In today’s era of content abundance, education has to deal with changed practices for the dissemination of knowledge. Many digital resources are available, and they have the potential to take the place of textbooks. ‘The role of the classic textbook as the key, immutable reference point for any class subject, is rapidly fading’, says Good (2016). Educational publishers like Pearson see a decline in textbook use (Sweney, 2017), and a study at a Dutch university of applied sciences (Leighton, 2015) indicates that lecturers in higher education move away from core textbooks towards a variety of materials, including powerpoint slides, websites, and videos. Baron & Zablot (2015) complement this, saying ‘teachers now have the possibility to create and modify resources’. This development carries the risk that the structure, continuity and coherence textbooks are supposed to provide (Littlejohn, 2011), disappear. One could argue that when structure and coherence disappear from learning materials, the quality of education is at risk. To make the most of (digital) materials that teachers select, they must be organized well (Deschaine & Sharma, 2015). In order to do that, lecturers will have to act as skilled curators when selecting and structuring learning materials. Central in the concept of curation is that it goes beyond selection: providing coherence and context is what sets out curation from mere selection (Bhaskar, 2016). Considered from the perspective of teaching, curating means selecting and structuring learning content for students, while also providing them with context and coherence. The notion of lecturers as curators has been discussed by Siemens (2008), who describes the changing roles of lecturers and identifies ‘curational educators’ as those who ‘acknowledge the autonomy of learners, yet understand the frustration of exploring unknown territories without a map’. So far, the literature mainly focusses on providing students with curational skills, since these are important 21st century and media literacy skills (e.g. Jenkins et al., 2009; Potter, 2012). Little empirical research has been done when it comes to curational roles of lecturers. This proposed poster provides a mixed-methods research design for a PhD study.
Brand Positioning is an English translation of an exceptionally well-renowned Dutch textbook, which provides a practical approach to analysing, defining and developing a brand’s positioning and strategy.Divided into three key parts, the book works step-by-step through the creation of an effective marketing strategy, combining an academic approach with the strategic and operational guidelines, tools and techniques required. Unlike other textbooks, it has a unique focus on the relationship between branding, marketing and communications, exploring brand values, brand identity and brand image, and analysing how these can be transformed into a successful positioning strategy, using international case studies, examples and practical exercises.This textbook will be core reading for advanced undergraduate and postgraduate students of marketing strategy, branding, marketing communications and consumer behaviour. It will also be of great value to marketing and communications professionals looking to develop and maintain their company’s brand.Erik Kostelijk is Associate Professor of Marketing at the Amsterdam School of International Business of the Amsterdam University of Applied Sciences, the Netherlands. He has teaching, research and professional experience in China, USA, Lithuania, France, Spain and Italy. He is the designer and author of the Value Compass, a method to assess the influence of values on branding.Karel Jan Alsem is Professor in Marketing at Hanze University of Applied Sciences in Groningen, the Netherlands, and is Lecturer in Marketing at the University of Groningen, the Netherlands. He is also a brand consultant. He has published in several academic journals and has written multiple marketing books, including Applied Strategic Marketing (Routledge, 2019).
This textbook is intended for a basic course in problem solving and program design needed by scientists and engineers using the TI-92. The TI-92 is an extremely powerful problem solving tool that can help you manage complicated problems quickly. We assume no prior knowledge of computers or programming, and for most of its material, high school algebra is sufficient mathematica background. It is advised that you have basic skills in using the TI-92. After the course you will become familiar with many of the programming commands and functions of the TI-92. The connection between good problem solving skills and an effective program design method, is used and applied consistently to most examples and problems in the text. We also introduce many of the programming commands and functions of the TI-92 needed to solve these problems. Each chapter ends with a number of practica problems that require analysis of programs as well as short programming exercises.
