemann. "Mapping the Journey Toward Self-Authorship in Geography." Journal of Geography in Higher Education 35, no. 3 (August 2011): 351–64. http://dx.doi.org/10.1080/03098265.2011.563378.
Full textDissertations / Theses on the topic "Education Journey Mapping"
1
Williams, Cheryl Lynn. "Mapping the art historical landscape : genres of art history appearing in art history literature and the journal, Art education /." Connect to this title online, 1997. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1102365647.
Full text
2
Bell, Dana G. "Mapping a teacher candidate’s journey through inquiry and into practice." Thesis, 2019. http://hdl.handle.net/1828/11440.
Full textAbstract:
This study examines the lived experience of teacher candidates through a professional inquiry process and the influence of that experience on their eventual teaching practice. Literature in this area typically follows teacher candidates and teachers through curriculum and instruction pedagogy coursework and then into the classroom to observe the incorporation of inquiry strategies and changes in disposition towards inquiry. This work fails to address a teacher candidate’s experience through their own personal open inquiry process and whether or not that experience transfers into their teaching practice. A nested case study approach - including both quantitative and qualitative data - were used to provide insight and build understanding towards the following questions: 1) What is the effect on a teacher candidate’s likelihood to employ an inquiry approach to science in their classroom following their own participation in an open-inquiry process during their teacher education? 2) How does participation in an inquiry process influence a developing teacher’s understanding of teaching and learning? Teacher candidates and teachers at varying stages of practice, completed a survey and three recently certified teachers were interviewed to explore the use of inquiry in their teaching. The evidence suggests a key component to affecting the incorporation of inquiry approaches into the classroom was that personal experience with inquiry served to unsettle held beliefs and led to a change in disposition towards inquiry. This study also explores the implications for the inclusion and importance of inquiry experiences early within teacher education programs.Graduate
Books on the topic "Education Journey Mapping"
1
Taber, Richard D. Mentoring Guidebook: Mapping the Journey. Skylight Professional Development, 2002.
Find full text
2
Borker, Hem. Madrasas and the Making of Islamic Womanhood. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199484225.001.0001.
Full textAbstract:
This ethnography provides a theoretically informed account of the educational journeys of students in girls’ madrasas in India. It focuses on the unfolding of young women’s lives as they journey from home to madrasa and beyond. Using a series of ethnographic portraits and bringing together the analytical concepts of community, piety, and aspiration, it highlights the fluidity of the essences of the ideal pious Muslim woman. It illustrates how the madrasa becomes a site where the ideals of Islamic womanhood are negotiated in everyday life. At one level, girls value and adopt practices taught in the madrasa as essential to the practice of piety (amal). At another level, there is a more tactical aspect to cultivating one’s identity as a madrasa-educated Muslim girl. The girls invoke the virtues of safety, modesty, and piety learnt in the madrasa to reconfigure conventional social expectations around marriage, education, and employment. This becomes more apparent in the choices exercised by the girls after leaving the madrasa, highlighted in this book through narratives of madrasa alumni pursuing higher education at a central university in Delhi. The focus on journeys of girls over a period of time, in different contexts, complicates the idealized and coherent notions of piety presented by anthropological literature on women’s participation in Islamic piety projects. Further, the educational stories of girls challenge the media and public representations of madrasas in India, which tend to caricature them as outmoded religious institutions with little relevance to the educational needs of modernizing India. Mapping madrasa students’ personal journeys of becoming educated while leading pious lives allows us to see how these young women are reconfiguring notions of Islamic womanhood.
3
Garcia Júnior, Colez. Richard Shaull, um educador presbiteriano. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-516-3.
Full textAbstract:
The research that gave origin to the present work is constituted from a document produced by Richard Shaull, missionary of the Presbyterian Church of the United States working in Brazil, when he occupied the vice-presidency of the Mackenzie Institute, in 1960-1961. Marcel Mendes, in his book Tempos de Transição (Transition Times) (2016), mentions the document, stating that it had not yet been the object of a critical analysis. The present work is proposed to carry out such an analysis. From this document, and taking into account the whole cultural biography of Shaull, it is sought to evaluate its pedagogical contribution, not as explored as the theological aspect in the works of the said author. Recognizing the connection, also described as "porosity" in Shaull, between theology, missiology, eschatology, pedagogy and sociology, in a true interdisciplinarity, the work seeks to map Shaull's insights to education from his theological-missionary journey. In constructing such mapping, one starts with the educator's formation process, continuing with his academic and missionary experiences, considering the role played by his teachers and his students in his role as a social educator. Qualifying him as a social educator in his work, he seeks to bring his work closer to the theoretical framework represented by the work of Paulo Freire (1921-1997), a Brazilian educator with whom Shaull identifies himself. It is followed by the analysis of two documents: a) Shaull's prologue to the English version of Paulo Freire's A pedagogia do oprimido (The Pedagogy of the Oppressed); and (b) the Shaull’s report on the period in which he held the vice-chair of the Mackenzie Institute. The work is concluded, seeking to return to Shaull's insights identified throughout the text and to point out, from them, the paths that open them to an organic Christian activity in education.
Book chapters on the topic "Education Journey Mapping"
1
Laverie, Debbie, William H. Humphrey, and Dorcia E. Bolton. "Integrating Customer Journey Mapping and Integrated Marketing Communications for Omnichannel and Digital Marketing Education: An Abstract." In Developments in Marketing Science: Proceedings of the Academy of Marketing Science, 205–6. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99181-8_62.
Full text
2
Elwood, Susan A., Misty R. Kesterson, Kelli Bippert, Heather DeGrande, and Patricia Boyson. "Formative Journeys." In Handbook of Research on Digital-Based Assessment and Innovative Practices in Education, 1–29. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-2468-1.ch001.
Full textAbstract:
The general purposes of this chapter are to provide a related literature review and share current pedagogical practices supporting formative digital-based assessments, especially as pertains to online/hybrid environments shared among a variety of educational community members (preservice teachers, in service teachers, undergraduate and graduate students, university faculty, K-12 students and family members). The authors have implemented a cross-course collaborative model in which university undergraduate and graduate students collaborate with each other toward greater service to community family events. The literature review includes 1) pedagogies in online/ blended learning environments, 2) top inquiry-based learning digital tools within collaborative learning systems, 3) digital-based formative and summative assessment, 4) gamification and computational thinking. The authors then present frameworks of a cross-course collaboration model: 1) pedagogical applications of their journey storytelling as digital formative assessments, as well as 2) empathy and journey mapping.
3
Lopez, Minda Morren, Tara Newman, and Callie M. Day. "Community Cultural Wealth." In Reshaping Graduate Education Through Innovation and Experiential Learning, 82–103. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4836-3.ch005.
Full textAbstract:
This chapter is the story of the authors' journey using community mapping in graduate coursework to make visible the assets in local communities through experiential learning. Community mapping is an experiential, inquiry-based ethnographic research method that can be utilized by various community members to understand a community better. In this case, teachers uncovered language and literacy present in the communities and created contextualized learning experiences by connecting students' lived realities to school instruction. The authors began with discussions around community and ethnographic projects to understand what was present in the community. This evolved to include some form of action, primarily in the form of curricular reform and critical literacy projects and/or culturally sustaining pedagogies.
4
Esanov, Bakhtiyor, and Ajantha Dahanayake. "Visitor Journey Application Development for Omni-Channels." In Frontiers in Artificial Intelligence and Applications. IOS Press, 2020. http://dx.doi.org/10.3233/faia200834.
Full textAbstract:
The primary purpose of conducting this research is to determine how campus journey application development is progressing. As a result, this research proposes a conceptual model for visitor journey application development. The study included 100 top ranking educational institutes and additionally included Finnish and Estonian universities. 39 virtual campus tour applications and 36 visitor journey applications are benchmarked in total for this study. Provides an example of visitor journey mapping with features, complexities, and best practices that are influential for improving visitor experience during visitor journey application development.
5
Apostolopoulou, Aikaterini. "Story Mapping in Primary Education." In Handbook of Research on Educational Design and Cloud Computing in Modern Classroom Settings, 363–75. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3053-4.ch017.
Full textAbstract:
According to the twenty-first century skills framework and the outcomes of the School on the Cloud European Network, education engages new dynamic learning environments with the use of Web2.0 tools and Cloud Computing. This chapter presents the implementation of a story mapping project in geography classes during the last year of Primary School. Sixth grade pupils worked in groups and created an online map with ArcGIS Online of the major straits and seas of the world. They selected a web mapping application and created a map journal embedding presentations with narrative texts and images. The purpose of the project was the development of map reading abilities and spatial thinking and the creation of content selecting appropriate web tools. The strong engagement of pupils in the project and the produced maps indicate that online story mapping is a useful tool in geography education that combines and promotes spatial and digital literacy.
6
Tüfekci, Aslıhan, and Esra Ayça Güzeldereli Yılmaz. "Educational Data Mining." In Engineering Education Trends in the Digital Era, 70–82. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2562-3.ch004.
Full textAbstract:
The education-training process and all activities related to it have the power to direct the future of societies. From this point of view, the process should be analyzed frequently in terms of input, output, and other process elements. Educational data mining is a multidisciplinary research area that develops methods and techniques for discovering data derived from various information systems used in education. It contributes to the understanding of the learning styles of learners and enables data-driven decision making to develop existing learning practices and learning materials. The number of academic and technical research on educational data mining is on the rise, and this has led to the need to systematically categorize the existing practices. This systematic mapping study was conducted to provide an overview of the current work on educational data mining and its results are based on 153 primary sources including journal papers, articles published in magazines, conference and symposium papers, theses, and others.
7
Oral, Yasemin. "A Case on Teaching Critical Thinking and Argument Mapping in a Teacher Education Context." In Cases on Teaching Critical Thinking through Visual Representation Strategies, 119–39. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5816-5.ch005.
Full textAbstract:
This chapter is based on the classroom work of a course on critical thinking designed as part of a pre-service teacher education program in English language teaching at a large-size Turkish state university. With its dual focus on both modernist and postmodern approaches to critical thinking, the course offers scope for classwork that concentrates on the skills to identify the parts and structure of arguments. To this end, argument mapping has been utilized to enhance understanding of the components of arguments and to facilitate the analysis of arguments. This chapter seeks to illustrate the materials and activities used when argument maps have been constructed during the class sessions. Furthermore, drawing from the data gathered from students' journal entries, I argue for a high interplay of the perceived efficacy of argument mapping with the content, length, and complexity of arguments as well as the anxiety evoked by these factors.
8
Snow, Kim. "Earning a Hoodie, Voyager Capital." In Leaving Care and the Transition to Adulthood, 315–28. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190630485.003.0017.
Full textAbstract:
Most children in Ontario, Canada, who are involved in child protection services receive services while living with their family or kin; are temporarily placed in the custody of child protection services and live in foster homes, group homes, or kinship care homes; or are placed permanently in the care of child protection services. Until April 2018, this last group of young people were legally designated Crown Wards. This chapter describes a peer-led strategy which sees current and former Crown Wards in Ontario, Canada, plan their own educational journey while at the same time reaching out to other young Crown Wards to encourage them to do the same. Bourdieu’s field theory—specifically the concepts of social capital and habitus—are applied to the project. Fostering social capital, network mapping, and peer-centered practice are emergent models useful to the engagement process and essential as relational practice methods.
9
Astor, Ron, and Rami Benbenishty. "Sharing the Monitoring Feedback." In Mapping and Monitoring Bullying and Violence. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190847067.003.0019.
Full textAbstract:
Whether it’s survey data, focus group responses, or the results of a mapping exercise, a vital component of a monitoring system is sharing the information with educators, parents, students, and sometimes even community members as soon as possible so it can be used to improve school climate for the students who are still in the school. Most people— especially those in education— have taken surveys at one point or another and never heard anything about the results. They’re left wondering how their responses compared to others and whether anyone would do anything with the information collected. As we mentioned earlier, monitoring isn’t just collecting data and storing it in a data warehouse or using it to write scientific journal articles that most parents and teachers might never read. Parents deserve to hear what they said as quickly as possible and to see how their views differed from those of their children, from those of the staff, or from parents at other schools (see Box 15.1). As part of the Building Capacity and Welcoming Practices projects, individual reports were prepared for the districts and schools as soon as possible so they could review their data and determine which issues to address. Jennifer Walters, who served as superintendent of the Escondido Union School District, in California, says it was refreshing to work as part of a research project in which the information was not only shared, but also shared in a timely way. “From the very beginning, it wasn’t something being done to the district, but really some common work,” Walters said. “Not only would the data information be shared with me or be discussed with us and move our organization forward, but then in updated communications, it was ‘here’s what we’re doing in Washington, here’s what we’re doing with the coalition.’ Other times I’ve worked with universities, they’ll come in and they want to do some research or an investigation. They’ll do that and then I have no idea to what extent it’s used afterward.”
10
Monmonier, Mark, and Robert B. McMaster. "Cartography." In Geography in America at the Dawn of the 21st Century. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198233923.003.0038.
Full textAbstract:
Summarizing a decade of cartographic research in a short chapter is difficult: bias is inevitable, randomness is indefensible, breadth is tricky, and coherence is essential. Rather than attempt a broad, shallow survey, we chose to focus on some of the period’s significant conceptual frameworks, and relate each model to one or more related research papers published since A. Jon Kimerling (1989) summarized cartographic research for the first volume of Geography in America. This has been a transition period in which the discipline has witnessed several significant changes, including: (1) the nearly complete automation of the cartographic process and a proliferation of maps produced by desktop mapping systems and GISs; (2) the inclusion of significant amounts of core cartographic research—such as terrain modeling, geographic data structures, generalization, and interpolation—within the growing discipline of GIS; and (3) the wide adoption of the term “geographic visualization” to describe the dynamic, interactive component of cartography. These developments and the migration of more and more cartographic interests into the newly created discipline of GIS have raised concern about whether our discipline would survive. These doubts are offset by growing recognition that research and education on representational issues in GIS is critical, and that research in map design, symbolization, and generalization cannot be neglected. Cartography remains an independent discipline. Our two journals, Cartography and Geographic Information Science (recently renamed with Science replacing Systems) and Cartographic Perspectives, are thriving. American cartographic researchers also publish their work in Cartographica, GeoInfo Systems, GIS World, and the International Journal of Geographic Information Science. The Mapping Science Committee of the National Academy of Sciences and the recently formed Committee on Geography represent our interests at the national level, as do the Cartography and Geographic Information Society (a member organization of the American Congress on Surveying and Mapping), the North American Cartographic Information Society, the University Consortium for Geographic Information Science, and the AAG’s Cartography Specialty Group. During the decade our educators, researchers, and essayists have published many textbooks and monographs, including the sixth edition of Elements of Cartography (Robinson et al. 1995); several new editions of Borden Dent’s Cartography: Thematic Map Design (most recently 1999); Terry Slocum’s Thematic Cartography and Visualization (1999); John Snyder’s (1993) seminal work on projections, Flattening the Earth: Two Thousand Years of Map Projections; Alan MacEachren’s How Maps Work (1995); Denis Wood’s (1992) social critique of cartography, The Power of Maps; and a series of books by Mark Monmonier, including Maps with the News: The Development of American Journalistic Cartography (1989b), How to Lie with Maps (1991, rev. 1996), Mapping it Out: Expository Cartography for the Humanities and Social Sciences (1993), Drawing the Line: Tales of Maps and Cartocontroversy (1995), Cartographies of Danger: Mapping Hazards in America (1997), and Air Apparent: How Meteorologists Learned to Map, Predict, and Dramatize the Weather (1999).
Conference papers on the topic "Education Journey Mapping"
1
Schuhbauer, Heidi, Patricia Brockmann, and Teymur Mustafayev. "Mapping the Students’ Journey to Develop Student-Centered Tools." In 2020 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2020. http://dx.doi.org/10.1109/educon45650.2020.9125139.
Full text
2
Beck, Brittney. "As Lived and Told: Using Journey Mapping for Program Improvement in Teacher Education." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1576100.
Full text
3
Gautam, Matma, and Snehal Tambulwadikar. "Design Education and Multiculturalism." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.86.
Full textAbstract:
Design education exists at the cross-disciplinary intersection of sociology, cognitive psychology, technology and material history. In India, as in many other countries which have experienced colonisation, the wave of decolonisation demands questioning the normative ways of knowing, doing and being. The idea of decolonisation is reflected upon as peeling off the layers of dogmas created by other cultures on existing ones. In the wake of decolonisation, there is a rising concern for plural and multicultural societies. The practise of living out day to day varies across the cultures and often ends up alienating or excluding multiplicity of voices. In today's context digital disruption, with added layers of social media, the concept of ‘self’ and the ‘other’, the idea of ‘identity’ has become a complex phenomenon equated with cultural studies. The case study shared through this paper is carried out with students of first year at NID Haryana, in their first year first semester of undergraduate programme, Bachelor in Design. Facilitating a course on Indian Society and Culture for design students, posed a pedagogical challenge to bring together diverse and eclectic approaches while training the students to deepen their understanding of their own subjective positions and exploring cultural narratives in which their design ought to function. The findings and discussion points are an outcome of the assignment attempted by the student during the module inputs ‘Approaches to Indian Culture’, structured using autoethnography research framework. The said assignment was introduced in the context of online education due to Covid -19 where students were encouraged to pay attention to their immediate home environment as a living cultural repository. The day-to-day cultural resources available to us often become invisibilised, in favour of tangible predefined ones like those of museums or tangible objects. The students were encouraged to look at being part of the cultural context, but still retain a distance from which they could question, interrogate and challenge some of the normative assumptions that come as part of belonging to the said cultural context. The paper discusses the need to become aware and situate oneself as a designer in the cultural context that has shaped his/her/their identity and intrinsic motivations. The aspirant designer was subjected to become aware of his/her vulnerable position in the light of his newly acknowledged socio-cultural context through the means of mapping cultural changes in his family over last three generations. This has been instrumental in initiating a journey to engage with cultural change with sensitivity, appreciate and become aware of the role of oneself in making conscious choices. Through this paper, we would like to investigate this process of decolonising the identity of the designer. The paper expands on complexity of aspects mapped by the students, their reflections and probes further on methods, approach that ought to be adopted in the process of decolonising the designer.
4
Ducharme, Kim. "Journeying to New Contexts: The Potential of Journey Mapping in Educational Research." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1445349.
Full text
5
Pereira, Nathaniel. "Implicit Bias in UX Research Methods." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002544.
Full textAbstract:
User Experience (UX) is a multidisciplinary field that utilizes specialized research methodologies to provide approaches to accessibility and usability among the users of a physical or digital product. However, in the development of these methodologies, implicit bias can present obstacles to an equitable user experience for marginalized groups. The purpose of this pilot study was to find trends in the awareness of implicit biases, such as physical, social and emotional, or cognitive and intellectual barriers to participation in UX research processes to ultimately inform larger studies. An online survey and optional interview were distributed to UX professionals from a range of user experience backgrounds that evaluated their robust understanding of implicit bias in UX research methods. Participants were also evaluated on their level of training in ethical UX practices from their formal education and workplaces. The mixed-method survey was split into three sections that investigated demographic data, workplace data, and implicit bias in UX research methodologies data. The results concluded that participants showed preparation for UX ethical practices in formal education. However, a lack of training and guidelines of UX ethical practices in their workplaces was prevalent. This information brings the concern of whether UX research methodologies inhabit inclusion for marginalized audiences, especially in the workforce. Although most participants received a robust understanding of UX ethical practices in formal education, the workforce is where services and products are being designed for all audiences to experience. Overall, participants acknowledged that a level of implicit bias exists within UX research methodologies, especially for populations with physical, social and emotional, and cognitive or intellectual disabilities. Furthermore, the mixed-method survey found that surveys and questionnaires, interviews, usability tests, journey mapping, and persona making were heavily utilized in the UX research process. A discussion of how these methods possibly present implicit bias was included. Although the data from the interview remains inconclusive due to a lack of data, the methodology used was proved to be vetted and valid by the participant. However, the participants demonstrated significance in their experiences as UX professionals and that there is a need for a vigorous understanding of humanity for the UX field. The results and methodology from this pilot study can be used for a larger qualitative and quantitative study. On this basis, the acknowledgment of implicit bias within UX research methods can spark further conversations on the importance of this topic and normalize accessible user experiences for marginalized groups within the UX community. Future implications involved finding mitigation or alternative strategies for marginalized groups with UX research methods, and exploring what specific educational topics and degrees contribute to being well-versed in ethical practices in UX. Other areas for future research include investigating better and fairer UX research methodologies that lead to better-targeted services and environments for all people, understanding establishments in DEAI and social justice in the research arena, and investigating best practices to UX research that need to be established as commonplace in the UX field.
6
Özgenç, Ömer, Nur Çağlar, and Işıl Ruhi-Sipahioğlu. "Mapping the Interaction between Research and Education Fields of Sustainability in Architecture: A retrospective Timeline." In 4th International Conference of Contemporary Affairs in Architecture and Urbanism – Full book proceedings of ICCAUA2020, 20-21 May 2021. Alanya Hamdullah Emin Paşa University, 2021. http://dx.doi.org/10.38027/iccaua2021219n15.
Full textAbstract:
Global research output grows exponentially each year. This paper attempts to drive meaning out of this big data on two fields of research in architecture. It maps the interaction between the research fields of sustainability in architecture and architectural education through the perspective of bibliometric data analysis and its visualization. Based on the analysis of bibliometric data, it draws and juxtaposes two timelines for the field of sustainable architecture and the field of architectural education. The objective is to propose a retrospective method that can provide insight for a broader understanding of sustainability and its impacts on architectural education. It utilizes VOSviewer, CiteSpace, and Gephi to visualize bibliometric networks, along with Tableau to analyze the number of journal articles and publications published across years. The paper presents initial findings concerning the leading scholars, trends, and patterns of the research areas, milestone events, and dominant studies to point out the significance of the cooperation between research and education fields of the related topic.
7
I Chen, Ching, Meng-Cong Zheng, and I. Wen Yen. "The Achievement of Using Research Results from Mixed Methods in Design Workshop within Educational Scenario." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002013.
Full textAbstract:
We often combine several methods and tools when running a design workshop, e.g., brainstorming and affinity diagram. Suppose participants have many divergent ideas without fully understanding the design subject matter's users, behaviors, and scenes, although many ideas can be collected. In that case, the result is often difficult to focus on the problem they originally intended to solve. Therefore, this research wants to know whether the innovative ideas of participants are restricted by providing the same background material. And how to use different design thinking tools in combination to improve the effectiveness of the workshop. The design subject of this workshop is a recycling vehicle currently operated and managed by the government. The design goal is to design additional modules that can be used flexibly in the existing recycling vehicles to improve waste separation and recycling efficiency.Before implementing the design workshop, we collected many objective facts and subjective opinions through qualitative and quantitative investigation methods such as field observation, questionnaire survey, interview, and symposium. We visualized the survey results (photos, behavioral mapping, statistic chart, etc.) to form the materials for the design workshop. The workshop ran for eight hours in one day, and a total of 10 industrial design master class students were divided into two groups. Four stages guided the two workshop hosts in sequence: the KJ method, empathy map, user journey, and design sketch. There are four stages to guide the process. During the period, the two groups each reported an affinity diagram, two user journeys (one for cleaning staff and one for a citizen), and four empathy maps. Finally, a professor from the Industrial Design Institute will comment on the sketch.As a result, participants created ten sets of sketches focusing on problem-solving but with different innovative ideas. Participants also learned various design thinking tools in a short period. Using the mixed method research results as materials and combining different method tools to guide the process of the workshop will ultimately help the design workshop produce specific achievements.
8
Ball, Zachary, Jonathan Bessette, and Kemper Lewis. "Who, What, and When? Exploring Student Focus in the Capstone Design Experience." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22027.
Full textAbstract:
Abstract Product development is a key component of engineering education taught at a number of universities through their capstone design course. This course provides students with an opportunity to apply their newly obtained knowledge in engineering to design, build, and test working prototypes. This educational approach also encourages students to place additional attention on time and group management. As students walk through the design process, their focus fluctuates between group organization, product development, and course deliverables. This paper observes this variation in focus to extract key insights related to who is focusing on what and when. Data was collected in the form of individual project journals for each student and these provide a detailed look into the design activities throughout the semester allowing for a focus mapping from week to week. The focus of each student is quantified by a topic distribution of each student’s weekly journal entries, automatically extracted using Latent Dirichlet Allocation. Our results place emphasis on the topic identification accuracy and interpretation, before identifying trends found that separate high performing students and groups from those with poor performances. It was found that efficient time management focusing on the required course deliverables, and group cohesion led to the most impactful performance variations. Using this knowledge, we identify future directions supporting the pedagogy for capstone projects.
Reports on the topic "Education Journey Mapping"
1
Baird, Natalie, Tanushree Bharat Shah, Ali Clacy, Dimitrios Gerontogiannis, Jay Mackenzie, David Nkansah, Jamie Quinn, Hector Spencer-Wood, Keren Thomson, and Andrew Wilson. maths inside Resource Suite with Interdisciplinary Learning Activities. University of Glasgow, February 2021. http://dx.doi.org/10.36399/gla.pubs.234071.
Full textAbstract:
Maths inside is a photo competition open to everyone living in Scotland, hosted by the University of Glasgow. The maths inside project seeks to nourish a love for mathematics by embarking on a journey of discovery through a creative lens. This suite of resources have been created to inspire entrants, and support families, teachers and those out-of-school to make deeper connections with their surroundings. The maths inside is waiting to be discovered! Also contained in the suite is an example to inspire and support you to design your own interdisciplinary learning (IDL) activity matched to Education Scotland experiences and outcomes (Es+Os), to lead pupils towards the creation of their own entry. These resources are not prescriptive, and are designed with a strong creativity ethos for them to be adapted and delivered in a manner that meets the specific needs of those participating. The competition and the activities can be tailored to meet all and each learners' needs. We recommend that those engaging with maths inside for the first time complete their own mapping exercise linking the designed activity to the Es+Os. To create a collaborative resource bank open to everyone, we invite you to treat these resources as a working document for entrants, parents, carers, teachers and schools to make their own. Please share your tips, ideas and activities at info@mathsinside.com and through our social media channels. Past winning entries of the competition are also available for inspiration and for using as a teaching resource. Already inspired? Enter the competition!