Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Keyword
-
- JAEPL (25)
- Academic achievement (1)
- Activity Theory (1)
- Artificial intelligence; AI instructor; machine teacher; online education; social presence (1)
- Arts-based Research (1)
-
- Atari (1)
- Augmented and virtual reality (1)
- Cognitive load (1)
- Computer (1)
- Computer-assisted language learning (1)
- Dialectical Behavior Therapy (1)
- Diffusion and adoption of technology (1)
- Digital divide (1)
- E-learning (1)
- Educational technology (1)
- English learners (1)
- Gamification (1)
- IPads (1)
- Indiana Jones (1)
- Information and communication technology (1)
- Instructional design (1)
- Instructional message design (1)
- Language learning (1)
- Mediation (1)
- Message design (1)
- Motivation (1)
- Multimedia design (1)
- Participatory Visual Research Methods (1)
- Problem-solving skills (1)
- Programming (1)
- Publication
- Publication Type
Articles 31 - 47 of 47
Full-Text Articles in Instructional Media Design
Review Of Creativity And The Paris Review Interviews: A Discourse Analysis Of Famous Writers’ Composing Practices By Rhonda Leathers Dively, Heidi M. Williams
Review Of Creativity And The Paris Review Interviews: A Discourse Analysis Of Famous Writers’ Composing Practices By Rhonda Leathers Dively, Heidi M. Williams
The Journal of the Assembly for Expanded Perspectives on Learning
Only by fate and fortune would an apprentice receive the opportunity to review the work of a master. Nearly 14 years after sitting as a doctoral student in her Creativity Theory course, I am pleased to review Dr. Ronda Leathers Dively’s text, Creativity and The Paris Review Interviews: A Discourse Analysis of Famous Writers’ Composing Practices. Dively has written and published on the topic of Creativity Theory since the late 90s and is notably one of the pioneers for applying Creativity Theory in the composition and expository writing classrooms.
Review Of Self+Culture+Writing: Autoethnography For/As Writing Studies, Rebecca Jackson And Jackie Grutsch Mckinney, Editors, Amanda E. Scott
Review Of Self+Culture+Writing: Autoethnography For/As Writing Studies, Rebecca Jackson And Jackie Grutsch Mckinney, Editors, Amanda E. Scott
The Journal of the Assembly for Expanded Perspectives on Learning
This volume brings together a compendium of works that explore autoethnography and its emerging applications. A qualitative approach that first appeared in the social sciences, autoethnography has recently gained traction within other disciplines over the last two decades, including rhetoric and composition studies. However, due to its theoretically and methodologically amorphous qualities, over the years researchers have struggled to firmly define autoethnography, especially as the field continues to evolve. Still, many within writing studies have championed the method and now understand it as a recursive tool for studying “the relationship between self and other and all of its dimensions” (Kafar …
Review Of Creativity And Chaos: Reflections On A Decade Of Progressive Change In Public Schools, 1967-1977 By Charles Suhor, Stan Scott
The Journal of the Assembly for Expanded Perspectives on Learning
In the title of Charles Suhor’s engaging memoir, the words progressive, change, and creativity—even chaos—will I suspect light fires of the imagination for many progressively inclined teachers and other readers. That goes all the more for those of us who lived through the upheavals and exciting breakthroughs of the late ‘60s and ‘70s, who may also have fought battles, like the ones recounted by Suhor, on behalf of our own students and children, to bring progressive changes to schools and colleges. As a former professor of English and philosophy and co-chair (with my friend and colleague Irene Papoulis) of the …
Contributors To Jaepl, Vol. 27, Wendy Ryden
Contributors To Jaepl, Vol. 27, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
Contributors
Back Matter, Wendy Ryden
Back Matter, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
Back Matter
Mediating Language Fluency Development: An Action Research Study In A High-School Ap Chinese Second-Or-Foreign-Language Task-Based Language Teaching Classroom, Jing Liang
Doctoral Dissertations
Fluency development is critical in language learning; however, the teacher’s role as a mediator in a learner’s fluency development rarely has been explored in Task-Based Language Teaching (TBLT) classrooms. This study investigated how a teacher, as the human mediator who can be certain that stimuli in the learning environment will be available and benefit the learners, implemented mediation under the guidance of Mediated Learning Experience (MLE) theory in aiding learners’ speaking cognitive and utterance fluency development in one AP Chinese high-school TBLT classroom in the Bay Area. MLE theory, developed by psychologist Reuven Feuerstein, provided a mediation framework for this …
Introduction: Finding Meaning On The Road To Hell, Wendy Ryden
Introduction: Finding Meaning On The Road To Hell, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
SPECIAL SECTION: CREATIVE WRITING IN HIGHER EDUCATION: WHERE ARE WE GOING? WHERE HAVE WE BEEN? Introduction: Finding Meaning on the Road to Hell
Werk At Play: Exploring The Creative Play Of A Graduate Student Writer To Reimagine Graduate Writing In The Humanities, Michelle Lafrance, Jay Hardee
Werk At Play: Exploring The Creative Play Of A Graduate Student Writer To Reimagine Graduate Writing In The Humanities, Michelle Lafrance, Jay Hardee
The Journal of the Assembly for Expanded Perspectives on Learning
This nontraditional essay poses the imaginative possibilities of fostering creative, intellectual play in graduate classes in the Humanities. Exploring the case study of a vlog produced by a student in a graduate seminar, the essay traces how the hybrid, multimodal writing—writing that meshes the digital conventions of creative and scholarly genres—in the course enabled this student to “reimagine” the purpose and stock moves of effective “scholarly” writing as the student blended voices, identities, and genres in his work. Creative play can be understood as an important pedagogical tool that allows graduate students to resist coercive and exclusionary processes of socialization, …
“Weaving All Of Them Together”: How Writing Majors Talk About Creative Writing, T J. Geiger
“Weaving All Of Them Together”: How Writing Majors Talk About Creative Writing, T J. Geiger
The Journal of the Assembly for Expanded Perspectives on Learning
The labels “creative” and “creative writing” serve several purposes in the discourses of undergraduate writing majors. In a study of students in two writing major programs, students often exerted significant effort to negotiate among diverse writing experiences and to integrate different understandings of writing. Their efforts mirror scholars’ conversations about negotiation and integration at the level of curricula and programs. Writing majors in this study raised issues relevant to the well-established curricular domains of theoretical knowledge, professional expertise, and civic action. They explained their insights using a mix of idiosyncratic, institutional, and disciplinary language that frequently relied on forms of …
Toward A Decolonial Creative Writing Workshop: Mbari As A Case Study In Examining Intercultural Models For Arts Education, James W. Ryan, Steve Westbrook
Toward A Decolonial Creative Writing Workshop: Mbari As A Case Study In Examining Intercultural Models For Arts Education, James W. Ryan, Steve Westbrook
The Journal of the Assembly for Expanded Perspectives on Learning
The creative writing workshop has been the subject of sustained critique for its tendency to reproduce dominant cultural norms, especially in spaces where admissions to the workshop do not reflect local ethnic and cultural diversity. In an effort to aid the search for alternate models/foundations for creative writing instructions, the authors turn to the history of mbari, a cultural practice among the Owerri Igbo of Nigeria, which was briefly adapted into the pedagogical foundation for a visual arts workshop conducted between the time of Nigeria’s independence and the onset of its civil war. In its original form, mbari was a …
Review Of Teaching The Way: Using The Principles Of The Art Of War To Teach Composition By Steven T. Nelson, Christian Smith
Review Of Teaching The Way: Using The Principles Of The Art Of War To Teach Composition By Steven T. Nelson, Christian Smith
The Journal of the Assembly for Expanded Perspectives on Learning
First, an admission, or perhaps a confession: my enthusiasm for teaching composition has been waning in the last year or two. I don’t know if it was the pandemic coupled with the resulting year on Zoom or the cumulative effect of teaching writing for the last decade and a half, but somewhere along the way it became a different experience. All too often after grading or having a lesson plan fall flat, I would repeat the first two lines from Geoffrey Sirc’s underappreciated review article, “Resisting Entropy,” when he says “Teaching writing is impossible. You have ten to fifteen weeks …
The Pandemic Forces Us Back To Our Roots: Book Reviews Introduction, Irene Papoulis
The Pandemic Forces Us Back To Our Roots: Book Reviews Introduction, Irene Papoulis
The Journal of the Assembly for Expanded Perspectives on Learning
Book Reviews Introduction
Dear Search Applicant Committee, Naomi C. Gades
Dear Search Applicant Committee, Naomi C. Gades
The Journal of the Assembly for Expanded Perspectives on Learning
Poem
A Meditation: Why Teach?, Joonna Smitherman Trapp
A Meditation: Why Teach?, Joonna Smitherman Trapp
The Journal of the Assembly for Expanded Perspectives on Learning
What makes teaching a vocation that continues to draw smart and talented people even though the pay can be less-than-great, the workload damaging, and the rewards from societal and political opinion currently nonexistent? Frederick Buechner, a presbyterian minister, talks about the notion of vocation in his well-known book, Wishful Thinking. Our English word “vocation” comes from vocare, a Latin word meaning “to call,” and Buechner further defines the word as signifying “the work” we are “called to do” (118). I’m always amazed at my university that teachers haven’t heard about this idea. To them, vocation smacks of career-mindedness and doesn’t …
Review Of Pars In Practice: More Resources And Strategies For Online Writing Instructors, Jessie Borgman And Casey Mcardle, Editors, Madeline Crozier
Review Of Pars In Practice: More Resources And Strategies For Online Writing Instructors, Jessie Borgman And Casey Mcardle, Editors, Madeline Crozier
The Journal of the Assembly for Expanded Perspectives on Learning
The charge that “we are all online writing instructors” should resonate with any composition instructor who has taught during the Covid-19 pandemic (Borgman and McArdle 3). This exigent universal truth gives rise to the compilation of this volume. The well-timed collection builds on Borgman and McArdle’s co-authored book Personal, Accessible, Responsive, Strategic: Resources and Strategies for Online Writing Instructors, which earned the 2020 Computers and Composition Distinguished Book Award and introduced the PARS approach to online writing instruction—Personal, Accessible, Responsive, Strategic.
Spring Break In Chernobyl: Urbex, Apocalypse, And Materiality In Writing Classrooms, K Shannon Howard
Spring Break In Chernobyl: Urbex, Apocalypse, And Materiality In Writing Classrooms, K Shannon Howard
The Journal of the Assembly for Expanded Perspectives on Learning
The practice of urban exploration, or urbex—an activity in which we confront and document landscapes of ruin and make meaning from them—acts as a focal point through which students may investigate and write about the world surrounding them by gaining new perspectives of physical spaces and objects that often go ignored in daily living. More importantly, urbex inspires writing that responds to existing problems in our world (resource scarcity, lack of sustainability, and environmental trauma) while also helping students to conceptualize a better one.
Review Of Yoga Minds, Writing Bodies: Contemplative Writing Pedagogy By Christy Wenger, Matthew Overstreet
Review Of Yoga Minds, Writing Bodies: Contemplative Writing Pedagogy By Christy Wenger, Matthew Overstreet
The Journal of the Assembly for Expanded Perspectives on Learning
When given the chance to review a book for JAEPL, I immediately suggested Christy Wenger’s Yoga Minds, Writing Bodies. Not only is this a book I highly respect, but one of its themes is perhaps more relevant than ever today, some six years after its publication.