Hyper Analysis Toolkit (HAT): A Case Study in Faculty Developed Software

The availability of inexpensive, high-powered personal computing environments i.s revolutionizing the business of higher education. The past “textbook-centric”world of academia is rapidly changing into a new “software-centric’’form. As such, many faculty are now interested in creating educational software but, because the process is unlike that of writing a textbook, have little experience with or understanding of the task

Eliciting metaphors from narratives of collaboration experiences with teachers in writing a textbook

Collaboration of teacher educators with school teachers in developing lesson materials is paramount for professional development. A burgeoning of research on educator-teacher collaboration in writing a textbook, for instance, has existed; however, there is little attention to the narratives on the collaborators’ experiences through the metaphorical lens. Telling stories about collaborative experiences through the metaphorical lens can help understand the complexity of phenomena because thoughts are implicit and difficult to express. This study attempted to fill the void by analyzing the experiences of partnering with English teachers in developing the textbook of classroom action research (CAR). It involved stories of the researchers upon their collaborative writing experiences working with twelve primary school teachers in Aceh, Indonesia. In analyzing the collaborators’ experiences, this study drew upon Lakoff and Johnson’s Conceptual Metaphor Theory (CMT). Analyses of the collaborators’ stories upon their experiences generated four primary implicit metaphors that represent acquisition metaphors rather than participation metaphors, such as ‘collaborative writing is listening to the trainers’, ‘collaborating teachers as the trainees’, ‘university collaborators as the experts’, and ‘product is more important than the process’. The findings offer insights into the importance of reflecting on the experiences and generating metaphors to make sense of roles played by collaborating teachers and lecturers involved in a collaborative project

Panel: So You Want to Write a Textbook: Pitfalls, Practical Advice and Points to Ponder

Writing a textbook is a daunting, time consuming and (potentially) rewarding experience. Making the decision to write a textbook is, of itself, a complex, challenging process. To assist those who may at some point in their careers face this decision, the panel will address many of the issues potential authors face. In addition, panelists will share their personal experiences with textbook authoring. The panel will be highly interactive, enabling audience members to pose questions and share their own thoughts

Pengembangan Kreativitas dalam Buku Pelajaran Kerajinan Tangan dan Kesenian untuk Siswa Kelas 5 SD

The objective of this research is to describe the aspects of creativity in Keratin Tongan Dan Keening (Handcraft and Arts), a main textbook, used in the fifth grade of Elementary School. The aspects of creativity are identified as personality, motivator, process and product. This research employed2 content analysis method based on the data gathered by studying the whole book. It is found out that this book does not contain all aspects of creativity as expected in a textbook for Handcraft and Arts. This research, therefore, suggests some recommendation for writing a textbook for Handcraft and Arts

THE CONCEPT MAPS AS A TOOL TO EVALUATE HOW TO PRESENT CONCEPTS IN TEXTBOOKS

Textbooks should be designed in such a way that students achieve the discovery of relationships between concepts. In fact, when preparing learning materials, educational experts must prepare the conditions in such a way that at least pursuing students are able to achieve meaningful learning goals in this paper, we intend to investigate the method of writing a textbook by depicting conceptual maps. It seems that if we can depict a concept map by observing the method of arrangement and commitment tothe kind of relationships that are intended for students within the context of textbooks, we could access the knowledge organization of authors of the book in the desired topic. We believe that concept maps can be used as a tool to evaluate how to present concepts in textbooks. In this article, in addition to training steps of depicting a standard concept map, we specifically attempt to evaluate the writing style of content of textbooks in our country on the topic of basic electrostatic by conceptual maps

English Language Teaching Textbook in Makassar University

The aims of this study is to investigate the experiences of 12 Makassar University lecturers lecturers in planning and writing their English language teaching (ELT) textbooks. The results of interpretative phenomenological analysis (IPA) revealed that, despite a number of pedagogical issues and challenges, these lecturers had a positive attitude toward writing their ELT textbooks, as revealed by an in-depth semi-structured individual interview (IDI) and a focus group discussion (FGD). They believed that creating teaching resources for their classes would not only help them meet their students' linguistic demands, but would also improve their lecturing experience. This article argues that writing a textbook for classroom use is a form of pedagogical reflective practice for lecturers that allows them to provide their students with appropriate activities and lessons for effective language teaching and learning, drawing on Tomlinson's notion of the importance of personalizing and localizing ELT textbooks to maximize students' learning. The findings' ramifications are addressed, and recommendations are made

Hospitality marketing: Principles and practice (2nd Edition)

Ideal for those new to the topic of marketing, this book discusses the eight elements of the marketing mix with direct reference to the specifics of the hospitality industry.Part A: Introduction: Introduction to hospitality marketing; Part B: Pre-encounter marketing; Marketing research; Understanding and segmenting customers; Competitive strategies; Developing the offer; Locating the offer; Pricing the offer; Distributing the offer; Communicating the offer; Part C: Encounter marketing; Managing the physical environment; Managing service processes; Managing customer-contact employees; Part D: Post-encounter marketing; Managing customer satisfaction; Relationship marketing; Part E: The marketing plan; Marketing Planning.434 page(s)2nd ed

On Being a Comparative Europeanist

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So, You Want to Write a Textbook: One Author\u27s Experience

Almost from the time I began teaching I wanted to write a textbook. I always held back, though, because I didn\u27t know how to proceed, and because I thought I would fail--after all I really did not think I had the ability to write a textbook. Now, I have signed a contract to write an Intermediate Accounting textbook for South-Western Publishing Company and I was surprised at how easy preparing the proposal and selling the idea to South-Western really was. This paper is written for the purpose of acquainting aspiring textbook authors of the opportunities and the process of authoring a textbook--particularly an accounting textbook