open education network http :// www. open - ed. net how to get published in an international journal...

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.

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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

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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

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Chinese = field use more verbs

English = object use more nouns

eg “ Drink more ?” Chinese 再喝点 “ More tea ?” English

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Chinese = harmony and agreement ask “ how ”

English = agency and logical debate ask “ why ”

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Chinese = harmony and agreement ask “ how ” explain giving examples

English = agency and logical debate ask “ why ” explain giving reasons

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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).

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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.

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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.

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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

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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.

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thought patterns in English

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thought patterns in Japanese

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thought patterns in Arabic, French, and Russian

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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

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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

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thought patterns in English

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a stage need not be expressed

when adequately implied

eg descriptions move from general to specific

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the resulting Structure in one of my Papers

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how the editor or reviewer thinks :

the editor has great experience

and a mind map of the field

(with clusters of detailed expertise)

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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

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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.

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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

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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

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research published

R3107-Affect

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… the ‘outbox’ was invented

by an Englishman

READING DRAFTS OUT

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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 ’

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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

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the critical thinking skills

are collaborative, not cooperative

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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

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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

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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

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collaborative :

based firmly on

Papert’s constructionismHarel, I., & Papert, S. (1991). Constructionism. Norwood, NJ : Ablex.

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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.”

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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

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1979 ~ 2009 :

- behaviourism- cognitivism- cognitive constructivism- social constructivism

- radical constructivism- constructionism- social constructionism

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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

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the resulting Structure in one of my Papers

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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.

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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

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… 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

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… 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

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… let’s look at my presentation again

persuasion

go straight into

Stage 1

add Rt1 Rt2 Rt3

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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

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T=

need

patterns

Rt1

must

read

why

Rt2

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T=

need

patterns

Rt1

know

target

intro= collab=new knowledge

method= read= equal status

result= constructionism

conc= co-create new knowledge

why

Rt2

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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

.