Open-ended Approaches Research Articles

“We are the forerunners in Southern Europe”: Experimenting with Business Improvement Districts in Greater Barcelona

ABSTRACT This paper uses the experimentation with Business Improvement Districts in Greater Barcelona to examine its relational re-making in a rather over-looked Southern-Mediterranean urban, socio-spatial and political-institutional context. Drawing on semi-structured interviews and institutional archives, it offers three intellectual contributions to urban policy mobilities studies. First, the paper argues that the territorial adaptation, mediation and translation of urban entrepreneurial policies hinges upon the differential and inherited nature of welfare regimes, state-market constellations and existing political infrastructures. Second, the paper outlines that policymakers have followed open-ended and multilateral learning approaches through space and time, in which some policy features were (re-)learned, circulated and modified to fit more centralized regimes. Third, and finally, it sketches out the role of government-funded pilot programs as instances through which policies are showcased, experimented and ultimately constituted before and after their institutionalization in specific socio-legal and socio-spatial contexts.

Thinking the future otherwise: Queer futures and queer utopias

Discussions within queer time studies often hinge upon a simplistic binary division between Lee Edelman's anti-futurism and José Esteban Muñoz's queer utopianism. This article aims to reframe this discourse, acknowledging its limitations and proposing alternative approaches to conceptualizing the future through a queer lens. Beginning with a brief overview of both the queer anti-social thesis and future-oriented utopias, this article explores alternative, critical frameworks for future-making praxis such as Jussi Parikka's ‘counter-futuring’ and Bahar Noorizadeh's ‘weird-futuring’. Leveraging these frameworks and Muñoz's suggestion to investigate novel queer epistemologies within queer art, the article then examines Zach Blas’ ‘xeno-telos’ and micha cárdenas’ ‘queer prototyping’, as paradigmatic examples of queer future-making beyond the referred dichotomy. In conclusion, this article argues for a diversification of queer time/future politics, advocating for partial, precarious and open-ended approaches to future-oriented thinking; approaches that embrace the unknown, trial and error and unexpected possibilities, thus fostering, new, diversified and radically engaged queer temporal politics.

Engaging with materials and the body: young plurilingual children’s resource-rich interactions in science investigations

ABSTRACT Background Children’s interactions are inherently multimodal. Accordingly, when children engage in science in classroom communities, their interactions are grounded in material and embodied aspects of interactions with teachers and their peers. Purpose This study explores the nature of children’s science interactions in a classroom community where students are working in a language they are also learning through examination of the ways in which open-ended pedagogical approaches mediated embodied and material science participation and sense-making. Study and method We employed multimodal interaction analysis layered with a critical ethnographic perspective to explore the embodied and materially-grounded experiences of a student working in an early-childhood classroom with peers and teachers in science through a language he is also working to learn. Results Multimodal interaction analysis allowed us to build views of how the classroom interactional spaces afforded embodied and material participation and learning in science, and uncovered the multimodal ways in which this mediated his engagement in science and communication of science meanings and wonderings. Conclusions Open-ended pedagogical approaches afforded spaces in which this student was able to engage with phenomena, materials, and embodied interactions, regardless of his verbal participation. This embodied participation and materially grounded interactions entangle and unfold to become learning. Pedagogical implications for the teaching and learning of science with all children, and in particular with plurilingual children, through the use of open-approaches that afford resource-rich embodied engagement and learning are discussed.

The Use of an Open-Ended Learning Approach on The Ability To Recognize The Concept of Numbers: Its Effectiveness for Children 4-5 Years Old

The formation of numerical concepts is a critical stage in early childhood development. Understandingnumbers lays the groundwork for future mathematical abilities and academic success. This study aimsto investigate the effect of an open-ended learning strategy on the capacity of 4-5-year-old childrento recognize number concepts. To reach the research goal, a quantitative approach was used, alongwith experimental methodologies. The study participants were children aged 4-5 years old, and datawas collected via total sampling. The experimental group was taught using an open-ended learningtechnique, while the control group followed a traditional structured teaching method. Pre-and post-testswere used to examine the children’s ability to recognize number concepts. Statistical analysis, includingt-tests, was used to compare the performance of the experimental and control groups. The results of thisstudy show that using an open-ended learning strategy improves the capacity of 4-5-year-old children torecognize number concepts. In comparison to traditional structured teaching method, the open-endedapproach stimulates active inquiry, independent thinking, and problem-solving, which improves children’scognitive development with regard to numerical concepts. This study suggests that open-ended learningtechniques are excellent educational strategies for developing number concept identification in youngchildren. This study’s findings have ramifications for early childhood educators and curriculum makers.This study stresses the necessity of implementing such tactics in educational settings by demonstratingthe benefits of an open-ended learning strategy in developing number concept awareness. Open-endedlearning techniques can improve children’s mathematics ability while also contributing to their generalcognitive development. Furthermore, these findings may motivate additional study and inquiry into theuse of open-ended learning approaches in various domains of early childhood education, increasing ourunderstanding of successful teaching strategies for young children.

The Perceived Value of Liquid Biopsy: Results From a Canadian Validation Study of Circulating Tumor DNA T790M Testing—Patient’s Willingness-to-Pay: A Brief Report

IntroductionLiquid biopsy is recommended to diagnose molecular resistance to targeted therapy in patients with lung cancer. Nevertheless, not all jurisdictions provide funding and patient access. We report patients’ perceived value of liquid biopsy in targeted therapy resistance. MethodsCanadian patients participating in a national EGFR T790M liquid biopsy validation study completed structured interviews measuring perceived value and willingness-to-pay for plasma circulating tumor DNA testing as an alternative to tumor biopsy using open-ended and iterative bidding approaches. ResultsA total of 60 patients with advanced lung cancer participated with a median age of 64 years (range: 31–87 y); 69% were Asian and 45% female. All had received prior EGFR tyrosine kinase inhibitor; 17% also received chemotherapy. All patients preferred to have plasma testing over repeat tumor biopsy. In the context of the Canadian publicly funded system, patients estimated that a median of 300 (interquartile range: 150–800) Canadian dollars was a reasonable price to pay for liquid biopsy. Patients were personally willing to pay a median 100 (interquartile range: 33–350) Canadian dollars. ConclusionsIn a system that covers the cost of standard diagnostic tests, patients with lung cancer indicated high willingness-to-pay out-of-pocket for liquid biopsy in the setting of acquired targeted therapy resistance. Patients have high perceived value of plasma genotyping and prefer it to repeat tumor biopsy.

Artificial Intelligence Powered Writing Tools as Adaptable Aids for Academic Writing: Insight from EFL College Learners in Writing Final Project

This research investigates the viewpoint of English as a Foreign Language (EFL) students about using Artificial Intelligence (AI) as writing aids for their culminating project. This study utilized a convenience sampling method to recruit 50 8th-semester students from public and private colleges in North Sumatra, Indonesia, who were completing their final assignments. Data was collected using open-ended questionnaires and interview approaches, while data analysis was performed using SPSS version 29.0. The results indicate that students favor the utilization of Artificial Intelligence in the composition of their culminating assignment. Despite the scarcity of Artificial Intelligence, it does not diminish their favorable perspective on the necessity of employing Artificial Intelligence as a writing aid. Students' positive perception of utilizing Artificial Intelligence in composing their final assignments influences the efficacy and caliber of their written work. Hence, the favorable viewpoint expressed by students regarding the utilization of Artificial Intelligence underscores the numerous benefits these writing tools offer in the completion of their final projects.

From collective to association? Figurations of remembering and former state-owned enterprises in post-1989 Eastern Germany

ABSTRACT The post-socialist transformation of Eastern Germany exterted a decisive influence on the world of work. The privatization and liquidation of the State-Owned Enterprises (Volkseigene Betriebe, VEB) changed the lives of their employees. Not only was an employee’s employment status suddenly called into question, but also their everyday lives and social environment. Today, many former members of the VEB workforce remain dedicated to preserving the memory of their factories. To achieve this, they drew on their social contacts from VEB settings and formed associations, initiatives, and interest groups. This article explores the new forms of togetherness and social cohesion created by those active in these groups, in addition to their motivations for establishing these associations. Adopting an actor-centred perspective, the article introduces two case studies drawn from a broader body of interview material gathered as part of a three-year ethnographic research project. Both case studies illustrate the interconnections between individual life stories and involvement with specific associations. The case studies are followed by a discussion of open-ended interpretive approaches that present possible ways of deepening the analysis of this material. With reference to the case studies, I suggest describing the groups and their activities in terms of “figurations of remembering.”

Fieldwork without the field: Navigating qualitative research in pandemic times

More than ever before, the COVID-19 pandemic has required qualitative researchers to develop open-ended, flexible, and creative approaches to continuing their work. This reality includes the adoption of open-ended research goals, a willingness to continually adapt to unpredictable and changing (viral) circumstances, and a commitment to opening toward and adhering to participants' preferences. This ethos is entrenched in a web of moral responsibility and a future anteriorized ethics. We reflect on pandemic-era ethical and methodological considerations in light of Fortun's studies of toxic contamination, research conducted in conflict settings, and researcher experiences during the early stages of COVID-19. Drawing from our own experiences and bearing in mind our own entangled web(s) of moral responsibility, we explore the future anteriorized ethics and methodological landscape of the “new normal” pandemic (potentially endemic) era. We reflect on what data we are able to gather and what data we dare to gather in the context of COVID-19, ultimately asking how qualitative researchers can maintain a safe and ethical environment for conducting research. To this end, we emphasize a recognition of our obligations to our research partners and ourselves in order to reduce risk by turning doubts and concerns into opportunities during project development and fieldwork and transforming participants into collaborators in spaces of uncertainty. Through targeted reflections on our processes of adaptation in research, we examine how scholars can perform relatedness, knowledge, reasonableness, and care in the midst of a risky, compromised research context.

Effects of extensive grazing on the vegetation of a landscape-scale restoration site

The Wicken Fen Vision (Cambridgeshire, UK) is a landscape-scale habitat restoration project that uses process-driven, open-ended approaches to develop habitats on highly degraded and drained peat soils of former intensive arable land. The project land is extensively grazed with herds of free-roaming, minimally managed herds of Highland cattle and Konik horses. In one 119 ha area, seven 25m x 25 m grazing exclosures were erected and vascular plant species were recorded from 2007 to 2017. Plant species data were analysed to (1) compare changes in plant species composition and diversity in grazed and ungrazed areas; (2) use plant species traits and plant-environment associations to explore the nature of changes in plant composition; (3) use remote sensing to explore changes in vegetation structure; (4) examine the influence of land use histories on grazing outcomes in different parts of the site.There was a clear divergence through time between grazed and ungrazed areas, attributed to significantly greater canopy height, Ellenberg L (Light) and Ellenberg N (fertility) values within the exclosures. Species richness was significantly higher in grazed compared with ungrazed areas and species assemblages separated through the study period. After ten years, extensive free-roaming grazing has had significant impacts on vegetation structure and species richness but effects varied across the study site because of differing historical land use.

Making sense of Thailand’s agency in changing global and regional environments

In line with the themes presented in the introduction to this special issue, this article explores what impact twenty-first century global politics has had on Thailand’s agency. It is argued that while multi-dimensional challenges of the current world order have posed fewer constraints on Thailand’s capability to achieve intended outcomes, internal political instability and the U.S. ambivalence towards Southeast Asia on the whole complicates how Thailand navigates its position amidst the U.S.-China rivalry. However, these complications should not be construed as factors that restrict agency. Despite maintaining a close relationship with China, Bangkok has managed to find various ways to enhance its ability to achieve intended outcomes in order to protect the country’s autonomy. Based on Thailand’s experience, this article reveals the importance of using more open-ended approaches that pay equal attention to factors that complicate, enhance and constrain weaker state agency at both the domestic and international levels. It also offers opportunities for further research into non-material sources of state agency.

Disclosing Interstices: Open-ended Design Transformation of Urban Leftover Spaces

Leftover spaces are neglected and obsolete spaces within the city. As they are temporarily unoccupied by defined urban functions, leftover spaces provide unique “interstitial conditions” that open for wild species as well as different informal social activities, offering crucial complements to the formal and defined urban spaces. In this context, the design of leftover spaces poses a paradox between the practice of design that projects a set of definitions onto the site, and the indeterminacy of leftover spaces that opens for appropriation and interpretation. By recognizing this paradox within the design of leftover spaces, this thesis strives to explore open-ended design approaches that engage leftover spaces without losing their essential qualities of indeterminacy. Three case studies—Valby Smedestraede 2 in Copenhagen, Le Jardin Du Tiers-Paysage [the Garden of the Third Landscape] in Saint-Nazaire, and the Dalston Eastern Curve Garden in London are scrutinized with a uniform framework consisting of four lenses: the morphological, social, ecological and material lens. The plan, the section, the perspective and axonometric drawings are used as tools to examine the cases and further, to represent the results of reading through each lens. The study delivers four general modi operandi—disclosing, selecting, founding, and sustaining—for engaging with the interstitial condition of leftover spaces. This thesis further invites for an exploration on the role of “gardeners”, nurtures and balances diverse social and ecological practices in the on-going transformation of the site.

Kemampuan Berpikir Kreatif Ditinjau dari Self Regulated Learning dengan Pendekatan Open-Ended Pada Model Pembelajaran Creative Problem Solving

The ability to think creatively is very important to be developed in students, especially when learning is starting to shift to blended learning where students are required to be able to organize portions and also how to learn independently, for this reason, students in this era need to grow their creative abilities to be able to keep up with educational developments. This study aims to conduct studies related to factors that can foster creative thinking skills. The research method used in this study is the SLR (Systematic Literture Review) method. Data collection is done by collecting similar research articles and limiting it to the topic of mathematical creative thinking skills. The articles used in this study were 20 articles with the topic of creative thinking skills. Based on the literature review, the most influencing factors in creative thinking skills are problem-based models and open-ended approaches. For this reason, using the CPS model with an open-ended approach will provide a model with a new alternative approach that can be tried to improve creative thinking skills.

Investigating learning in a STEM makerspace: India case study

In recent years Makerspace has developed within both online (Hackerspaces) and physical ‘spaces’ (Makerspaces) and provides students with opportunities for more open-ended learning experiences where they can ‘make’ and create. In open making teacher cannot control or direct the learning and with a crowded curriculum of facts and knowledge there is little time for open-ended making in schools. In India there is a strong focus on more traditional ways of teaching and learning including a transmissive approach of instruction from teacher to student. This paper posits that using a ‘directed’ or scaffolded Makerspace Approach to create a carefully defined product enables teachers or facilitators to bridge the gap between highly structured and open-ended pedagogical approaches to embed measurable STEM (science, technology, engineering and mathematics) knowledge and 21st century competencies into their program.. The paper examines how a Makerspace impacts on the learning and engagement of primary school students in India and explores the creating of several artefacts including: Wigglebots, Catapults, and Pipelines. The collected data demonstrated primary students’ engagement in, and enjoyment of, the Makerspace program. This paper develops and trials a STEM theoretical framework which resulted from the comparison of several existing frameworks to incorporate content knowledge and 21st century skills.

The Effect of Open Ended Approach on Problem Solving Ability and Learning Independence in Students' Mathematics Lessons

The purpose of this study is to investigate whether 1) solving mathematical problems between students who take learning with an open-ended learning approach and students who take learning without an open-ended learning approach; 2) the influence of mathematical ability among students who have learning independence high, medium and low; 3) whether the Open-Ended learning approaches and student learning independence there was an interaction of the students' mathematical problem solving ability. This research was Quasi Experimental design The Non-equivalent Post-test Only Control Group Design. This study population throughout the first semester of seventh grade students of MTs Negeri 1 Bandar Rice academic year 2018/2019. A research technique used is purposive sampling with a sample class as a class VII-1 and VII-2 experiment as a control group. The research instrument used was a test description to measure students 'mathematical problem solving and a questionnaire to measure students' learning independence. Analysis of the data in this study is a two-way ANOVA. The results of data analysis 1) there is a mathematical problem solving among students who take the learning with the Open-Ended learning approach with students who take the lesson without learning approach Open-Ended; 2) there is an influence on the ability of mathematical problems between students who have high, medium and low learning independence; 3) there is no interaction between the Open-Ended learning approach and students 'learning independence on students' mathematical problem solving ability.

A Bibliometric Statistical Analysis of the Fuzzy Inference System - based Classifiers

Nowadays, under the pressure of numerous research publications, researchers increasingly pay attention to writing survey papers to track and understand one research topic they are interested in, and then begin to conduct more in-depth research. Until this moment, there are two types of survey papers: traditional review analysis and bibliometric statistical analysis. Compared with traditional review analysis, due to the analysis of various bibliometric information that can be quickly summarized to assess and predict one research field's development, the bibliometric statistical analysis is progressively proposed. However, no research relied on the bibliometric approach to explore fuzzy inference system (FIS) -based classifiers. More importantly, since the current open-ended bibliometric analysis approaches have different assessment focuses, choosing a suitable approach is problematic. Therefore, based on the extraction, integration, and expansion of previous bibliometric analysis theories, this research proposes a new systematic and time-saving bibliometric statistical analysis approach. It is worth noting that the proposed approach eliminates the need to read the internal content of all publications. Two core parts (Publication Information and TOP 20 SETs) are generated by the proposed analysis approach. Among them, analyzing Author Keywords and TOP 20 SETs are unprecedented guiding features to assist researchers in exploring research topic. Significantly, this research relies on the proposed approach to explore FIS-based classifiers. Various assessments cover the bibliometric information of the entire related publications. In addition, these results may need to be considered to increase the citation rate of future publications.

Disclosing Interstices

Leftover spaces are neglected and obsolete spaces within the city. As they are temporarily unoccupied by defined urban functions, leftover spaces provide unique “interstitial conditions” that open for wild species as well as different informal social activities, offering crucial complements to the formal and defined urban spaces. In this context, the design of leftover spaces poses a paradox between the practice of design that projects a set of definitions onto the site, and the indeterminacy of leftover spaces that opens for appropriation and interpretation. By recognizing this paradox within the design of leftover spaces, this thesis strives to explore open-ended design approaches that engage leftover spaces without losing their essential qualities of indeterminacy. Three case studies—Valby Smedestræde 2 in Copenhagen, Le Jardin Du Tiers-Paysage [the Garden of the Third Landscape] in Saint-Nazaire, and the Dalston Eastern Curve Garden in London are scrutinized with a uniform framework consisting of four lenses: the morphological, social, ecological and material lens. The plan, the section, the perspective and axonometric drawings are used as tools to examine the cases and further, to represent the results of reading through each lens. The study delivers four general modi operandi—disclosing, selecting, founding, and sustaining—for engaging with the interstitial condition of leftover spaces. This thesis further invites for an exploration on the role of “gardeners”, nurtures and balances diverse social and ecological practices in the on-going transformation of the site.

TOWARDS A NEW PEDAGOGY IN HIGHER EDUCATION

In this essay the authors argue the need for a new pedagogy in Higher Education (HE). Our hypothesis is that the predominant focus today is on instrumental systems meant to measure the “quality” of education, subjecting the HE-teacher to goal management and frameworks that limit didactic possibilities. However, acting wisely and solving challenges across professions in an increasingly unpredictable world, requires attitudes, knowledge, skills and understanding that cannot unambiguously be defined in advance. Using a reflective practice and action inquiry research approach, the authors reflect upon experiences and research involving the Dialogos approach to philosophical practice, new research findings in pedagogy for the unforeseen and data from the completion of a PhD course for employees from four faculties in higher education. We argue that higher education should focus on open-ended and creative approaches to teaching that includes philosophical practices and reflective “samhandling” across disciplines. All higher education study programmes should to some extent train students for unforeseen events in life and society.

Students’ creative thinking skills in solving mathematical logic problem with open-ended approaches

Mathematical logic is one of the important mathematics lessons to improve reasoning in solving daily problems. Creativity is needed in solving mathematical logic problems. This research aimed to analyze students’ creative thinking skills in solving mathematical logic problems. The approach used in this research is the open-ended approach. This research is a qualitative descriptive study. The subjects in this research were students at Mathematics Educations study program in Faculty Education and Teacher Training at State Islamic Institute of Jember. Data collected in this research are test results with open-ended question types, interview results, observation results, and documentation during the research activities. The data analysis technique used in this research is the Miles and Huberman analysis model. The result of data analysis showed that the levels of students creative thinking skills were classified as follows: 8.33% of the students categorized as “Slightly creative”; 30.56% of the students categorized as “Moderately creative”; 41.67% of the students categorized as “creative”; and 19.44% of the students categorized as “very creative”. From these results it appears that most of student have the creative thinking skills. This means that the open-ended approach can be used as a reference in teaching and learning activities to increase the ability to think creatively.

Mutual Capacity Building through North-South Collaboration Using Challenge-Driven Education

The urgent need for actions in the light of the global challenges motivates international policy to define roadmaps for education on all levels to step forward and contribute with new knowledge and competencies. Challenge-Driven Education (CDE) is described as an education for Sustainable Development (ESD) approach, which aims to prepare students to work with global challenges and to bring value to society by direct impact. This paper describes, evaluates and discusses a three-year participatory implementation project of Challenge-driven education (CDE) within the engineering education at the University of Dar es Salam, UDSM, which has been carried out in collaboration with the Royal Institute of Technology, KTH in Stockholm. Conclusions are drawn on crucial aspects for engineering education change through the lens of Activity Theory (AT), where CDE is brought forward as a motivating ESD initiative for engineering faculty and students. Furthermore participatory co-creation is notably useful as it aims to embrace social values among the participants. Also, traditional organizational structures will need to be continuously negotiated in the light of the integration of more open-ended approaches in education.

Co-Becoming with Diatoms

The article is an autophenomenographic-poetic, eco-critical meditation on diatoms. It combines a reflection on the role of this algae species in the author’s posthuman modes of mourning her passed away lesbian life partner, with a discussion of philosopher Isabelle Stengers’s notion of wonder in materialist science, defined as open-ended approaches to unexpected diversity. Diatoms are single-celled aquatic algae, a kind of phytoplankton, which, due to their ability to photosynthesize, have been categorized as plantlike. However, in 2011, it was discovered that diatoms have an animal-like urea cycle, assumed to provide robustness in times of nutrient scarcity, but also making diatoms resist categorizations as either plant- or animal-like. Taking the author’s entangled commitments to human–diatom relations and this unexpected discovery as entrance point to reflect on wonder in technoscience, the article discusses ways of shifting from instrumentalizing to wonder-based algae research, asking if speculative art and poetry can open new horizons, interpellating pathways to ethically care for diatoms. The article introduces two poems, articulating the author’s relations to the diatoms of Limfjorden, the Danish fjord, where her partner’s ashes are spread. The author’s autophenomenographic-poetic work is also brought in conversation with feminist technoscience scholar Astrid Schrader’s critical research on utilitarian instrumentalism in current harmful algal blooms (HABs) research.