Technology translation can be achieved through the blending of the sciences and arts in the form of digital imagery. Digital animation and video can be utilized to portray molecular events where the mechanism of action is known but the process occurs at a sub-microscopic level. There needs to be a strong collaboration between scientific advisors and digital artists when creating the animation such that the artistic interpretation of the molecular event conforms to the known and accepted confines of science. The finished animation may be used for information, education or persuasion as entrepreneurial biotechnical companies attempt to find markets, customers and investors interested in their inventions. Educational institutions with programs in the sciences, arts, digital media and medicine need to promote the interaction of students from these disciplines through cross-functional teams and courses. Solutions to problems developed by these teams tend to be broader and more comprehensive than more homogeneous teams.

Panel presentation includes topics on publications and proposals, practicums, internships, capstone and exhibitions, clinical experiences, and research ethics. Pamela Mims discussed research ethics.

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Book Summary: Beyond New Media: Discourse and Critique in a Polymediated Age examines a host of differing positions on media in order to explore how those positions can inform one another and build a basis for future engagements with media theory, research, and practice. Herbig, Herrmann, and Tyma have brought together a number of media scholars with differing paradigmatic backgrounds to debate the relative applicability of existing theories and in doing so develop a new approach: polymediation. Each contributor’s disciplinary background is diverse, spanning interpersonal communication, media studies, organizational communication, instructional design, rhetoric, mass communication, gender studies, popular culture studies, informatics, and persuasion. Although each of these scholars brings with them a unique perspective on media’s role in people’s lives, what binds them together is the belief that meaningful discourse about media must be an ongoing conversation that is open to critique and revision in a rapidly changing mediated culture. By studying media in a polymediated way, Beyond New Media addresses more completely our complex relationship to media(tion) in our everyday lives.

Excerpt:Globally, recent discussion has focused on research, policy, and practice in the development and structuring of teacher education programs (OECD, 2005).

In the field of world language education, it has long been affirmed that language and culture are inseparable. It has also often been asked how teaching language and culture in an inseparable way is to be accomplished. One solution that has been proposed is ethnographic interviews. Other studies have demonstrated that interviewing native cultural informants is beneficial for language students. This study examined whether such interviews are also beneficial to the native informants. The participants in this project, sixteen native speakers of Spanish, were each interviewed three times by a pair of Spanish students who employed ethnographic techniques as a part of the interview process. The native speakers answered two brief questionnaires, one before and one after the interviews, and many of them participated in one-on-one interviews with me, the primary researcher, to follow-up on their answers to those questionnaires and their experiences with the interviews. I found that the participants perceived the project as beneficial in multiple areas including, but not limited to, the chance it gave them to talk about their culture, the interest they perceived in their culture and their viewpoints, and the opportunity it gave them to confirm, modify, or strengthen conclusions they had made from previous cultural experience. A small percentage of the native speakers either did not understand or appreciate the ethnographic techniques that were employed. However, after initial interviews, I gave the students of Spanish feedback on how to better make use of those techniques in order to improve the students' and native speakers' experiences with the interviews and a large majority of the native speakers observed how the subsequent interviews improved. Therefore, similar projects might benefit from making use of this information. Specifically, it might be useful to explain ethnographic techniques not just to interviewers, but also to interviewees, so that both groups might better understand and appreciate the purpose of those techniques. It might also be useful to give feedback to those who use ethnographic techniques to interview native culture informants.

Thesis (MPA.) --University of Limpopo, 2012 / Refer to the document

This dissertation explores the potential for higher education to promote the development of critical being among diverse students, including three studies that employ critical quantitative approaches. The first chapter proposes critical being as an alternative to critical thinking that better reflects the purposes of higher education for the public good. In Chapter Two, I create a survey-based instrument measuring critical being, including three factors that are theoretically grounded in the work of Barnett (1997) and Davies (2015). Chapter Three examines the relationship between specific instructional practices associated with academic challenge and four-year growth in critical being among three racial and/or ethnic groups traditionally underrepresented in higher education: Black and African American students, Asian and Pacific Islander students, and Hispanic, Latinx and Chicano students. Chapter Four focuses on college instructors, exploring the relationship of individual, academic, and organizational factors with instructors’ emphasis of critical being in the classroom and their beliefs about students’ abilities and efforts. Finally, Chapter Five returns to the necessity for higher education to center critical being in order to equip students to be well-informed agents of social change. By bringing together the results of the three studies, this chapter also considers the implications of higher education for critical being, offers self-reflection on the implementation of critical quantitative approaches, and looks forward in making recommendations for future research.

The present study examined if a conceptual change intervention would decrease pre-service teachers’ beliefs in four prevalent brain-based myths in education, including Visual-Auditory-Kinesthetic (VAK) learning styles, Gardner’s multiple intelligences theory, left- or right-brained hemispheric dominance, and that humans only use 10% of their brains. Participants included 87 college students from one large, comprehensive university who were enrolled in an educational psychology course. All participants received the conceptual change intervention, which consisted of reading an article refuting the brain-based myths, submitting a paper showcasing evaluative thinking and reflection about the brain-based myths, and discussing cognitive development and the brain-based myths in class. All participants completed a measure of demographics and a pre-test, post-test, and delayed post-test measuring their beliefs in each of the brain-based myths. Cochran’s Q Test revealed that there was a significant difference in the change of proportion of believers and non-believers between at least two of the tests. Results of McNemar’s Test indicate that there was a significant difference in the change of proportion from believers to non-believers from the pre-test to the post-test, but not from the post-test to the delayed post-test. The relevance of these findings to current research, the implications for teacher education programs, limitations, and future directions are discussed.

Thesis ( M.ED. (Mathematics)) --University of Limpopo, 2013 / This study used case study design to explore concept maps for meaningful teaching and learning of mathematics in Grade 6 class. The purpose of the study was to reflect on the usage of concept maps to promote meaningful teaching and learning of mathematics in Grade 6. Eighty seven (87) learners participated in the study. Data were collected through transcripts of learners’ work and interviews. Interviews were conducted to get more information on learners’ concept maps. Learners drew concept maps on three different sessions on different topics namely: fractions, measurement and angles. A list of concepts was supplied for each topic. 10 learners’ concept maps and 2 interview transcripts were analysed. Mark schedules were also used to check learners’ performance. Results showed that learners used varied number of links to connect concepts and that there was an increase in the number and quality of propositions made. Concept maps proved to be useful in enhancing meaningful teaching and learning of mathematics in Grade 6 class.