Journal articles: 'Education Journey Mapping'

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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

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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.

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Liu, Darren, and Betty Burston. "CURRICULUM MAPPING AS A STRATEGY TO TEACH DIVERSITY IN GERONTOLOGY PROGRAMS." Innovation in Aging 6, Supplement_1 (November 1, 2022): 11. http://dx.doi.org/10.1093/geroni/igac059.039.

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Abstract Curriculum mapping is a process where instructors, program leaders and other instructional designers come together to prepare learning objectives for students throughout a learning journey. The concepts of diversity may be introduced at all levels of a gerontology curriculum. A curriculum that desires to integrate diversity education is especially imperative as it needs to be built upon a guiding principle of a didactic program within which its individual courses, learning objectives, and assessments all together serve the same purpose. This presentation provides insight to the curriculum mappings for diversity education in gerontology programs. While the current programs introduce diversity topics such as race, racism, implicit bias, etc., how and when each topic being introduced in bringing about maximum learning outcomes may be related to a well thought out curriculum mapping. Specifically, this session will go over a few examples of methods for the mappings of diversity topics in different courses.

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Underwood, Kathryn, Alison Smith, and Julia Martin. "Institutional mapping as a tool for resource consultation." Journal of Early Childhood Research 17, no. 2 (December 17, 2018): 129–39. http://dx.doi.org/10.1177/1476718x18818205.

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This article explores how mapping is currently being used in social services research as well as practice, and discusses the potential for mapping to be a useful tool for resource consultants in the field. This article will review different mapping techniques, including community mapping, eco-mapping, journey mapping and institutional mapping, and discuss their purpose within research and professional practice. Using examples from the Inclusive Early Childhood Service System project, we describe the application of mapping in social service work, and how resource consultants can use these techniques in their own practice.

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King, Fiona. "Cartooning and Mind Mapping in the Doctoral Journey." Video Journal of Education and Pedagogy 4, no. 2 (March 26, 2020): 164–83. http://dx.doi.org/10.1163/23644583-bja10002.

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This article is a commentary of the author’s experiences with visual representation as a doctoral candidate. It is an autobiographical reflection of her doctoral journey towards a PhD in education, a mixed methods study which explored teaching for creativity and creative processes for music educators. The author reflects on the experience of engaging with her own work visually via cartooning and mind mapping, and what this meant for her studies and her experience as a research student. The author hopes that this can offer a scope for reflection to readers who are doing similar types of studies or intend to engage more creatively with their doctoral studies. The article aims to demonstrate the benefit of cartooning as a self-expressive tool for the PhD candidate and to show the value of visual representation through mind mapping in the process of data analysis.

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Mackie, Joanna F., Anne Bjørke, Tara R. Foti, Cynthia Horwitz, Lisa C. Maddocks, and Jennifer Marshall. "Journey mapping the Hillsborough County Early Childhood Court program." Children and Youth Services Review 103 (August 2019): 57–62. http://dx.doi.org/10.1016/j.childyouth.2019.05.033.

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Micheaux, Andrea, and Birgit Bosio. "Customer Journey Mapping as a New Way to Teach Data-Driven Marketing as a Service." Journal of Marketing Education 41, no. 2 (November 25, 2018): 127–40. http://dx.doi.org/10.1177/0273475318812551.

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As firms gather increasing amounts of data, the question of how future marketers can use these data to make their marketing more relevant and to make a strategic difference remains. However, students may feel uncomfortable about information systems and database technology, which they may perceive as complex and dry. This case describes how the development of a course on data-driven marketing makes use of service design methods. The experiential learning innovation is based on the optimization of customer journey mapping, which encompasses theoretical marketing concepts, modern database architecture and practical digital marketing knowledge. As a visualization of individual interactions with a product, service, or brand, customer journey mapping helps explain the way an interaction occurs in one moment and how it influences all other moments. By taking the “data as a service” perspective on the customer journey, students benefit from a more innovative and creative approach to data-driven marketing, which helps improve their attention and motivation.

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Omprakash, Tina Aswani, Norelle Reilly, Jan Bhagwakar, Jeanette Carrell, Kristina Woodburn, Abby Breyer, Frances Close, and Gabriel Wong. "PATIENTS’ JOURNEY THROUGH INFLAMMATORY BOWEL DISEASE (IBD): A QUALITATIVE STUDY." Inflammatory Bowel Diseases 27, Supplement_1 (January 1, 2021): S53—S54. http://dx.doi.org/10.1093/ibd/izaa347.127.

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Abstract Background Inflammatory bowel disease (IBD) is a debilitating intestinal condition, manifesting as Crohn’s disease (CD), ulcerative colitis (UC) or indeterminate colitis (IC). The patient experience is impacted by a lack of awareness from other stakeholders despite growing global disease prevalence. To gain deeper insight of the patient experience, promote quality care, and enhance quality of life, we performed a qualitative study of the patient journey starting from pre-diagnosis through treatment. Methods U.S. patients with IBD were recruited via UC/CD support groups and organizations, social media platforms, blog followers, and personal networks. Participants were screened via an emailed survey and asked to self-identify as medically diagnosed on the basis of reported diagnostic testing. Interviews were conducted by qualitative researchers by phone or web conferencing. Open-ended questions were developed to support and gather information about our learning objectives—primarily, our desire to understand the unique experiences of UC/CD patients in their journey from symptom onset through diagnosis, treatment and maintenance (e.g. “Upon diagnosis, what were your immediate thoughts about the condition?”). This qualitative data were analyzed using Human-Centered Design methodology, including patient typologies (personas), forced temporal zoom (journey maps), forced semantic zoom (stakeholder system mapping), and affinity mapping for pattern recognition of unmet needs. Results A total of 32 patients were interviewed: N=17 CD patients, N=13 UC patients and N=2 IC patients. The interviewed population reflected regional, demographic, and disease-related diversity (Table 1). Five unique, mutually exclusive journeys were identified to understand and classify patient experiences: (1) Journey of Independence, (2) Journey of Acceptance, (3) Journey of Recognition, (4) Journey of Passion and (5) Journey of Determination (Figure 1). Patients with IBD expressed a need for increased awareness, education, and training for providers to shorten the path to diagnosis. Mental health support was found to be a critical gap in care, particularly for major treatment decisions (e.g., surgery). The inclusion of emotional support into the treatment paradigm was perceived as essential to long-term wellness. Patient attitudes and self-advocacy varied on their individual journeys; understanding these journeys may accelerate time to diagnosis and treatment. Conclusion Better understanding of patient journeys can help healthcare providers improve their approach to patient care and coordination.

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Kelly, Janet, Judith Dwyer, Tamara Mackean, Kim O'Donnell, and Eileen Willis. "Coproducing Aboriginal patient journey mapping tools for improved quality and coordination of care." Australian Journal of Primary Health 23, no. 6 (2017): 536. http://dx.doi.org/10.1071/py16069.

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This paper describes the rationale and process for developing a set of Aboriginal patient journey mapping tools with Aboriginal patients, health professionals, support workers, educators and researchers in the Managing Two Worlds Together project between 2008 and 2015. Aboriginal patients and their families from rural and remote areas, and healthcare providers in urban, rural and remote settings, shared their perceptions of the barriers and enablers to quality care in interviews and focus groups, and individual patient journey case studies were documented. Data were thematically analysed. In the absence of suitable existing tools, a new analytical framework and mapping approach was developed. The utility of the tools in other settings was then tested with health professionals, and the tools were further modified for use in quality improvement in health and education settings in South Australia and the Northern Territory. A central set of patient journey mapping tools with flexible adaptations, a workbook, and five sets of case studies describing how staff adapted and used the tools at different sites are available for wider use.

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Batty, Craig, Elizabeth Ellison, Alison Owens, and Donna Brien. "Mapping the emotional journey of the doctoral ‘hero’: Challenges faced and breakthroughs made by creative arts and humanities candidates." Arts and Humanities in Higher Education 19, no. 4 (May 2, 2019): 354–76. http://dx.doi.org/10.1177/1474022219844986.

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This article discusses how doctoral candidates identify and navigate personal learning challenges on their journey to becoming researchers. Our study asked creative arts and humanities candidates to think beyond the research project itself and reflect on emotional hurdles they were facing or had overcome. The findings point to a great deal of ‘invisible’ work that underpins doctoral study, and show that such hidden work can have a major influence not only on the research project, but also on progress and satisfaction with the learning journey. In this article, we outline the key themes that emerged from the study: on the emotional and transformational dimensions of the doctoral journey. Using these themes and the candidate stories surrounding them, we align the doctoral journey with Joseph Campbell’s journeying ‘hero’ and Mezirow’s concept of transformation, and suggest how making such invisible aspects of candidature more visible might enhance research training.

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Atilano, Alberto A., Elmer Jasper B. Llanes, Deborah Ignacia D. Ona, and Grace E. Brizuela. "Management of Dyslipidemia and Hypertension – Journey Mapping in the Philippines." Acta Medica 53, no. 4 (December 25, 2022): 307–16. http://dx.doi.org/10.32552/2022.actamedica.796.

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Literature was reviewed semi-systematically with the purpose of generating Philippines-specific data for the patient journey stages for dyslipidemia and hypertension, namely, awareness, screening, diagnosis, treatment, adherence, and control. A structured search was conducted on EMBASE and MEDLINE databases for studies published in English in the last 10 years, whose full text was available. An unstructured search was conducted on Google, and websites of health ministries and international organizations, without any limits. The last search was run for dyslipidemia on 12.11.2019 and for hypertension on 28.07.2020. For dyslipidemia, six records out of 590 records were retrieved, and for hypertension, seven records and one unpublished conference presentation out of 160 records retrieved, were included in the final synthesis. The review estimated that in the Philippines, the prevalence of dyslipidemia was 38.8%, while 59.0% of patients were undergoing treatment, with 44.2% of patients achieving control. Prevalence of hypertension was 27.5% and estimated rates at different stages of patient journey were- awareness- 61.5%, screening- 3.2%, diagnosis- 39.7%, treatment- 65.4%, adherence- 57%, and control- 57.6%. Potential contributory factors for low assessment rates and suboptimal management include low doctor-to-population ratio, inadequate time for screening and counseling, absence of locally validated tools for cardiovascular screening, low awareness and utilization of clinical practice guidelines, and some misperceptions of current treatment recommendations. Effective training of physicians, patient education initiatives, and multi-sectoral coordination are some of the recommendations to improve the status of management of dyslipidemia and hypertension in the Philippines.

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Dolansky, Mary, Anne pohnert, and Sherry Greenberg. "Using Implementation Science Strategy Mapping on the Age-Friendly Health System's 4Ms Journey." Innovation in Aging 5, Supplement_1 (December 1, 2021): 363. http://dx.doi.org/10.1093/geroni/igab046.1409.

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Abstract Background: Implementation science is the study of methods to promote the adoption and integration of evidence-based practices into routine health care to improve the quality of care. The purpose of this study was to use Implementation Mapping to guide the implementation of The John A. Hartford evidence-based Age-Friendly Health Systems (AFHS) 4Ms Framework: What Matters, Medications, Mentation, and Mobility. Methods: Implementation Mapping, a systematic process for planning implementation strategies, guided the 9-month integration of the 4Ms Framework in the 1,100 MinuteClinics across the US. Implementation Mapping includes five tasks: (1) conduct an implementation needs assessment and identify program adopters and implementers; (2) state adoption and implementation outcomes and performance objectives, identify determinants, and create matrices of change objectives; (3) choose theoretical methods (mechanisms of change) and select or design implementation strategies; (4) produce implementation protocols and materials; and (5) evaluate implementation outcomes. Results: The implementation plan, developed by the implementation mapping method, was carried out over 9-months. Seven implementation strategies were identified from the Expert Recommendations for Implementing Change (ERIC) project including the provision of education, electronic health record integration, internal champion facilitation, cues to action, and a dashboard to monitor progress. To date, the implementation mapping has resulted in the adoption of the 4Ms by 1145 providers (37%). Monitoring of the adoption of the 4Ms Framework and consideration of future implementation strategies is ongoing. Conclusions: Implementation Mapping provided a systematic process to develop strategies to improve the adoption, implementation, sustainment, and scale-up of the evidence-based 4Ms Framework.

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Wane, Njoki Nathani. "Mapping the field of Indigenous knowledges in anti‐colonial discourse: a transformative journey in education." Race Ethnicity and Education 11, no. 2 (July 2008): 183–97. http://dx.doi.org/10.1080/13613320600807667.

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Greig, Alison, and Julian Priddle. "Mapping Students’ Development in Response to Sustainability Education: A Conceptual Model." Sustainability 11, no. 16 (August 9, 2019): 4324. http://dx.doi.org/10.3390/su11164324.

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Target 4.7 of the Sustainable Development Goals requires that, by 2030, all learners acquire the knowledge and skills needed to promote sustainable development. This not only demands an interdisciplinary approach, but also that this approach must seek to be transformative, with change for sustainability as an explicit outcome in addition to subject knowledge. Many have argued that the complex or ‘wicked’ nature of sustainability challenges indicates the need for a learning experience that emphasizes active, reflective learning across-and between-discipline areas. In this paper we develop a conceptual model of sustainability learning for higher education that can potentially address the distinctiveness of sustainability education and monitor students’ progression as learners. Our conceptual model of sustainability learning, has been developed on a university Master’s program in Sustainability and integrates continua of pedagogy and disciplinarity into a three-dimensional space. Learners can be represented as different loci within this space at different points in their development. This potentially allows a ‘learning journey’ to be plotted. We propose that the model can also be used more widely as a tool to visualize learning progression within other university programs, providing an opportunity for both learners and curriculum designers to reflect on progress.

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Jones, Emily, Mary Henninger, and Skip Williams. "Using Journey Mapping and Personas for Targeted Student Recruitment in PETE." Journal of Physical Education, Recreation & Dance 93, no. 7 (September 2, 2022): 17–25. http://dx.doi.org/10.1080/07303084.2022.2100528.

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Robertson, Stuart P. "The Qualitative Research Process as a Journey ‐ Mapping Your Course with Qualitative Research Software." Qualitative Research Journal 8, no. 2 (August 3, 2008): 81–90. http://dx.doi.org/10.3316/qrj0802081.

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Taylor, Kari B. "Mapping the Intricacies of Young Adults' Developmental Journey from Socially Prescribed to Internally Defined Identities, Relationships, and Beliefs." Journal of College Student Development 49, no. 3 (2008): 215–34. http://dx.doi.org/10.1353/csd.0.0005.

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Baroutsis, Aspa. "Sociomaterial assemblages, entanglements and text production: Mapping pedagogic practices using time-lapse photography." Journal of Early Childhood Literacy 20, no. 4 (July 2, 2018): 732–54. http://dx.doi.org/10.1177/1468798418784128.

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This paper maps a teacher’s pedagogic practices when teaching young children to produce texts using digital technologies during a literacy lesson for 7–8 year-old children. Pedagogies are broadly understood as what the teacher does in a classroom to facilitate learning in a twenty-first century classroom. The paper argues that the very notion of pedagogy places the teacher at the centre of learning practices, more so than other aspects of teaching such as the curriculum and assessment, which are heavily regulated by policy. Underpinned by understandings of sociomaterial assemblages, incorporating the material and the spatial, data were collected using time-lapse photography, classroom observations and field notes including classroom floor plans. The findings of a frame-by-frame analysis of the time-lapse photographs are reported through the three interconnected concepts of pedagogy, space and materials. The paper concludes by suggesting that an understanding of the material and spatial entanglements in a classroom through a mapping of pedagogies augments current knowledge, enabling a fresh understanding of teaching literacy and how young children learn to write as twenty-first century learners as children enact their journey of becoming-writer.

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Allen, Deborah, and Kimberly Tanner. "Approaches to Cell Biology Teaching: Mapping the Journey—Concept Maps as Signposts of Developing Knowledge Structures." Cell Biology Education 2, no. 3 (September 2003): 133–36. http://dx.doi.org/10.1187/cbe.03-07-0033.

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Thommen, Evelyne, Silvania Avelar, Véronique Zbinden Sapin, Silvia Perrenoud, and Dominique Malatesta. "Mapping the journey from home to school: a study on children's representation of space." International Research in Geographical and Environmental Education 19, no. 3 (August 19, 2010): 191–205. http://dx.doi.org/10.1080/10382046.2010.496975.

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Donath, Liliana, Gabriela Mircea, and Tomislav Rozman. "E-Learning Platforms as Leverage for Education for Sustainable Development." European Journal of Sustainable Development 9, no. 2 (June 1, 2020): 1–19. http://dx.doi.org/10.14207/ejsd.2020.v9n2p1.

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The paper is a conceptual approach to education for sustainable development using an e-learning platform. It starts from the observed reality that all education stakeholders need a learning environment where they can have access to knowledge, collaborate and share their experience, as a survey conducted among students and companies in Timisoara, Romania, region shows. The proposed multi-stakeholder environment accommodates two sections: the learning environment mostly dedicated to students, trainees, tutors and mentors and the virtual sustainability centre that is dedicated to on-line meetings, workshops, counselling, etc. Durable learning is supported by a range of written digital and multimedia resources, including pre-recorded on-line tutoring, videos and games. To engage online learners, various gamification techniques were used in the course design phase, such as recording and presenting the learner’s progress, role-playing and similar. The article presents a conceptual design of the learner’s journey and a mapping from gamification concepts to Moodle LMS elements. Keywords: E-learning, education, sustainable development, gamification, LMS

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Ngidi, Ndumiso Daluxolo, and Zaynab Essack. "Mapping the unsafe school journey: Rural primary school children’s perspectives on dangerous social geographies in South Africa." International Journal of Educational Development 94 (October 2022): 102655. http://dx.doi.org/10.1016/j.ijedudev.2022.102655.

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Alkandari, Maryam, Kath Ryan, and Amelia Hollywood. "The Experiences of People Living with Peripheral Neuropathy in Kuwait—A Process Map of the Patient Journey." Pharmacy 7, no. 3 (August 30, 2019): 127. http://dx.doi.org/10.3390/pharmacy7030127.

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Peripheral neuropathy is a neurological disease characterised by pain, numbness, tingling, swelling or muscle weakness due to nerve damage, caused by multiple factors such as trauma, infections and metabolic diseases such as diabetes. In Kuwait 54% of the diabetic population, has peripheral neuropathy. In this exploratory, qualitative study conducted in Kuwait, 25 subjects with peripheral neuropathy took part in one-on-one, semi-structured interviews lasting 45–60 min. Interviews were transcribed, translated into English and coded using NVivo 12. Four individual patient journeys were mapped out in detail, then compared and condensed into a single process map. The remaining 21 interviews were then reviewed to ensure the final map represented all patient journeys. Participants reported similar healthcare pathways for their peripheral neuropathy and faced various difficulties including lack of psychological support, administrative issues (long waiting referral periods, loss of medical documents, shortage of specialists and lack of centralized electronic medical records) and inadequate medical care (shortage of new treatments and deficient follow-ups). Mapping the patient journey in Kuwait showed similar pharmacological treatment to UK guidelines, except that some medicines were unavailable. The map also indicated the need for an integrated referral approach, the use of technology for electronic medical recording and report transmission, alongside education on self-management, coping mechanisms and treatment options for people living with peripheral neuropathy.

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Waters, Jane, and Elaine Sharpling. "Changing the Lens: Mapping the Development of Research Dispositions in Programmes of Initial Teacher Education (ITE)." Cylchgrawn Addysg Cymru / Wales Journal of Education 22, no. 1 (March 1, 2020): 165–83. http://dx.doi.org/10.16922/wje.22.1.8-en.

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The vision for ITE in Wales requires that NQTs understand how to conduct 'close-to-practice' research and are able to articulate evidence-informed approaches to pedagogy (Furlong, 2016; Welsh Government 2018). This paper describes the processes by which one HEI-school partnership (the APLP) developed programmes of ITE to respond to this vision, specifically focussing on the journey of the student-teacher through the development of four research dispositions. The programmes seek to ensure that ITE students develop an 'inquiry stance', where this reflects the understandings of Cochran-Smith (2011) who uses the term inquiry to refer to teachers' questioning, and the metaphor of stance to allude orientation and position. In order to support the research skills needed to adopt an inquiry stance, the work of Orchard and Winch (2015) has been adapted and distilled into four dispositions for the student?teacher and progression steps have been identified for differing levels of study. The research dispositions and associated knowledge, skills, understandings and behaviours have been mapped through the content of the modules in each ITE programme on offer. We include a consideration of the tensions apparent in the development of detailed module content and conjecture that these may be an inevitable result of the professional habit of performativity that results from education systems historically driven by structures of accountability.

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de Waal, Gerrit Anton, and Alex Maritz. "A disruptive model for delivering higher education programs within the context of entrepreneurship education." Education + Training 64, no. 1 (January 7, 2022): 126–40. http://dx.doi.org/10.1108/et-03-2021-0102.

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PurposeThe purpose of this practitioner paper is to explore whether the principles of Design Thinking and the Lean Startup could be employed in developing a disruptive model for delivering educational programs within higher education in a way that attempts to eliminate the multitude of problems facing this industry, while simultaneously adhering to the principles of frugal innovation and meeting relevant sustainability goals.Design/methodology/approachThe authors followed a design thinking approach, employing tools such as empathy mapping, customer journey, value proposition and semi-structured interviews to obtain a deep level of understanding of the problems educators and students within the context of entrepreneurship education are facing. Throughout the process they drew on the practice of emergent inquiry and customer co-creation to help guide decision making.FindingsThe authors successfully derived a conceptual solution in the form of a Minimum Viable Product of which the features were tested against the multitude of user needs and requirements. It was possible to demonstrate how the solution meets all nine of the requirements for frugal innovations while simultaneously adhering to applicable sustainability principles.Practical implicationsThe proposed solution offers a potential opportunity to first-movers in chosen academic disciplines to become leaders in online education.Originality/valueEven in an industry such as higher education there is a dire need for frugality and finding sustainable solutions for educators and students in both developed and developing markets. With this paper the authors succeed in presenting innovative combinations of digital artefacts, platforms and infrastructure to arrive at a novel crowd-sourced solution that is unique in its design.

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Cornér, Solveig, Erika Löfström, and Kirsi Pyhältö. "The Relationships between Doctoral Students’ Perceptions of Supervision and Burnout." International Journal of Doctoral Studies 12 (2017): 091–106. http://dx.doi.org/10.28945/3754.

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Aim/Purpose: Both the quality and the quantity of doctoral supervision have been identified as central determinants of the doctoral journey. However, there is a gap in our understanding of how supervision activities are associated with lack of wellbeing, such as burnout, and also to completion of the studies among doctoral students. Background: The study explored doctoral students’ perceptions of different aspects of supervision including the primary sources, frequency, expressed satisfaction and their interrelation with experienced stress, exhaustion and cynicism. Methodology: Altogether 248 doctoral students from three Finnish universities representing social sciences, arts and humanities, and natural and life sciences responded to an adapted version of a Doctoral Experience Survey. A combination of several measures was used to investigate the students’ experiences of supervision and burnout. Contribution: The results showed that students benefit from having several and different kinds of supervision activities. Various sources contribute not only to experiences of the doctoral journey and burnout, but also to the completion of the studies. Findings: Experienced lack of satisfaction with supervision and equality within the researcher community and a low frequency of supervision were related to experiences of burnout. Experiences of burnout were connected to students’ attrition intentions. Attrition intentions were related to source of supervision, the form of thesis, and inadequate supervision frequency. Frequency was related to both experience of burnout and likelihood of attrition. Recommendations for Practitioners: A recommendation developed from this research is to assist doctoral students with sufficient support, especially equality within the scholarly community and frequency of supervision. Further, greater emphasis could be put on group supervision and other collective forms of supervision. It is important that doctoral students develop networks both nationally and internationally. Recommendation for Researchers: A recommendation emanating from this research is to put greater emphasis on further investigation of the role of other predictors in burnout in order to enhance doctoral students’ well-being. Impact on Society: A better understanding of factors that promote lower attrition rates and enhance well-being for doctoral students is likely to lead to more efficient use of finacial and intellectual resources in academia and society more broadly. Future Research: Given the results of this study, qualitative interviews might be helpful in mapping out the dynamics that lead to attrition and to identify the mechanisms in the researcher community that support the doctoral students and enhance well-being in their doctoral journey.

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Porter, Julie, Katherine A. Kong, Theresa Latchford, Debbie Bergman, Sonni Doran, Nimfa Fajardo, Gary Goldstein, et al. "Utilization of value stream mapping to improve chimeric antigen receptor (CAR) T-cell patient experience at an academic medical center (AMC)." Journal of Clinical Oncology 37, no. 15_suppl (May 20, 2019): 6607. http://dx.doi.org/10.1200/jco.2019.37.15_suppl.6607.

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6607 Background: Value Stream Mapping (VSM) is commonly used to identify waste, reduce process cycle times and implement process improvements in the product and manufacturing space. VSM was applied to analyze and improve the patient experience for individuals receiving CAR T cell therapy at this AMC, with emphasis on safety and quality of care, efficient patient flow and improved communication across the care team. Methods: Fifty-three multidisciplinary representatives from 21 teams across the AMC participated in at least one of the five 4-hour VSM sessions. Comprehensive VSM workflows were created for each step in the current CAR T cell patient journey, from initial referral through post-infusion care. Future state analysis was performed, with emphasis on identification of information technology improvements, communication and pain points. Baseline outcome metrics were established to assess effectiveness of future state VSM improvements. Results: Visual mapping of the CAR T cell patient journey identified several opportunities for improvement. A total of 72 improvement projects were outlined, which could be grouped into four main categories: (1) establish channels for improved care team communication, (2) build information technology infrastructure to support efficient patient flow and quality of care, (3) develop teaching tools for patient and care team education, and (4) delineate standard of care and clinical trials operational workflows. Baseline outcome metrics were measured across the patient population (n = 33), including time from consent to cell collection, length of inpatient stay, intensive care unit (ICU) utilization, and percent of readmissions within 7 days. Outcome metrics will be tracked and reported after future state changes to determine effectiveness of VSM-based process improvements. Conclusions: CAR T cell therapy is a novel therapy, which poses new challenges for coordination across a multidisciplinary care team at an AMC. The VSM approach is a useful tool to identify process and infrastructure improvements that can improve the patient journey. This approach can be generally applied to drive process improvements across clinical care.

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Szczesiul, Stacy Agee, James Nehring, and Theodore Carey. "Academic Task Demand in the 21st-Century, High-Stakes-Accountability School: Mapping the Journey From Poor [to Fair to Good to Great] to Excellent?" Leadership and Policy in Schools 14, no. 4 (October 2, 2015): 460–89. http://dx.doi.org/10.1080/15700763.2015.1026448.

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Absar, Mir Mohammed Nurul, Ritu Srivastava, and Sadia Akhter. "Leadership through differentiation: Hero’s journey with Niloy Motors in the motorcycle industry of Bangladesh." Emerald Emerging Markets Case Studies 11, no. 1 (March 16, 2021): 1–20. http://dx.doi.org/10.1108/eemcs-08-2020-0318.

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Learning outcomes This case study can be taught in the core courses on marketing management and strategic management at the postgraduate level management programmes. This case would facilitate students’ to appreciate the context of a business-level strategy in congruence with the firm’s corporate goals in an emerging market. This case study discussion will enable students to: understand and appreciate the opportunities and the nature of the emerging market, explain the strategic decisions that can impact the survival of the global brands in new markets, explain different types of business-level strategy and their appropriate application, synthesise various industry and market-related information into the selection and justification of any particular business-level strategy and learn the technique of perceptual mapping. Case overview/synopsis Hero MotoCorp Limited of India; the world’s number one motorcycle company by volume, established its second global manufacturing facility in Bangladesh in 2018 with the Nitol-Niloy Group. A sister concern, Niloy Motors Limited (NML), had been in charge of the marketing, distribution and sales of the brand “Hero”. Abu Aslam, as the Chief Marketing Officer of NML soon had to confront this fast-paced and highly competitive motorcycle market of Bangladesh. He needed to meet the corporate goal of becoming the market leader by the year 2025. On the one hand, Hero was comparatively a late entrant; on the other hand, the market accommodated almost all popular global brands such as Bajaj, TVS and Honda. The high growth economy with a rising middle class and a favourable government policy had made the Bangladeshi motorcycle industry quite lucrative for the global manufacturers. Upon its entrance, Hero found a price-sensitive market where it soon became number two by adopting the cost-leadership strategy. However, the incessant price-cutting by the players led to the price war, and every company was losing profit. The resulting situation had created a strong challenge for Aslam as achieving the market leadership through cost-leadership seemed to be an impractical strategy. Towards the end of the 2019–2020 sales-year, Aslam introduced a new variant of Splendor Plus to the entry cc segment with some new features and a slightly higher price. Receiving a significant positive customer response, Aslam was seriously considering sailing away from cost-leadership. Now, Aslam was in a dilemma as he needed to choose from the three alternatives of adopting the differentiation strategy, namely, differentiation, focussed differentiation and broad differentiation. Complexity academic level Not applicable. Supplementary materials Teaching notes are available for educators only. Subject code CSS 11: Strategy.

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Muzaki, Ferril Irham. "A critical discourse analysis on self-efficacy values in modern Chinese children's stories." Diksi 30, no. 1 (October 19, 2022): 35–46. http://dx.doi.org/10.21831/diksi.v30i1.45492.

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This review article will explain teaching materials for self-efficacy in modern Chinese children’s stories. The materials focused on five grand topics. The topics are (1) find the moral values of thinking creatively, (2) find moral messages to design mapping the problems, (3) find normative values of work in order, (4) find moral values of taking initiative, (5) find moral values of thinking systematically. The method adopted by Fairclough’s (2001) construction analysis on critical discourse analysis. Data taken from children's stories, these (1) Immortal Devil Transformation, (2) Warlock of the Magus World, (3) Wu Dong Kian Kun, (4) Dragon Prince Yuan, (5) Great Demon (7) A Record of a Mortal’s Journey to Immortality, (8) Dragon Prince Yuan, (9) God of Cooking, (10) I Shall Seal the Heavens, (11) Heaven's Devourer, (12) Desolate Era, (13) the Human Emperor, (14) A Will Eternal, (15) Fields of Gold, and (16) Cultivation Online. Those stories were written in the periods 2005-2021. The results of this research indicate that self-efficacy in Chinese children's literature reflected on 6 results, those are (1) working based on problem solving, (2) working based on critical analysis, (3) working based on real facts, (4) working based on cognizance and (5) working based on integrity. The conclusion of this study is that self-efficacy in fantasy stories of Chinese children learning character education is based on exposure to universal values of self-efficacy. Keywords: self efficacy, ethics in schools, character education, children literature, chinese modern stories

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Davies, Deborah J. "Quality improvement initiatives in a case management service: case study." Australian Journal of Primary Health 21, no. 1 (2015): 14. http://dx.doi.org/10.1071/py13111.

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This article explores the importance of quality practices in underpinning the person-centred approach at a Community Options Program (COP) case management service in northern NSW. The NSW community care sector does not have a statutory excellence body to identify, promote and support improved practices and quality and safety across community services, and therefore the COP provider decided to establish a dedicated role to focus on the quality improvement of its service. The subsequent quality improvement initiatives have included mapping the clients’ journey through the service, identifying areas to standardise practice, and creating service pathways. The clients’ journey was used as the framework to identify where standardised practice was required, and a robust process was implemented to develop over 25 good practice guidelines and tools that addressed the variations in practice and enabled the service pathways to be developed. Prior to trialling the guidelines and tools, staff received education sessions on the anticipated changes to practice, and the practicality and applicability of the guidelines were evaluated at the end of the trials. This information was reviewed and the guidelines were amended accordingly before being rolled out. The guidelines have been in use for over 12 months and have provided the benchmark against which to audit practice, and have resulted in key performance improvements such as an increase in client review rates and a rise in the feedback response rate from clients, with a noticeable shift in the comments about the brokered support worker to acknowledging the role of their case manager. Formalising informal supports for those clients that lived alone also increased, which means these people are less reliant on services and there is a reduced risk of social isolation.

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Annamma, Subini Ancy, Tamara Handy, Amanda L. Miller, and Elizabeth Jackson. "Animating Discipline Disparities through Debilitating Practices: Girls of Color and Inequitable Classroom Interactions." Teachers College Record: The Voice of Scholarship in Education 122, no. 5 (May 2020): 1–46. http://dx.doi.org/10.1177/016146812012200512.

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Context Girls of Color are overrepresented in school disciplinary actions based on subjectively judged, minor infractions. Studies have consistently shown that this exclusionary discipline has long-lasting impact on Girls of Color and their educational outcomes, including increased risk for pushout and involvement in the criminal legal system. Focus of Study We sought to uncover the processes that animate the statistics of overrepre-sentation of Girls of Color in disciplinary actions. Said differently, we sought to understand where, how, and why Girls of Color were being disciplined in schools. Using a Disability Critical Race Theory (DisCrit) lens and centering the voices of Girls’ of Color, this empirical study was guided by the question, What mechanisms propel and dispel disciplinary inequities for Girls of Color? Research Design The qualitative research took place in a suburban school district in the Midwestern United States marked by increasing racial, cultural, and linguistic diversity. This was part of a larger two-year study that centered the voices of more than 50 Girls of Color, their families (11), and their teachers (11), exploring understandings of and experiences with school discipline disparities for Girls of Color. Data sources for the full project included interviews with Girls of Color (32), families (10), and teachers (8); focus groups (Girls of Color = 17; families = 3; teachers = 3); classroom and district event observations, Education Journey Mapping (21); and a Cartographer's Clinic. Data for this study focus on the interviews and focus groups with Girls of Color, working to center them as knowledge generators. Conclusions/Recommendations Our analysis revealed the ways in which discipline disparities were animated by inequitable academic and behavioral responses of teachers to classroom interactions, which we name debilitating practices. Further, Girls of Color embodied repositioning as ways of maintaining their integrity and individuality when experiencing academic and behavioral injustices. We conclude with major implications for school personnel: (a) academically, educators must reflect on how ability is distributed and withheld in the classroom along racialized and gendered lines, and (b) behaviorally, positive behavior supports should be imagined and implemented through a race and gender conscious lens. Though we focus on classroom interactions, we also understand that public schools, schools of education, and society all have a role to play in dismantling the school–prison nexus. However, classroom interactions continue to be identified as the source of disciplinary disparities in both quantitative and qualitative studies. Consequently, teachers have an opportunity to change their classroom practices to academically and behaviorally support Girls of Color.

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Yusoff, Haslinda, Jamiah Baba, Suriyani Ariffin, and Rokiah Embong. "Quality Academics in Higher Education: Mapping the Key Components." International Journal of Asian Social Science 8, no. 11 (2018): 948–57. http://dx.doi.org/10.18488/journal.1.2018.811.948.957.

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Jain, Mokshada, Yael Caplan, B. M. Ramesh, Shajy Isac, Preeti Anand, Elisabeth Engl, Shiva Halli, et al. "Understanding drivers of family planning in rural northern India: An integrated mixed-methods approach." PLOS ONE 16, no. 1 (January 13, 2021): e0243854. http://dx.doi.org/10.1371/journal.pone.0243854.

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Background Family planning is a key means to achieving many of the Sustainable Development Goals. Around the world, governments and partners have prioritized investments to increase access to and uptake of family planning methods. In Uttar Pradesh, India, the government and its partners have made significant efforts to increase awareness, supply, and access to modern contraceptives. Despite progress, uptake remains stubbornly low. This calls for systematic research into understanding the ‘why’—why people are or aren’t using modern methods, what drives their decisions, and who influences them. Methods We use a mixed-methods approach, analyzing three existing quantitative data sets to identify trends and geographic variation, gaps and contextual factors associated with family planning uptake and collecting new qualitative data through in-depth immersion interviews, journey mapping, and decision games to understand systemic and individual-level barriers to family planning use, household decision making patterns and community level barriers. Results We find that reasons for adoption of family planning are complex–while access and awareness are critical, they are not sufficient for increasing uptake of modern methods. Although awareness is necessary for uptake, we found a steep drop-off (59%) between high awareness of modern contraceptive methods and its intention to use, and an additional but smaller drop-off from intention to actual use (9%). While perceived access, age, education and other demographic variables partially predict modern contraceptive intention to use, the qualitative data shows that other behavioral drivers including household decision making dynamics, shame to obtain modern contraceptives, and high-risk perception around side-effects also contribute to low intention to use modern contraceptives. The data also reveals that strong norms and financial considerations by couples are the driving force behind the decision to use and when to use family planning methods. Conclusion The finding stresses the need to shift focus towards building intention, in addition to ensuring access of trained staff, and commodities drugs and equipment, and building capacities of health care providers.

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Leung, Chi Hong, and Simone Chung Ling Cheng. "The Effective Application of Concept Mapping in Marketing Education." Asian Journal of Empirical Research 8, no. 1 (January 5, 2018): 1–12. http://dx.doi.org/10.18488/journal.1007/2018.7.1/1007.1.1.12.

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A concept map represents knowledge hierarchically. Concept mapping facilitates meaningful learning because it helps to 1) identify understanding, misconceptions, conceptual change, 2) facilitate collaboration and cooperative learning, 3) assess learning of students, and 4) organize and present information. This paper proposes a number of teaching and learning activities with concept mapping. After they were implemented in two marketing classes in a university, both the survey and quiz were used to verify its effectiveness. In the survey, 162 students had positive attitudes to concept mapping with the grand mean of 4.1 in the Likert scale from 1 (strongly disagree) to 5 (strongly agree). The quiz results (with the full mark = 30) also showed that there was academic improvement in two classes with the average scores changing from 17.5 to 24.3 and from 16.5 to 24.5 respectively. These positively proved that concept maps could facilitate teaching and learning activities and improve students’ academic performance significantly.

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Kumar, A. S., and S. R. Reyes. "PREFACE: TECHNICAL COMMISSION V." ISPRS Annals of the Photogrammetry, Remote Sensing and Spatial Information Sciences V-5-2021 (June 17, 2021): 7. http://dx.doi.org/10.5194/isprs-annals-v-5-2021-7-2021.

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Abstract. Capacity Building in promoting Geo-information science and technology (GIST) has its significance in ensuring good governance and resources management at local, regional and global scales. To emphasize this strongly in young generation, the International Society for Photogrammetry and Remote Sensing (ISPRS) has been engaged for more than 18 years by having an exclusive Technical Commission on Education and Outreach elements. Every 4 years, this Commission has been addressing different aspects of GIST by setting up theme specific Working Groups (WGs).ISPRS Technical Commission V (TC-V) on Education and Outreach (2016–2022) has constituted eight theme WGs with international experts to promote as well as explore new methods of capacity development relevant to GIST. These WGs have made significant contributions by engaging actively workshops and new scientific initiatives in past five years. ISPRS Student Consortium (SC) is part of the Commission, and promotes the profession to the youth. The Consortium serves as a platform of communication and information exchange among members, enabling professional networking and fostering collaborations.We are happy to note that for ISPRS Congress 2021, there were 18 submissions of research papers on Education and Outreach. Of these, 7 were accepted for Archives and 3 for Annals. In these, 3 papers were submitted and accepted under the Youth Forum track. All these papers were reviewed by selected experts. The Youth Forum papers include the use of Google Earth Engine for agricultural drought, InSAR data for deriving digital elevation model and free and open-source platforms for image processing and the potential of radar remote sensing in image classification and topographic mapping. several disciplines covering expanded Body of Knowledge for geoinformatics, software design tool for remote sensing image processing, design of a terrestrial laser scanner simulator as an educational tool, the use of UAV based photogrammetry suite for providing location based services to highly vulnerable communities, machine learning based tools in WebGIS, and survey based gender inequality in academic career in GIST.Besides these technical papers, there was one paper entitled “55 years in ISPRS: The Ambassador of our Profession” highlighting the illustrious journey and pioneering contributions of Dr. Gottfried Konecny in the field of GIST. Dr. Gottfried is also presently serving as Co-Chair of TCV WG on Innovative technologies in training civil engineers and architects. Another paper by Student Consortium members describes how public-private cooperation models would mutually benefit the two communities in accessing and exploiting geospatial data for societal and business applications.We sincerely thank all the reviewers and acknowledge strong efforts made by Area Chairs to ensure quality of all accepted papers. We greatly appreciate the perseverance and dedication of the Scientific and Organizing Committee. We are confident that the present 2021 virtual edition of ISPRS Congress Proceedings will serve as platform for discussion on the current research efforts on the Education and Outreach themes cutting across different disciplines.

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Kumar, A. S., and S. R. Reyes. "PREFACE: TECHNICAL COMMISSION V." International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLIII-B5-2021 (June 30, 2021): 7. http://dx.doi.org/10.5194/isprs-archives-xliii-b5-2021-7-2021.

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Abstract. Capacity Building in promoting Geo-information science and technology (GIST) has its significance in ensuring good governance and resources management at local, regional and global scales. To emphasize this strongly in young generation, the International Society for Photogrammetry and Remote Sensing (ISPRS) has been engaged for more than 18 years by having an exclusive Technical Commission on Education and Outreach elements. Every 4 years, this Commission has been addressing different aspects of GIST by setting up theme specific Working Groups (WGs).ISPRS Technical Commission V (TC-V) on Education and Outreach (2016–2022) has constituted eight theme WGs with international experts to promote as well as explore new methods of capacity development relevant to GIST. These WGs have made significant contributions by engaging actively workshops and new scientific initiatives in past five years. ISPRS Student Consortium (SC) is part of the Commission, and promotes the profession to the youth. The Consortium serves as a platform of communication and information exchange among members, enabling professional networking and fostering collaborations.We are happy to note that for ISPRS Congress 2021, there were 18 submissions of research papers on Education and Outreach. Of these, 7 were accepted for Archives and 3 for Annals. In these, 3 papers were submitted and accepted under the Youth Forum track. All these papers were reviewed by selected experts. The Youth Forum papers include the use of Google Earth Engine for agricultural drought, InSAR data for deriving digital elevation model and free and open-source platforms for image processing and the potential of radar remote sensing in image classification and topographic mapping. several disciplines covering expanded Body of Knowledge for geoinformatics, software design tool for remote sensing image processing, design of a terrestrial laser scanner simulator as an educational tool, the use of UAV based photogrammetry suite for providing location based services to highly vulnerable communities, machine learning based tools in WebGIS, and survey based gender inequality in academic career in GIST.Besides these technical papers, there was one paper entitled “55 years in ISPRS: The Ambassador of our Profession” highlighting the illustrious journey and pioneering contributions of Dr. Gottfried Konecny in the field of GIST. Dr. Gottfried is also presently serving as Co-Chair of TCV WG on Innovative technologies in training civil engineers and architects. Another paper by Student Consortium members describes how public-private cooperation models would mutually benefit the two communities in accessing and exploiting geospatial data for societal and business applications.We sincerely thank all the reviewers and acknowledge strong efforts made by Area Chairs to ensure quality of all accepted papers. We greatly appreciate the perseverance and dedication of the Scientific and Organizing Committee. We are confident that the present 2021 virtual edition of ISPRS Congress Proceedings will serve as platform for discussion on the current research efforts on the Education and Outreach themes cutting across different disciplines.

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Sharafuddin, Mohamed Ali, Buncha Panacharoen Sawad, and Sarun Wongwai. "Modeling and Mapping Personal Learning Environment of Thai International Higher Education Students." Asian Journal of Education and Training 4, no. 1 (2018): 35–40. http://dx.doi.org/10.20448/journal.522.2018.41.35.40.

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Kamrozzaman, Nurul Aisyah, Jamaludin Badusah, and Wan Muna Ruzanna. "Coggle: SWOT Analysis in Lifelong Learning Education Using Online Collaborative Mind-Mapping." International Journal of Asian Social Science 9, no. 1 (2019): 139–47. http://dx.doi.org/10.18488/journal.1.2019.91.139.147.

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Prahani, Binar Kurnia, Iqbal Ainur Rizki, Budi Jatmiko, Nadi Suprapto, and Amelia Tan. "Artificial Intelligence in Education Research During The Last Ten Years: A Review and Bibliometric Study." International Journal of Emerging Technologies in Learning (iJET) 17, no. 08 (April 26, 2022): 169–88. http://dx.doi.org/10.3991/ijet.v17i08.29833.

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Research on Artificial Intelligence in Education (AIED) has increased rapidly in recent years, so efforts are needed to understand the status of trends and their development to support and focus these trends. The specific objectives of this study are to analyze document type, source document, contributed country, language, top affiliation, sponsorship funding, top source title, subject area, research station, visualization of mapping research trends across and top 50 cited publications, reviewing some of the top-cited publications on AIED research over the last ten years using bibliometric analysis. The metadata used is the Scopus database and a mapping application using VOSviewer with 457 documents. The bibliometric results show that the development of AIED research has increased exponentially over the last five years. The most common types of documents are articles, journal document sources, and China's most productive country. English being the most significant language, the most prolific author was Kalles, D, some of the top prolific affiliates with four publications, while the most sponsored funding was the National Natural Science Foundation of China and the National Science Foundation. “Journal of Physics: Conference Series” is the primary source, the most research subject area is Computer Science, for the top-cited author is Holmes, W. Mapping of research trends shows that AIED research trends in the last ten years are: 1) it's an application to students; 2) the subject of education in engineering educations; 3) teaching methods; 4) e-learning based education; 5) education system; 6) curriculum included AI. AIED integration could revolutionize the education system.

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Prahani, Binar Kurnia, Iqbal Ainur Rizki, Budi Jatmiko, Nadi Suprapto, and Amelia Tan. "Artificial Intelligence in Education Research During The Last Ten Years: A Review and Bibliometric Study." International Journal of Emerging Technologies in Learning (iJET) 17, no. 08 (April 26, 2022): 169–88. http://dx.doi.org/10.3991/ijet.v17i08.29833.

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Research on Artificial Intelligence in Education (AIED) has increased rapidly in recent years, so efforts are needed to understand the status of trends and their development to support and focus these trends. The specific objectives of this study are to analyze document type, source document, contributed country, language, top affiliation, sponsorship funding, top source title, subject area, research station, visualization of mapping research trends across and top 50 cited publications, reviewing some of the top-cited publications on AIED research over the last ten years using bibliometric analysis. The metadata used is the Scopus database and a mapping application using VOSviewer with 457 documents. The bibliometric results show that the development of AIED research has increased exponentially over the last five years. The most common types of documents are articles, journal document sources, and China's most productive country. English being the most significant language, the most prolific author was Kalles, D, some of the top prolific affiliates with four publications, while the most sponsored funding was the National Natural Science Foundation of China and the National Science Foundation. “Journal of Physics: Conference Series” is the primary source, the most research subject area is Computer Science, for the top-cited author is Holmes, W. Mapping of research trends shows that AIED research trends in the last ten years are: 1) it's an application to students; 2) the subject of education in engineering educations; 3) teaching methods; 4) e-learning based education; 5) education system; 6) curriculum included AI. AIED integration could revolutionize the education system.

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Miller *, Nod, and Allan Brimicombe. "Mapping research journeys across complex terrain with heavy baggage." Studies in Continuing Education 26, no. 3 (November 2004): 405–17. http://dx.doi.org/10.1080/0158037042000265962.

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Journal articles on the topic 'Education Journey Mapping'

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