William Hope Hodgson's borderlands: monstrosity, other worlds, and the future at the fin de siècle.

William Hope Hodgson has generally been understood as the author of several atmospheric sea-horror stories and two powerful but flawed horror science fiction novels. There has been no substantial study analysing the historical and cultural context of his fiction or its place in the Gothic, horror, and science fiction literary traditions. Through analysing the theme of borderlands, this thesis contextualises Hodgson’s novels and short stories within these traditions and within late Victorian cultural discourse. Liminal other world realms, boundaries of corporeal monstrosity, and the imagined future of the world form key elements of Hodgson’s fiction, reflecting the currents of anxiety and optimism characterising fin-de-siècle British society. Hodgson’s early career as a sailor and his interest in body-building and physical culture colour his fiction. Fin-de-siècle discourses of evolution, entropy, spiritualism, psychical research, and the occult also influence his ideas. In The House on the Borderland (1908) and The Night Land (1912), the known world brushes against other forms of reality, exposing humanity to incomprehensible horrors. In The Ghost Pirates (1909), the sea forms a liminal region on the borderland of materiality and immateriality in which other world encounters can take place. In The Night Land and The Boats of the ‘Glen Carrig’ (1907), evolution gives rise to strange monstrous forms existing on the borderlines of species and identity. In Hodgson’s science fiction—The House on the Borderland and The Night Land—the future of the earth forms a temporal borderland of human existence shaped by fin-de-siècle fears of entropy and the heat-death of the sun. Alongside the work of other writers such as H. G. Wells and Arthur Machen, Hodgson’s four novels respond to the borderland discourses of the fin de siècle, better enabling us to understand the Gothic literature of the period as well as Hodgson’s position as a writer who offers a unique imaginative perspective on his contemporary culture.

Public feedback - but personal feedforward?

Academic feedback is taken here as the reporting to student writers of the strengths and weaknesses of their submitted draft work, while academic feedforward refers to constructive advice regarding possible strengthening of students’ next work. Both originate from a tutor’s initial judgement of a student’s work. Feedback and feedforward on work showing need for improvement are problematic in a Confucian Heritage Culture. Even gently constructive advice within a programme seeking evidence for assessment of critical thinking may lead to perception of hurtful criticism by Taiwanese students. Some could withdraw from class activity accordingly. So the writers adjusted their response style. They now choose between different approaches featuring tutorial feedback or feedforward, depending on the standard of work being judged. When individual postings feature poor critical thinking, the writers opt for private messages concentrating on constructive feedforward. For better postings, they provide positive feedback with reasons for their judgements, and summarise to the class these exemplars of generic strengths in critical thinking. They also offer private prompting when they see scope for further enrichment of an able student’s critical thinking. This might also be a useful practice when tutoring solely in the West. (192 words) Keywords: Confucian Heritage Culture, public feedback, private feedforward, assessment

Breaking the Rules: writing reflectively for yourself.

The rules which epitomise good writing may on occasions be broken, deliberately and with what the writers judge to be good purpose. This can well occur when students or staff set out to engage effectively with their personal and professional development, through personal reflection on and in experiences. They may do this in what has been called “stream of consciousness” writing, which is deliberately compiled in a manner at variance with the general rules for best practice. The rationale for such an unusual decision, namely to engage in what is frankly disorderly writing, is set out briefly in this chapter. Its characteristics are summarised, in implicit contrast with more conventional styles of writing. Examples are included of claims for the effectiveness of this style when used for developmental purposes by students and staff; and reference is made to the publications of some of those who have endorsed this approach.

Dealing with affective needs in e-learning: Contrasting two cases in two cultures.

This chapter presents and contrasts descriptions of two cases of online affective support provided to support students engaged in higher level learning tasks. The cases are set in different cultures, centre upon different intended learning outcomes, and follow different tutorial styles. One (Eastern) tutor acted as a “shepherd leader” in response to needs arising in the Confucian Heritage Culture as the teacher promoted critical thinking, according to the Western model. The other (Western) tutor provided Rogerian facilitation of reflective learning journals, kept by students seeking to develop personal and professional capabilities. In both styles, affective support features strongly. The cultural and pedagogical comparisons between the cases have proved useful to the writers. These distinctions together with the similarities between the two online styles emerge in the comparisons. Keywords: affective needs, asynchronous discussion, Confucian Heritage Culture, constructivism, critical thinking, facilitation, reflection, reflective learning journals, Rogerian, shepherd leadership, social-constructivist, student-centred, support.

Moodle on the Move.

Recent shifts in technology have seen some writers question the value of tablet computers as phones becomes bigger, more powerful and their battery life improves: (http://www.wired.com/2015/01/nobody-knows-ipad-good-anymore/ In trying to encourage greater student engagement with their studies, lecturers can be caught unsure of how to proceed. Moodle has improved since its introduction and now it adjusts the content to match the screen size. Does that matter? Results from a recent module survey suggests that 75% of students access Moodle from their phone which would suggest that when we design our Moodle pages we may need to think about the placement of information. What works on a 21" HD monitor in our office may not give the same result on a laptop, tablet or phone.