This article explores the connections between art, cultural heritage, and heritage education within the context of Basic Education. The proposal emphasizes the importance of teaching art alongside the preservation of cultural heritage, aiming to integrate artistic knowledge with an understanding of the historical and cultural significance of tangible and intangible assets. Heritage education is presented as a key tool for citizenship education, fostering critical and active reflection by students on their surroundings and the cultural legacies that shape their identity.

Dementia is affecting an increasing number of people world-wide and presents a need to find more evidence-based therapies that can improve quality of life and care. Music therapy and dance movement therapy are two forms of arts therapies that share an active, embodied and improvisatory approach, however, maximising the benefits of combining music and dance movement therapy has not been researched with this population. In this feasibility study a convergent mixed methods design was used to evaluate the feasibility of using an intervention that combined music and dance movement therapy drawing on a systematic literature review. A dance movement therapist and a music therapist ran two session blocks involving eight participants in total. The Cornell Scale for Depression in Dementia was used at three assessment points (baseline, 5 weeks and 10 weeks) indicating an overall reduction in scores. Qualitative methods included multiple forms of data (video, reflective tool, journal) and focused on significant moments of connection between thoughts, feelings and physical sensations. It generated three main themes in the therapeutic process: making connections, acknowledging grief and loss, and growth and empowerment. This study contributes original knowledge to arts therapies research in the development of a research-based treatment approach involving a collaborative model of practice, an exploration of new arts-based data collection tools and testing this intervention in a community setting.

The main motivation for this research is to develop assessment and estimation tools for the degradation state of existing civil engineering structures. The longevity of a structure is influenced by a complex set of interconnected phenomena and parameters. Therefore, we adopt a multicriteria approach aimed at better identifying these elements, particularly the most influential ones. This study focuses on assessing the degradation of reinforced concrete beam bridges by developing a digital tool based on the Analytic Hierarchy Process (AHP). We have identified 30 factors impacting degradation, categorized as internal factors, such as the condition of structural elements, and external factors, such as age and environment. From these factors, we calculate a Global Bridge Degradation Index (GBDI) that reflects the overall condition of the bridge. This index allows us to establish a classification of the bridges, ranging from no danger to a critical state requiring immediate intervention. The innovation of our model lies in its ability to provide a quantified estimation of the degradation state while incorporating an unlimited number of factors and criteria. After applying this model to three bridges in Algeria, we observed satisfactory results. The ultimate goal is to provide managers with tools for reflection and comparison to assess the condition of bridges and consider the necessary actions for their maintenance, repair, or replacement, thereby contributing to the improvement of the management and safety of road infrastructures.

ABSTRACTThe introduction of the Association of College and Research Libraries' (ACRL, 2016) Framework for Information Literacy for Higher Education, or “the Framework,” has fostered efforts to apply the document's concepts to information literacy instruction (ILI) to meet the needs of post‐secondary students across faculties. However, little research has directly compared students' perspectives on the Framework's concepts by discipline. This poster presents findings from a larger, mixed‐methods project investigating student perspectives on the Framework in which participants in the faculties of arts (n = 123) and science (n = 90) expressed distinct views and rankings. Their perspectives particularly diverged around perceived roles in assessing the authority of information sources and how “relevant to their experience in school” they found most Framework frames. This project expands upon emerging learner‐centered research aiming to meaningfully improve Framework‐based ILI through its direct disciplinary comparisons and use of the recently developed Information Literacy Reflection Tool (ILRT; Robertson et al., 2022).

Systematic reviews have witnessed significant growth across many fields, including education. In this article, we outline the background of this growth, highlight the tendency to focus on methodological considerations, and propose a framework to support education researchers in preparing systematic reviews with broad impact. We draw on our experience working with education stakeholders in Singapore and on international scholarship to propose a framework that supports education researchers in clarifying and specifying their aims and audiences and crafting syntheses of appropriate types. Our aim is that this framework, which includes examples illustrating four categories of reviews, acts as a reflective tool which researchers can use to maximize the utility, value, and potential impact of education research.

This study examines the role of a leader in a French language learning community at a Japanese university’s self-access center. Based on a previous study that focused on exploring the impressions of the members of this student-led community (Marzin & Raluy, 2023), results indicated the core role of the leader in enhancing motivation, (intercultural) communication skills, and sense of belonging. The present narrative study documents the experiences and reflections of the community leader, utilizing a range of reflective tools. The findings suggest that the leader’s regular introspection enabled him to assess his feelings, evaluate his decisions based on the community’s needs, and provide guidance to other members, with a focus on exploring World French and francophone cultures.

With the increasing number of complex well types in the development stage of oil and gas fields, it is becoming increasingly urgent to use remote detection logging while drilling (LWD) to explore the geological structures in a formation. In this paper, the feasibility and reliability of the dipole remote detection of logging while drilling are demonstrated theoretically. For this purpose, we use an asymptotic solution of elastic wave far-field displacement to derive the calculation formula for the radiation pattern and energy flux of an LWD dipole source. The effects of influencing factors, including the source frequency, formation property, drill collar size, and mud parameter, on the radiation pattern and energy flux are analyzed. The results show that the horizontally polarized shear wave (SH-wave) has a greater advantage in imaging the reflector compared with the cases of the compressive wave (P-wave) and vertically polarized shear wave (SV-wave), which indicates the dominance of the SH-wave in dipole remote detection while drilling. The optimal source excitation frequency of 2.5 kHz and inner and outer radii of the drill collar of 0.02 and 0.1 m, respectively, should be considered in the design of an LWD dipole shear wave reflection tool. However, the heavy drilling mud is not conducive to remote detection during logging while drilling. In addition, the reflection of the SH-wave for the LWD condition is simulated. Under the conditions of optimal source frequency, drill collar size, and mud parameters, the reflection of the SH-wave signal is still detected under the fast formation.

ABSTRACT Research-based and practical reflection tools can enable systematic analysis of practice and contribute to deeper understandings of classroom processes. An empirically based, evidence-informed reflection tool was developed to support teachers to recognise feedback talk and how it is built into classroom interactions. The tool, titled the feedback talk framework, enabled teachers to reflect on their feedback talk and effect changes in practice and feedback literacy. The feedback talk framework was refined through a survey and semi-structured interviews with teachers for use as a reflection tool and resulted in three overarching feedback talk themes: informing, confirming and validating, and questioning. Results illuminated how teachers used the tool to identify and reflect on feedback talk, strengthening our argument that using an empirically derived feedback talk framework can support evidence-based approaches to teacher reflection. Suggestions and implications for the utility of the reflection tool in a range of contexts are then provided.

ABSTRACT Previous research highlights challenges in modelling teachers’ reflective practice to explore and identify their beliefs and reflections. This paper explores how methodical triangulation, combining reflective dialogues and various reflective tools, enhances teachers’ awareness of their beliefs and reflections. It facilitates a deeper exploration of teachers’ beliefs and reflections related to learning and teaching. The study is based on a descriptive analysis of reflections generated in three different individual reflective dialogues with six lower secondary teachers. The findings indicate that triangulation strengthens the teachers’ reflections, particularly through using visual reflection tools and the researcher as a “reflective catalyst’. This combination increases their awareness of their own beliefs and encourages reflection.

Abstract Recent advances in generative artificial intelligence (AI) and multimodal learning analytics (MMLA) have allowed for new and creative ways of leveraging AI to support K12 students' collaborative learning in STEM+C domains. To date, there is little evidence of AI methods supporting students' collaboration in complex, open‐ended environments. AI systems are known to underperform humans in (1) interpreting students' emotions in learning contexts, (2) grasping the nuances of social interactions and (3) understanding domain‐specific information that was not well‐represented in the training data. As such, combined human and AI (ie, hybrid) approaches are needed to overcome the current limitations of AI systems. In this paper, we take a first step towards investigating how a human‐AI collaboration between teachers and researchers using an AI‐generated multimodal timeline can guide and support teachers' feedback while addressing students' STEM+C difficulties as they work collaboratively to build computational models and solve problems. In doing so, we present a framework characterizing the human component of our human‐AI partnership as a collaboration between teachers and researchers. To evaluate our approach, we present our timeline to a high school teacher and discuss the key insights gleaned from our discussions. Our case study analysis reveals the effectiveness of an iterative approach to using human‐AI collaboration to address students' STEM+C challenges: the teacher can use the AI‐generated timeline to guide formative feedback for students, and the researchers can leverage the teacher's feedback to help improve the multimodal timeline. Additionally, we characterize our findings with respect to two events of interest to the teacher: (1) when the students cross a difficulty threshold, and (2) the point of intervention , that is, when the teacher (or system) should intervene to provide effective feedback. It is important to note that the teacher explained that there should be a lag between (1) and (2) to give students a chance to resolve their own difficulties. Typically, such a lag is not implemented in computer‐based learning environments that provide feedback. Practitioner notes What is already known about this topic Collaborative, open‐ended learning environments enhance students' STEM+C conceptual understanding and practice, but they introduce additional complexities when students learn concepts spanning multiple domains. Recent advances in generative AI and MMLA allow for integrating multiple datastreams to derive holistic views of students' states, which can support more informed feedback mechanisms to address students' difficulties in complex STEM+C environments. Hybrid human‐AI approaches can help address collaborating students' STEM+C difficulties by combining the domain knowledge, emotional intelligence and social awareness of human experts with the general knowledge and efficiency of AI. What this paper adds We extend a previous human‐AI collaboration framework using a hybrid intelligence approach to characterize the human component of the partnership as a researcher‐teacher partnership and present our approach as a teacher‐researcher‐AI collaboration. We adapt an AI‐generated multimodal timeline to actualize our human‐AI collaboration by pairing the timeline with videos of students encountering difficulties, engaging in active discussions with a high school teacher while watching the videos to discern the timeline's utility in the classroom. From our discussions with the teacher, we define two types of inflection points to address students' STEM+C difficulties—the difficulty threshold and the intervention point —and discuss how the feedback latency interval separating them can inform educator interventions. We discuss two ways in which our teacher‐researcher‐AI collaboration can help teachers support students encountering STEM+C difficulties: (1) teachers using the multimodal timeline to guide feedback for students, and (2) researchers using teachers' input to iteratively refine the multimodal timeline. Implications for practice and/or policy Our case study suggests that timeline gaps (ie, disengaged behaviour identified by off‐screen students, pauses in discourse and lulls in environment actions) are particularly important for identifying inflection points and formulating formative feedback. Human‐AI collaboration exists on a dynamic spectrum and requires varying degrees of human control and AI automation depending on the context of the learning task and students' work in the environment. Our analysis of this human‐AI collaboration using a multimodal timeline can be extended in the future to support students and teachers in additional ways, for example, designing pedagogical agents that interact directly with students, developing intervention and reflection tools for teachers, helping teachers craft daily lesson plans and aiding teachers and administrators in designing curricula.

The study is devoted to the assessment of the visual and functional components of interactive elements on media websites from the point of view of media aesthetics. The model of media literacy is considered in terms of visualization inherent in the design of regional media websites. The paper presents criteria for determining a functional design with a set of interactive tools for a comprehensive reflection of media content. The designs of regional Internet media websites are considered not only from the standpoint of visualization and general perception of information, but also from the point of view of technical content. The interactive elements used in the website structure are analyzed in detail. They serve as a supplement to the provided content, which in turn helps the reader immerse themselves in journalistic materials, get acquainted with the information in more detail, better emphasize important details, and obtain the necessary data in an interesting, functional, interactive form. The study focused on regional media. The designs of six media websites from the Chelyabinsk and Sverdlovsk regions were analyzed. Interactive tools are considered as a mechanismfor creating two-dimensional and three-dimensional space, as well as a way to achieve dynamism of website sections and its content. These aspects are considered in the article from the point of view of the media literacy model and media aesthetic approach, which are defined in the research of G. Zettl. In line with this tradition, the work proposes criteria for assessing Internet resources from the position of media aesthetics. Regional media sites are considered according to a scheme that includes three important criteria for content quality, such as a set of interactive tools, their media aesthetic character and the level of interaction with the audience in the process of using this toolkit.

This research explores the philosophical and symbolic value of Bedawang Nala in Balinese architectural art and the development of its narrative in fiction films based on Hindu mythology. Bedawang Nala, depicted as a giant fire-haired turtle with dragons Anantabhoga and Basuki, reflects cosmic balance and natural harmony in Tri Hita Karana. This qualitative research uses an interdisciplinary perspective involving the views of cultural studies and the creativity of film art creation. Data was obtained through in-depth interviews to explore the meaning and connection of the Bedawang Nala concept with environmental themes, audiovisual observations of traditional Balinese architecture, and literature studies on Bedawang Nala and ecological issues. Data were analyzed using interview transcript interpretation techniques to identify main themes related to the philosophical and symbolic values of Bedawang Nala, audiovisual analysis, and literature synthesis that connects findings from interviews and observations with current discussions about ecological education. The findings show that the Bedawang Nala mythology is not just an aesthetic ornament but has an educational value relevant to contemporary environmental issues. The development of this mythology-based film narrative can be an effective academic and cultural reflection tool, strengthening ecological awareness in society. This research suggests making and evaluating films based on Bedawang Nala and exploring other local mythologies to increase the educational impact and environmental awareness through film media.

The purpose of this study was to explore students’ perceptions of using vlogs as a form of video reflection to improve speaking ability within the Independent Curriculum. The participants of this study were 55 eleventh-grade students from SMA Islam Sultan Agung 1 Semarang. A descriptive quantitative method was employed, and data were collected through a questionnaire. The findings indicated that students had a positive perception of using vlogs as a video reflection tool to enhance their speaking skills. Most students agreed that vlogs helped them practice and express ideas more confidently, while only a few disagreed. In conclusion, using vlogs as a video reflection activity positively influences students’ speaking ability and provides an engaging learning experience in the context of the Independent Curriculum.

ABSTRACT The use of electronic portfolios (e-portfolios) is a burgeoning area of research, with many teacher education programs utilising as both a product of and a process of reflective practice. This case study aimed to explore prospective primary teachers’ (students) perceptions, perspectives and experiences of the use of e-portfolios, focusing on the affordances and limitations of using e-portfolios in Initial Teacher Education (ITE). Eleven second-year undergraduate students from secondary and primary ITE programs were interviewed. A reflexive thematic analysis was conducted on the transcripts, in which the module tutors’ experiences were also incorporated. Findings suggest that e-portfolios can be valuable agentic and reflective pedagogical tools that can scaffold learning, although with a number of important caveats for future implementations. This paper speaks to the paucity of research that extends the view of e-portfolios as simply repositories for content.

This research explores the acquisition of soft skills in a service learning project in the Complutense University of Madrid's library and information science undergraduate program. Reaching its fifth edition in 2021–22, the project aimed to integrate older persons into the social fabric of a residential enclave of Madrid known as “Parque Móvil.” The research method was a case study based on a diverse set of data, including a survey, a focus group, and journal observations. In the analysis of the data, attention was paid to the context in which the project took place, the notion of “social roles,” and the differences between two groups of participating students. The results show that working in different locations and outside the classroom changed students’ agentic position, as they were required to take on different roles and negotiate them with community partners. Additionally, these roles varied in terms of associated tasks and functions and were emergent, not static. By having to negotiate social roles with community partners, students experienced intense emotions, which equipped them with additional non-cognitive tools for reflection and comprehension. They also needed to engage in community information practices to deal with information silence and information noise, which, together with the need to get along with uncertainty, may support recent claims to introduce more information behavior theories in LIS education.

Contemporary Indonesian literature shows development through intertextuality, namely the influence and adaptation of old works in a modern context. This study explores how contemporary writers use intertextuality to create new meanings and convey social and cultural criticism. This study uses a literature study method with a qualitative approach. The research process involves the selection and in-depth analysis of literary works published in the last two decades, identifying intertextual elements such as quotations, allusions, and parodies. Data are analyzed to identify dominant intertextual patterns, and how these elements function in social, cultural, and political contexts. A descriptive-analytical approach is used to present the findings systematically. The study shows that intertextuality in contemporary Indonesian literature not only enriches the narrative but also functions as a tool for social and philosophical criticism. The use of references from classical and religious texts, as well as the integration of local and cultural values, provide additional depth to modern narratives. Contemporary writers utilize intertextuality to create a dialogue between the past and the present, as well as to critique current social and political conditions. Intertextuality plays an important role in contemporary Indonesian literary works, enriching the meaning of narratives and providing tools for social criticism and philosophical reflection. This study provides new insights into the use of intertextuality in the development of modern literature.

The article considers one of the types of communicative failure often found in pedagogical practice – the absence of questions from students in situations, implying, demanding, or disposing of them. The author, relying on pragmalinguistics and the theory of dialogue, proposed a definition of this kind of communicative failure, called unquestioning silence, as the non-meeting of the consciousnesses of participants in educational communication (student-student, student-teacher) in the event of questioning. 6 reasons for such a non-meeting are highlighted: 1) a state of epistemological concern; 2) a tendency to epistemic egoism in its extreme version; 3) fear or unwillingness to take risks; 4) recognition of the practice of questioning as hierarchical; 5) disinterest in Another, as in homo cogitans; 6) poor development of the technique and culture of questioning. The suspicion of academic disciplines in inefficiency is particularly considered in the context of the paradigm "life as a continuous business project." A behavior model focused on this paradigm assumes, in particular, the assessment of an activity as profitable and profitable for personal and professional development (now or potentially, but preferably in the shortest possible time). Questioning as a tool of cognition, self-knowledge, and reflection is a natural and necessary form of activity for mastering the content of the discipline. The initial prejudice or the conviction formed during training that a certain discipline is ineffective for personal and professional development leads to the recognition of many types of educational interaction as ineffective, including asking, which usually requires significant cognitive efforts, interest, and attention from the student, which from the point of view of using resources in such an economic-oriented attitude (moreover, negative or indifferent) to the subject seems irrational. A possible programminimum of actions is indicated to develop the ability to ask questions. Its invariant part boils down to such operations as developing an interest in Another as a cognizing subject, searching for or choosing a questioning partner, studying typologies of questions, mastering them and practicing them frequently, examining the heuristic potential of questions, and establishing a dictionary of successful, skillful, deep questions. It is emphasized that the culture of questioning should be improved by both sides of the educational process: students and the teacher.

Noticing and Instructional Vision: A Reflection Tool to Support Pre-service Teachers' Development within Argumentation-Focused Discussions

This study explored the gap between teachers' perceptions of their teaching practice and students' abilities to describe their learning accurately. Using the Verso software as a reflective feedback tool alongside a personalised professional learning program, the research aimed to bridge this disconnect. Post-implementation, student feedback indicated heightened self-awareness and improved metacognitive skills. The Verso software prompted students to engage with their learning introspectively, enabling learners to develop increasingly accurate self-reflective and metacognitive skills. The findings highlight the potential of technology in enhancing professional learning and instructional efficacy.

Public spaces are created for the convenience of visitors, but frequently, their operation does not match individual visitors' needs. We propose instant social control as a new approach for controlling devices deployed in public spaces, envisioning the democratic and inclusive operation of the spaces. It is an approach to embrace individuals in the dynamic and unpredictable situations of public spaces, providing them with a powerful tool of immediate engagement and reflection. This research explores the use of instant social control, focusing on cases where discrepancies and conflicts arise among visitors' preferences for operating public devices. We conducted a field trial by deploying a technology probe to two real-world public spaces: a university auditorium, and a cafeteria. We collected usage logs and surveyed the users' experience with this new way of device control. We further investigated their experience through in-depth interviews with participants. Our field trial revealed a rich set of findings including voting strategies, exploratory device control patterns, users' attempts to communicate with other visitors, considerations of other visitors' discomfort, and acceptance and usefulness of instant social control of public devices.