Integrated Transport Planning: From Supply- to Demand-Oriented Planning. Considering the Benefits

The idea of integrated transport planning is widely accepted in the research community as well as in the field of transport policy. However, the actual implementation is still lagging behind. Acknowledging the gap between concept and reality, the benefits of a demand-oriented approach have to be reconsidered by the various stakeholders in politics, the economy, planning and civil society. In order to address this issue, we created a factual use-case by redefining empirical data (qualitative interviews) from Berlin, which our department collected in 2013 for a research project on e-mobility. The initial objective was to find out what kind of charging infrastructure would be necessary to persuade on-street parkers in densely-populated inner city areas to switch to e-mobility vehicles in the future, basically following the conventional ‚predict and provide‘-approach characteristic of traditional transport planning. In the course of the research, we decided to go against the directive and switched perspective completely in favour of a demand-approach, enquiring into people’s needs, which otherwise would have remained unidentified and invisible. Rather than creating the data to support proposed planning interventions, our method led to a much more sustainable, bottom-up planning strategy in line with the social and ecological benefits of an integrated transport planning approach and revealed the real mobility needs of people living in inner-city areas of Berlin.DFG, 414044773, Open Access Publizieren 2019 - 2020 / Technische Universität Berli

Project:Filter - using applied games to engage secondary schoolchildren with public policy

Applied games present a twenty-first-century method of consuming information for a specific purpose beyond pure entertainment. Objectives such as awareness and engagement are often used as intended outcomes of applied games in alignment with strategic, organizational, or commercial purposes. Applied games were highlighted as an engagement-based outcome to explore noPILLS, a pan-European policy research project which presented policy pointers and suggested methods of interventions for reducing micropollution within the wastewater treatment process. This paper provides an assessment of a video game which was developed for the purpose of public engagement with policy-based research. The video game, Project:Filter, was developed as a means of communicating noPILLS to secondary school children in Scotland as part of a classroom-based activity. Knowledge development and engagement were identified using Interpretative Phenomenological Analysis to evidence topical awareness, depth of understanding, and suggested methods of intervention. Analysis of observations also provided insights into challenges surrounding logistics, pedagogy, social interactions, learning, and gender as contributing factors to the schoolchildren’s experiences of Project:Filter. The intention of this paper is two-fold: firstly, to provide an example of developing video games from policy-based research; and secondly, to suggest methods of phenomenological assessment for identifying play-based engagement

Wrestling and wrangling with a worrisome wiki: an account of pedagogical change in the use of a Web 2.0 technology in a first year education course

The delivery of higher education in online and blended modes has implications across a range of contexts – economic, pedagogic, technical and social. This article explores the tensions and contradictions of teaching in a blended learning environment in terms of its pedagogic implications. It reports on how a specific Web 2.0 technology (a wiki) was used over a four-year period with and by students in an Education Course to enhance their learning outcomes during their first year of university study. Student feedback (qualitative and quantitative), and the personal reflections of the first author regarding her teaching approach, kept over a four-year period, provide the dataset for this article. Analysis of these data builds a story of how the wiki developed from an extraneous, inauthentic component of the course to an integral component of a successful teaching and learning experience for both the lead author and the students in the course. This story illustrates how an early career academic wrestled to develop appropriate approaches to adult education; wrangled with largely untested Web 2.0 technologies in higher education; and reaped the rewards of the use of such technologies in enhancing the educational experience of both the students and the lecturer. Although a highly personal account of wrestling, wrangling and reaping, the article provides valuable insights into the importance of establishing and maintaining authentic pedagogic relationships in increasing online educational environments. It cautions that the development of technical skills alone is insufficient to guarantee improved outcomes for students

Underneath the Observational Snapshot: Looking For Sense and Meaning Behind the First Impressions of a Learning Interaction

Education practitioners, including Ofsted inspectors and Teacher Educators, try to make sense of behaviour in the classroom by observing the interaction of teachers and learners. They make judgements about what is good teaching, what is bad learner behaviour and what are inclusive and effective learning experiences. This article argues that such observations are inadequate for assessing and evaluating learning behaviour and insufficient to enable teachers to develop their own personalised teaching and learning strategies and their confidence as professional teachers. The article was written in response to examples of Further Education (FE) teachers describing the college classroom as a war zone and a battlefield (Lebor, 2013). The author argues that such metaphors reinforce the notion that teachers and learners are situated at opposing sides of an education institution with differing interests. They also ignore the position of the teacher as being a learner too. The author advocates using an existentialist approach to understanding and reflecting on the learning process. She models strategies she has used herself to attempt to step outside the conventional paradigm of learning in college and create a new framework for reflecting on what is good behaviour from a teacher and good behaviour from a learner

Audience Matters: Multimodal Projects Across Three International Case Studies

There is growing attention to student assessments designed to reach beyond the classroom, including assessments with an immediate or future audience. The impact of audience, however, has not been examined in multimodal assessments across continents, institutions, disciplines, and teaching contexts. Using qualitative data, this article examines the impact on student learning of incorporating audience and awareness of audience in diverse settings through multimodal projects. These include a core assignment in an interdisciplinary, semester-long graduate class in the United States, a year-long capstone project for geography undergraduates in Northern Ireland, and a supplemental assignment for graduate and undergraduate biology students in Norway. This article investigates the impact of audience through multimodal assessments across these three settings and concludes that it can positively influence student learning, motivation, and skill development

Dopamine transporter and transmission of psychopathological risk. A review of gene-environment interplay

Research underlines that intergenerational transmission of psychopathological risk results from a complex interplay of genetic and environmental risk factors which predispose child to develop emotionalbehavioral problems. Mechanisms of transmission are poorly understood, but few studies have focused on the role played by dopamine transporter (DAT) gene. This review aims to examine mediating mechanism of DAT genotype-environmental interaction (GxE), DAT genotype-environmental correlation (rGE), and methylation status involved in transmission of psychopathological risk. The review of literature was made through researches in university libraries on paper material, and telematics systems research. Studies have evidenced that DAT is implicated in intergenerational transmission of psychopathological risk. Results are mixed regarding its genetic variants, but mechanisms through which this gene can affect both quality of parenting and child development are partially established. Only few studies have examined methylation mechanisms that can be implicated. Findings suggest to involve an improved focus on DAT genotypes, methylation status associated, and their relationship with environment to better understanding child’s vulnerability and resilience following exposure to contextual risk factors associated with parental psychopathological symptoms

Leisure Is Hard Work: Digital Practices and Future Competencies

Part of the Volume on Youth, Identity, and Digital Media This chapter is based on two claims, namely that digital media are fundamental in nurturing human competencies for the future and that children's leisured media practices are critical catalysts in that process. These claims are documented by results from a recent case study on children's content creation of digital animation. Based on these results, the chapter discusses some of the fundamental challenges posed to educational institutions if they are to nurture future-directed competences for all pupils. These challenges include pupils' understanding of knowledge, their attitudes to learning resources and contexts of use, and the distribution of power relations. Like 300 million other kids around the globe, every Dane under the age of 20 knows that the protagonist of The Little Mermaid is Ariel, a fiesty redhead who manages to shape her fate and fortune. This fact is noteworthy only because Danish author Hans Christian Andersen, the author of the orignal fairy tale, composed a tragic tale of loss and redemption. The narrative and experiential discrepancies raise fundamental questions about the ways in which global and local media products frame children's everyday culture and the ways in which media operate as identity markers in a variety of sociocultural contexts. Moreover, Disney's figures, like many other media elements, are routinely appropriated by children in their own, increasingly digitized, media productions, from simple drawings to blogs, screen dumps, and home pages. These practices raise important issues about the role played by digital forms of media production for children vis a vis the more conventional and widespread forms of media reception

#socialiseresponsibly. Analyzing the Rhetorical Structure of Heineken TV Commercials During the Pandemic

This work analyzes the efforts by the company Heineken to address in their marketing campaigns the social responsibility and wellbeing of their customers during the pandemic. By particularly looking at the audio-visual design strategies used in 15 TV commercials produced and published during the years 2020–2022, a multimodal analysis of the filmic montage structures examines how the company establishes a coherent process of core marketing and convinces recipients to socialize responsibly under pandemic conditions. The analysis follows the current trend in empirical multimodality research to pursue analyses of digital corpora with the theories and methods developed in the field. Particularly, it uses an ELAN annotation scheme for the description of specific camera techniques (such as camera distance and perspective) as well as the discourse relations holding between the shots and segments identified in the commercials. The findings show that the company mainly uses one specific type of rhetorical structure, the narrative commentary, that puts the social actors shown in many different scenes into the foreground and therefore strongly focuses on the company's strategy of positive social behavior

Multimodal discourse strategies of factuality and subjectivity in educational digital storytelling

As new technologies continue to emerge, students and lecturers are provided with new educational tools. One such tool, which is increasingly used in higher education, is digital storytelling, i.e. multi-media digital narratives. Despite the increasing attention that education and media scholars have paid to digital storytelling, there is scant research examining digital narratives from a discourse-analytic perspective.This paper addresses this gap in the literature and, in line with the belief that individuals make meaning through a range of semiotic devices, including, among others, language, sound, graphics and text, it aims to examine discourse strategies of factuality and subjectivity in historical-cultural digital narratives and their multimodal realisations (Kress & Van Leeuwen 2001; Patrona 2005). To carry out this study a corpus of 16 digital stories was compiled and analysed from a multidisciplinary framework which draws from studies on digital storytelling, computer-mediated communication, media studies, and multimodal discourse analysis. Results show that students/digital story tellers resort to a number of varied multimodal discursive strategies which are constitutive of their identity as capable students in an educational setting

Learning through assessment

This book aims to contribute to the discourse of learning through assessment within a self-directed learning environment. It adds to the scholarship of assessment and self-directed learning within a face-to-face and online learning environment. As part of the NWU Self-Directed Learning Book Series, this book is devoted to scholarship in the field of self-directed learning, focusing on ongoing and envisaged assessment practices for self-directed learning through which learning within the 21st century can take place. This book acknowledges and emphasises the role of assessment as a pedagogical tool to foster self-directed learning during face-to-face and online learning situations. The way in which higher education conceptualises teaching, learning and assessment has been inevitably changed due to the COVID- 19 pandemic, and now more than ever we need learners to be self-directed in their learning. Assessment plays a key role in learning and, therefore, we have to identify innovative ways in which learning can be assessed, and which are likely to become the new norm even after the pandemic has been brought under control. The goal of this book, consisting of original research, is to assist with the paradigm shift regarding the purpose of assessment, as well as providing new ideas on assessment strategies, methods and tools appropriate to foster self-directed learning in all modes of delivery