1,720,997 research outputs found
Phenomenology and Extreme Sports in Natural Landscapes
No full textHusserl reminded us of the imperative to return to the Lebensweldt, or life-world. He was preoccupied with the crisis of Western science which alienated the experiencing self from the world of immediate experience. Immediate experience provides a foundation for what it means to be human. Heidegger, building upon these ideas, foresaw a threat to human nature in the face of ‘technicity’. He argued for a return to a relationship between ‘authentic self’ and nature predicated upon the notion of ‘letting be’ in which humans are open to the mystery of being. Self and nature are not conceived as alienated entities but as aspects of a single entity. In modern times, separation between self and the world is further evidenced by scientific rational modes of being exemplified through consumerism and the incessant use of screen-based technology which dominate human experience. In contrast, extreme sports provide an opportunity for people to return to the life-world by living in relation to the natural world. Engagement in extreme sports enables a return to authenticity as we rediscover self as part of nature
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Exploring active learning approaches to increasing student engagement through assessment and feedback
No full textFormatively assessing competency in practical skills in the biological sciences through direct observations and oral feedback
No full textAttainment of practical skills is essential in ensuring success within life science degrees, supporting students to transition from higher education into the workplace, but assessment of these skills is typically indirect, through assessment of a written report. In this chapter, we present a Moodle-based framework for the formative assessment of skills competency using in-session observations and oral feedback coupled with customised skills checklists. This framework aims to support students’ competency in and awareness of key degree-specific practical skills through immediate individual feedback and documentation of attainment. During teaching sessions, staff observed individual students completing a pre-designated set of skills, providing oral feedback and recording skills attainment in a Moodle checklist. Delivered in five compulsory year 2 courses taken by 680 students, it was evaluated through an online questionnaire and a subsequent thematic analysis of responses. Two-thirds of students found it helpful, acknowledging the importance of personalised formative feedback from experienced staff. We did encounter concerns from staff about the consistency of feedback and need for reassessment. In response, we implemented staff briefings and recognition for completion. Overall, this framework presents a time-efficient method of documenting skills competency that is highly transferable and could be adapted across disciplines and teaching modes
Exploring feedback practices that students value
No full textIn our experience of working with course teams, staff demonstrate a broad
understanding of assessment literacy: there is an acknowledgement of the importance
of academic feedback and its role in learning (Ramsden 2003), an awareness of social
affective dimensions of feedback (Xu and Carless 2017) and familiarity with the long
term, educational purpose of feedback (Boud 2000, Sadler 2010). Similarly, mechanisms
for developing consistency throughout the assessment process via informal and formal
moderation are widely implemented across our institution. Nevertheless, students
indicate that there is diversity in the way staff approach assessment and feedback, and
staff themselves indicated hesitancy in challenging practice in peer review. A broad
understanding of the principles of assessment literacy might be sufficient to inform
individual practice but inadequate to challenge the practice of others, or to develop
consistency across a team. Therefore, we focused our research on feedback literacy
(Sutton 2012) as a subset of the broader field of assessment literacy. We wanted to
examine how the shared principles of feedback (such as Nicol and MacFarlane-Dick
2006) are translated into writing. We also wanted to develop, together with a staff
group, a practical understanding of what it means to write feedback that students value
in order to develop consistency of team practice
Reading Landscapes::Articulating a non-essentialist representation of space, place and identity in leisure
No full textThe decision to use the word landscape in the title of this volume was not taken lightly. It is, after all, a famously awkward term to pin down, and like place, space and location, has many interpretations and meanings. The primary reason it was chosen was that it illustrated the breadth and variety that particularly space and place play in our experiences of leisure. Of course the problem with taking this viewpoint is that many definitions of landscape imply that landscape can only be encountered from the outside and usually from a distance. But in order to gain some kind of perspective we need to step back and appreciate the complexity of the vista. In the same way that space and place can be understood and analysed from both subjective and objective stances — so too can landscape. Therefore, although the idea of landscape suggests distance, it also encourages reflection and exploration. ‘Landscape’ as Tuan so eloquently puts it, ‘allows and even encourages us to dream. It does function as a point of departure. Yet it can anchor our attention because it has components that we can see and touch’ (1977:101). Furthermore, we can travel through landscapes and encounter the many spaces and places they hold, whilst gazing back to the landscape from which we came. This interaction between leisure spaces and places and its consequent impact on identity acts as the primary focus of this text, but requires further discussion in order to reveal its many implications
Enhancing student engagement through assessment:a case study exploring the use of group debates in an undergraduate elective module
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