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Open Education Networkhttp :// www . open - ed. net
How to get Publishedin an international journal
Paul Kawachi FRSA
kawachi @ open-ed.net
Open Education Networkhttp :// www . open - ed. net
Paul Kawachi FRSA
kawachi @ open-ed.net
http://www.open-ed.net / library / publish.ppt
How to get Published
Open Education Networkhttp :// www . open - ed. net
how to design research
how to write up research
How to get Published
Open Education Networkhttp :// www . open - ed. net
how to design researchhttp://www.open-ed.net / library / design.ppt
how to write up researchhttp://www.open-ed.net / library / writing.ppt
How to get Published
Open Education Networkhttp :// www . open - ed. net
Richard E. NISBETT 1942 ~
Culturally Different Ways of Thinking
Westerners reason serially and analytically, while East Asians reason holistically.
Open Education Networkhttp :// www . open - ed. net
individuals think differently from each other
according to their own culture
and usually therefore native language
Open Education Networkhttp :// www . open - ed. net
individuals think differently from each other
according to their own culture
and usually therefore native language
understanding other cultures is key
especially the target culture of the
international journal and their readers
Open Education Networkhttp :// www . open - ed. net
culture as a way of thinking :
Chinese = holistic English = serialist analytic
Chinese = field continuityEnglish = object discontinuity
Open Education Networkhttp :// www . open - ed. net
Chinese = field and relationships to predict and explain behaviour use experiential knowledge not formal logic
English = object and individual attributes attributes > categories > models use formal logic to derive laws which are linear and deterministic
Open Education Networkhttp :// www . open - ed. net
Chinese = field use more verbs
English = object use more nouns
eg “ Drink more ?” Chinese 再喝点 “ More tea ?” English
Open Education Networkhttp :// www . open - ed. net
Chinese = harmony and agreement ask “ how ”
English = agency and logical debate ask “ why ”
Open Education Networkhttp :// www . open - ed. net
Chinese = harmony and agreement ask “ how ” explain giving examples
English = agency and logical debate ask “ why ” explain giving reasons
Open Education Networkhttp :// www . open - ed. net
given a statement supported by reasons ( not examples )English will agree, while Chinese unchanged
eg The price of dining out will increase. Stricter health codes for restaurants will increase the cost of hiring new staff. Increased costs of hiring new staff will increase the cost of dining out.
Norenzayan, A., Smith, E.E., Kim, B.J., & Nisbett, R.E. (2002). Cultural preferences for formal versus intuitive reasoning. Cognitive Science, 26, 653-684.
the earliest
published
thought patterns
the earliest
published
thought patterns
Sterne, L. ( 1759 ).
The life and opinions
of Tristam Shandy :
Gentleman. 6 (40).
Open Education Networkhttp :// www . open - ed. net
Wilhelm von HUMBOLDT 1767 ~ 1835
The Liberal Arts University
Founded Berlin University as the first liberal arts university, and his Prussian Education Model was later adopted by USA, Japan, Korea. Originator of the Sapir-Whorf Hypothesis that language shapes thought, and hence of cultural thought patterns.
Open Education Networkhttp :// www . open - ed. net
exam answer from 4th-year English-Lit major
. Dogs
I like dogs very much.
I have two of them at home.
But one of them has died.
Now I have a new one.
Open Education Networkhttp :// www . open - ed. net
exam answer from 4th-year English-Lit major
. Dogs
I like dogs very much. ki
I have two of them at home. sho
But one of them has died. ten
Now I have a new one. ketsu
Open Education Networkhttp :// www . open - ed. net
result must come from method :
. Dogs
I like dogs very much.
I have two of them at home.
They are very enjoyable.
Now I have a new one.
Open Education Networkhttp :// www . open - ed. net
thought patterns in English
Open Education Networkhttp :// www . open - ed. net
thought patterns in Japanese
Open Education Networkhttp :// www . open - ed. net
thought patterns in Arabic, French, and Russian
Open Education Networkhttp :// www . open - ed. net
most papers that are rejected
fail because they do not include
a dialectic element
of comparative analysis
against other groups within the study
or against previously published cases
Open Education Networkhttp :// www . open - ed. net
along a basic thread of
(1) linear structure,
case study (2) could be in methods
the essential analysis (3) could be in
methods comparing groups or in
conclusion comparing other cases
Open Education Networkhttp :// www . open - ed. net
thought patterns in English
Open Education Networkhttp :// www . open - ed. net
a stage need not be expressed
when adequately implied
eg descriptions move from general to specific
Open Education Networkhttp :// www . open - ed. net
the resulting Structure in one of my Papers
Open Education Networkhttp :// www . open - ed. net
how the editor or reviewer thinks :
the editor has great experience
and a mind map of the field
(with clusters of detailed expertise)
Open Education Networkhttp :// www . open - ed. net
my own mind map :
covers all the theories of learningbehaviorism, cognitive constructivism, social constructivism, radical constructivism,
constructionism, connectivism, social constructionism
and all the domains of learningcognitive, affective, metacognitive, environment, management
on which scaffold
any new paper is positioned and judged
Open Education Networkhttp :// www . open - ed. net
my own mind map :
is supported by a
personal knowledge management system
with a basis of >5000 lit refs
and 3 terabytes of resources
… some words are not in my inventory eg bed, holiday, breakfast
Open Education Networkhttp :// www . open - ed. net
professional development :
correlated to doing action research
and to doing pure research
and to the number of papers published
nationally or internationally in English
Open Education Networkhttp :// www . open - ed. net
professional development :
find a friend
Open Education Networkhttp :// www . open - ed. net
for publishing :
- don’t put all your eggs in one basket
- don’t overstretch yourself
Open Education Networkhttp :// www . open - ed. net
Fred G. LOCKWOOD 1942 ~
Ladder of Publication Model
Publishing should gradually develop in easy steps from in-house seminar, through newsletter, and conference proceedings, to full paper, and then to books.
Open Education Networkhttp :// www . open - ed. net
seminar
workshop
newsletter
journal
chapter
book
series
video
online lesson
webinar
podcast
radio
Open Education Networkhttp :// www . open - ed. net
for a book proposal, the publisher
will have examples on which you can
base your submission
these guidelines can take you
six more months of work …
- simple advice here is to base
. your new work on your previous studies
Open Education Networkhttp :// www . open - ed. net
How to choose a Journal :
- the more words in the Journal’s title
. then the more specialised it is
the more specialised journal is lower rank
Open Education Networkhttp :// www . open - ed. net
keep track of your publishing :
- scratch ideas
- current research
- drafts
- under submission
- accepted and published
Open Education Networkhttp :// www . open - ed. net
keep track of your publishing :
- scratch ideas keep a notebook
- current research keep a journal
- drafts on your screen
- under submission filed
- accepted / published on your bookshelf
Open Education Networkhttp :// www . open - ed. net
keep track of your publishing :
for each stage
Open Education Networkhttp :// www . open - ed. net
research published
R3107-Affect
Open Education Networkhttp :// www . open - ed. net
… the ‘outbox’ was invented
by an Englishman
READING DRAFTS OUT
Open Education Networkhttp :// www . open - ed. net
keep track of your publishing :
more (publications) is better
- so consider splitting a long Paper into
. two shorter ones
especially if you find two ideas have
developed during your writing process
Open Education Networkhttp :// www . open - ed. net
last but not least on copyright :
- opinions and formats are copyrighted
- ideas, facts and data are not copyrighted
- you need permission to re-use
your own diagrams and tables that you
made during work time
Open Education Networkhttp :// www . open - ed. net
know your audience :
- search and read the editor’s own work
- search and read the target journal
- at least argue with some papers
. published recently in the target journal
your Paper should address the concerns of their readers !
Open Education Networkhttp :// www . open - ed. net
know your audience :
why ?
Open Education Networkhttp :// www . open - ed. net
know your audience :
first, let’s refresh our mind about
cooperative vs collaborative learning
Open Education Networkhttp :// www . open - ed. net
the ways of learning :
there are four distinct ways of learning- - these are physical as well as mental
depending on whether the student is alone or in a group
and depending on the types of interaction
Open Education Networkhttp :// www . open - ed. net
there are four distinct ways of learning
Learning-Alone Learning-in-a-Group
INDEPENDENT
Freedom
over content andmethod of learning
INDIVIDUAL
No Freedom
over content ormethod of learning
orpre-negotiated
freedom
INTERACTIONAL
COOPERATIVE COLLABORATIVE
CONNECTEDLEARNING
Group with a‘ knower ’
Group withno ‘ knower ’
Open Education Networkhttp :// www . open - ed. net
interactions are either cooperative or collaborative
What is the difference between cooperative and collaborative learning ?
Open Education Networkhttp :// www . open - ed. net
What is the difference between cooperative and collaborative learning ?
cooperative involves recycling old knowledge
collaborative involves creating new knowledge
Open Education Networkhttp :// www . open - ed. net
cooperative vs collaborative learning :
keeping in mind the premise that
the Paper must create new knowledge
Open Education Networkhttp :// www . open - ed. net
the critical thinking skills
are collaborative, not cooperative
Open Education Networkhttp :// www . open - ed. net
cooperative interactionis chosen by the authorwhere they feel social imbalance. eg between student and school teacher
collaborative interactionis chosen by the author where they feel equal social status . eg between peers
Open Education Networkhttp :// www . open - ed. net
collaborative interactionis chosen by the student where they feel equal social status . eg between peers
. to co-create new knowledge
Journals act as the vehicle of a slow conversation
1
23
4
56
Affirm
Elicit
Opinion
Requestunderstanding
Counter-opinion Confirm
The Process of Collaborative Interactions
Open Education Networkhttp :// www . open - ed. net
The Process of Cooperative Interactions
Open Education Networkhttp :// www . open - ed. net
Open Education Networkhttp :// www . open - ed. net
cooperative :
sharing old knowledge or delivering content
social imbalance –
either you feel inferior and try to appease
or you are perceived as supercilious
Open Education Networkhttp :// www . open - ed. net
collaborative :
using the knowledge of the readers and field
together with your new data
to co-create new knowledge
social balance – with readers as peer equals
Open Education Networkhttp :// www . open - ed. net
collaborative :
based firmly on
Papert’s constructionismHarel, I., & Papert, S. (1991). Constructionism. Norwood, NJ : Ablex.
Open Education Networkhttp :// www . open - ed. net
Seymour PAPERT 1928 ~
Theory of Constructionism
“ Some of the most crucial steps in mental growth are based not simply on acquiring new skills, but on acquiring new administrative ways to use what one already knows.”
Open Education Networkhttp :// www . open - ed. net
collaborative :
based firmly on
Papert’s constructionism
in which all learning only occurs in the mind
you can see why you must read and study
to get their knowledge into your mind map
to then engage in collaborative discourse
Open Education Networkhttp :// www . open - ed. net
1979 ~ 2009 :
- behaviourism- cognitivism- cognitive constructivism- social constructivism
- radical constructivism- constructionism- social constructionism
Open Education Networkhttp :// www . open - ed. net
low … task complexity … high
low
…
pr
ior
know
ledg
e …
hi
gh
.
constructionism
.
constructivism
. cognitivism
behaviourism
Open Education Networkhttp :// www . open - ed. net
collaborative :
how do you have a
collaborative dialectic
conversation with texts …
Open Education Networkhttp :// www . open - ed. net
collaborative :
how do you have a
collaborative dialectic
conversation with texts …
> use the (3) structure
Open Education Networkhttp :// www . open - ed. net
the resulting Structure in one of my Papers
Open Education Networkhttp :// www . open - ed. net
Robert M. GAGNE 1916 ~ 2002
Behaviorism and later on to Cognitive Constructivism
Elicit prior knowledge, give new information in small chunks pointing out the important features, and give meaningful feedback.
Open Education Networkhttp :// www . open - ed. net
David AUSUBEL 1918 ~ 2008
Theory of Schema Activation
“ The most important single factor influencing learning is what the learner already knows.” start from where the student is, and use an ‘advance organiser’ to serve as a framework or structure for new information.
Open Education Networkhttp :// www . open - ed. net
simple advice :
. your Paper starts in their mind
. not in your text
Open Education Networkhttp :// www . open - ed. net
You can download these slides freely from the website
http://www.open-ed.net / library / publish.ppt
or by email to me at
kawachi @ open-ed.net
Open Education Networkhttp :// www . open - ed. net
… let’s look at my presentation again
Open Education Networkhttp :// www . open - ed. net
… let’s look at my presentation again
Open Education Networkhttp :// www . open - ed. net
… let’s look at my presentation again
dissuasion
go straight into
Stage 2
add Rf1 Rf2 Rf3
Open Education Networkhttp :// www . open - ed. net
… let’s look at my presentation again
dissuasion
go straight into
Stage 2
add Rf1 Rf2 Rf3
persuasion
go straight into
Stage 1
add Rt1 Rt2 Rt3
Open Education Networkhttp :// www . open - ed. net
… let’s look at my presentation again
persuasion
go straight into
Stage 1
add Rt1 Rt2 Rt3
Open Education Networkhttp :// www . open - ed. net
intro T Rt1 Rt2 Rt3
result,
concl
you are persuaded to read,
use target cultural structure :
“ your paper starts in their minds ”
you get published
Open Education Networkhttp :// www . open - ed. net
intro = T=Δs, eg Ch (start from where you are) vs Eng, history
meth = how = Eng patterns vs others eg Jpn
result= reject bad structure
conc = need patterns
Open Education Networkhttp :// www . open - ed. net
T=
need
patterns
why
Rt1
intro= editor mind map
method= ladder
result= you keep many at dif stages
conc= know your audience
Open Education Networkhttp :// www . open - ed. net
T=
need
patterns
Rt1
must
read
why
Rt2
Open Education Networkhttp :// www . open - ed. net
T=
need
patterns
Rt1
know
target
intro= collab=new knowledge
method= read= equal status
result= constructionism
conc= co-create new knowledge
why
Rt2
Open Education Networkhttp :// www . open - ed. net
T=
need
patterns
Rt1
know
target
Rt2
can
argue
Open Education Networkhttp :// www . open - ed. net
T=
need
patterns
Rt1
know
target
Rt2
can
argue
why
Rt3
Open Education Networkhttp :// www . open - ed. net
T=
need
patterns
Rt1
know
target
Rt2
can
argue
why
Rt3
Gagne=elicit prior
Ausubel=schema
start in their minds
Open Education Networkhttp :// www . open - ed. net
T=
need
patterns
Rt1
know
target
Rt2
can
argue
Rt3
start in
their
minds
Open Education Networkhttp :// www . open - ed. net
intro T Rt1 Rt2 Rt3
result,
concl
better to use cultural structure
know target, read, and
“ your paper starts in their minds ”
you get published
Open Education Networkhttp :// www . open - ed. net
key point :
. your Paper starts in their mind
.