This paper compares three types of dialogues as reflective tools inplacement learning: supervisory dialogues (mentor to student-teacher),peer dialogues (student teacher to student teacher) and selfdialogues(student teachers to themselves). Forty-four Dutch studentteachers utilised the procedure of guided reflection to talk abouttheir teaching experience. Stimulated recall data were analysedthrough qualitative and quantitative methods. Most poignant resultwas that supervisory and peer dialogues seemed to have similarreflective power considering student teacher’s practical knowledgeand richness of argumentation for appraisals. We suggest morefrequent use of peer dialogues. Only when expert advice is needed,should one employ supervisory dialogues. As self-dialogues engenderedmost rules and resolves, they could arguably be employed forstudent teachers to consolidate their own knowledge and managetheir learning behaviour.
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This paper argues that there is a need for a dialogical learning space because soft skills are becoming increasingly important in an ever more unstable labour market. Where once a monological form of education worked to prepare youth for the future, now a dialogue is required. This dialogue, by definition or in the first place seek consensus, but assumes pluralism and even conflict and is thereby intended to be a true departure from the monological nature of education.
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The obser-view is a method to generate data and create a learning space for both researcher and participants in qualitative research. It includes reflection between the two after the researcher has observed the participant. This article aims to reveal the benefits and challenges encountered when using the obser-view in two different research projects. In a Dutch project whose aim was to empower residents with dementia, in nursing homes the obser-view was used to generate data and create space for reflection which included residents and the family members. It showed that the obser-view cannot be finished when reflection does not happen. A Danish project with the aim to map the practice for inmates’ opportunities for education and job guidance highlighted that it made participants—educational prison leaders and teachers—aware they were doing their jobs by rote and showed the difficulties the researcher had trying to reflect with some participants. In both projects the obser-view created a learning space for participants. A benefit of the obser-view is that it can be used in dissimilar settings with different research purposes and with vulnerable and stigmatized people often excluded from the research. A challenge is for the researcher to reflect with participants, which is more likely to be successful if they have had time to develop a trusting relationship. Although the obser-view is a novel method in qualitative research, it has proved useful in different settings. It is a valuable method and we recommend developing it further in additional different settings with different populations.
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Recent advancements in mobile sensing and wearable technologies create new opportunities to improve our understanding of how people experience their environment. This understanding can inform urban design decisions. Currently, an important urban design issue is the adaptation of infrastructure to increasing cycle and e-bike use. Using data collected from 12 cyclists on a cycle highway between two municipalities in The Netherlands, we coupled location and wearable emotion data at a high spatiotemporal resolution to model and examine relationships between cyclists' emotional arousal (operationalized as skin conductance responses) and visual stimuli from the environment (operationalized as extent of visible land cover type). We specifically took a within-participants multilevel modeling approach to determine relationships between different types of viewable land cover area and emotional arousal, while controlling for speed, direction, distance to roads, and directional change. Surprisingly, our model suggests ride segments with views of larger natural, recreational, agricultural, and forested areas were more emotionally arousing for participants. Conversely, segments with views of larger developed areas were less arousing. The presented methodological framework, spatial-emotional analyses, and findings from multilevel modeling provide new opportunities for spatial, data-driven approaches to portable sensing and urban planning research. Furthermore, our findings have implications for design of infrastructure to optimize cycling experiences.
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Higher education has the potential to act as ecosystem catalysts, connecting with the places our institutions which they are a part of, for learning-based changes with wicked (sustainability) challenges. This, however, calls for reorienting and rethinking of the higher educational narratives and subsequent practices towards more ecological and relational ones. In this study, a pilot aimed to connect a course at The Hague University of Applied Sciences (The Netherlands) to an industrial park next to the university which is undergoing transition towards a sustainable living space. The pilot, which ran from September 2020 to February 2021, included 17 students from 9 nationalities and 12 different bachelor programmes, and was designed according to the concepts of an ‘ecology of learning’. In this semester long course, called Mission Impact, students reflected every five-weeks, to capture their learning experiences using a combination of arts-based and narrative reflection methods. Two questions guided the analysis: (1) what are the key design characteristics of an ecological approach to higher education that connects to sustainability transformations (in times of COVID-19) and (2) what does this type of education asks from to learners. The reflective artefacts were analysed using Narratives of T-Mapping and juxtaposed with autoethnographic insights maintained by the first author for triangulation. Preliminary results of this pilot include the structure in chaos, space for transformation, openness for emerging futures & action confidence as components of such an ecological education that connects to and co-creates sustainability transformations.
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To adequately deal with the challenges faced within residential care for older people, such as the increasing complexity of care and a call for more person-centred practices, it is important that health care providers learn from their work. This study investigates both the nature of learning, among staff and students working within care for older people, and how workplace learning can be promoted and researched. During a longitudinal study within a nursing home, participatory and democratic research methods were used to collaborate with stakeholders to improve the quality of care and to promote learning in the workplace. The rich descriptions of these processes show that workplace learning is a complex phenomenon. It arises continuously in reciprocal relationship with all those present through which both individuals and environment change and co-evolve enabling enlargement of the space for possible action. This complexity perspective on learning refines and expands conventional beliefs about workplace learning and has implications for advancing and researching learning. It explains that research on workplace learning is itself a form of learning that is aimed at promoting and accelerating learning. Such research requires dialogic and creative methods. This study illustrates that workplace learning has the potential to develop new shared values and ways of working, but that such processes and outcomes are difficult to control. It offers inspiration for educators, supervisors, managers and researchers as to promoting conditions that embrace complexity and provides insight into the role and position of self in such processes.
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This special edition is dedicated to the research of Professor Cornelia Roux. The articles captured in this edition are contributions from some of her scholarly friends, nationally and internationally, the doctoral candidates she has delivered over the years, and her postdoctoral fellows. The works reflects the main themes in Roux’s research over the years and illustrates the evolution it has undergone, i.e. moving from Religious Studies to Human Rights in Education for diverse cultural, religious and gender contexts.
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Over the past decade, journalists have created in-depth interactive narratives to provide an alternative to the relentless 24-hour news cycle. Combining different media forms, such as text, audio, video, and data visualisation with the interactive possibilities of digital media, these narratives involve users in the narrative in new ways. In journalism studies, the convergence of different media forms in this manner has gained significant attention. However, interactivity as part of this form has been left underappreciated. In this study, we scrutinise how navigational structure, expressed as navigational cues, shapes user agency in their individual explorations of the narrative. By approaching interactive narratives as story spaces with unique interactive architectures, in this article, we reconstruct the architecture of five Dutch interactive narratives using the walkthrough method. We find that the extensiveness of the interactive architectures can be described on a continuum between closed and open navigational structures that predetermine and thus shape users’ trajectories in diverse ways.
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That expressive writing can be a beneficial response to trauma or grief is well-established in the literature. Grief research also shows that the majority of people are resilient in the face of the death of loved ones. That said, traditional rituals around loss are no longer ubiquitous, well-known phase models of bereavement are contested, and ‘unfinished business’ can create difficulties in the face of loss. Increasingly, bereavement scholars speak of a need for individuals in western society to make meaning of their own grief through narrative construction, though little is said about what constitutes a beneficial story. The author takes an autoethnographic approach to write and reflect on her spouse’s illness and death and explores through a multi-voiced expressive dialogue a personal issue around her bereavement. In an analysis of her writing, using Dialogical Self Theory, she identifies markers which may be indicative of the development of a beneficially constructed narrative. The model of writing-for-transformation is used to describe the overall intent of the process, while the dialogical markers show how progress may be identified. Reinekke Lengelle (2020) Writing the Self and Bereavement: Dialogical Means and Markers of Moving Through Grief, Life Writing, 17:1, 103-122, DOI: 10.1080/14484528.2020.1710796
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Sensors in offices mainly measure environmental data, missing qualitative insights into office workers’ perceptions. This opens the opportunity for active individual participation in data collection. To promote reflection on office well-being while overcoming experience sampling challenges in terms of privacy, notification, and display overload, and in-the-moment data collection, we developed Click-IO. Click-IO is a tangible, privacy-sensitive, mobile experience sampling tool that collects contextual information. We evaluated Click-IO for 20-days. The system enabled real-time reflections for office workers, promoting self-awareness of their environment and well-being. Its non-digital design ensured privacy-sensitive feedback collection, while its mobility facilitated in-the-moment feedback. Based on our findings, we identify design recommendations for the evelopment of mobile experience sampling tools. Moreover, the integration of contextual data with environmental sensor data presented a more comprehensive understanding of individuals’ experiences. This research contributes to the development of experience sampling tools and sensor integration for understanding office well-being.
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