Contextualising the Curriculum through Local Floodplain Artefacts at Lealui Basic School of Western Zambia

The purpose of this article is to report on a study conducted in Western Zambia which set out to explore how Lealui Basic School could be assisted to provide contextualised environmental and sustainability education through the display of local floodplain artefacts at a school open day. A collection of floodplain artefacts was prepared in readiness for display, and this article reports on how such artefacts can be used in localised curriculum work for teaching and learning purposes. The study used a participatory action approach in which school personnel participated in the collection of artefacts. It was found that connection, quality and relevance could be brought about by developing the capabilities of learners, teachers and community members through the use of floodplain artefacts. School managers could also draw relevance from the artefacts by innovatively working through such artefacts to improve the management of their school institutions. Teachers could work through ‘learning as connection’ in order to help their learners to make connections between a cross section of situations which are currently disconnected one from the other, such as the knowledge base of children, adults and elderly persons. Such findings can benefit school practitioners, educational administrators or university teacher educators interested in mainstreaming education for sustainable development (ESD) into education

Imagining technology-enhanced learning with heritage artefacts: teacher-perceived potential of 2D and 3D heritage site visualisations

Background: There is much to be realised in the educational potential of national and world heritage sites. Such sites need to be supported in sharing their resources with a wide and international public, especially within formal education. Two-dimensional (2D) and three-dimensional (3D) heritage site visualisations could serve this need. Our study focuses on the teacher-perceived possibilities and benefits for education around such visualisations. Purpose: We describe how a group of UK teachers perceive the potential of cross-curricular learning that could arise from an Italian world heritage site. The teachers commented on 2D visualisations of artefacts from this site, as well as the design of a 3D immersive environment to serve educational purposes. We consider as follows: (1) how the cross-curricular teaching potential of such resources is perceived, and (2) what design features of a 3D immersive environment teachers suggest are needed for educational explorations. Sample: We recruited 10 teachers from the Midlands region of the UK and carried out semi-structured interviews. Methods: Interviews were transcribed and a thematic analysis applied to the conversations. Questioning was grounded in the examination of 2D and 3D visual resources. This provoked cross-curricular and educational design thinking. Results: Teacher responses highlighted a wide range of cross-curricular possibilities. However, they expressed a more ‘assimilative’ than ‘accommodative’ approach when relating resources to the curriculum. Such ‘assimilation’ involved seeing the site artefacts as raw material for more instrumental ‘curriculum activities’ (e.g. within art and design, geography, maths or literacy) rather than a more accommodative approach whereby curricular disciplines were exercised to make new meaning from the artefacts. In relation to 3D technology design, most teachers highlighted three technology features that would render it well matched to educational practice and three educational benefits over non-3D immersive environments. Conclusions: Teachers can easily imagine a rich range of opportunities to utilise 2D and 3D heritage site artefacts within the curriculum. However, the largely assimilative nature of this cross-curricular appropriation suggests the value of providing more guidance and support to teachers in the interpretation and application of artefacts. Their design suggestions can usefully inform construction of educational features within 3D immersive technologies that support heritage site experiences

Design Process and Organisational Strategy: A Storytelling Perspective

This paper explores the relationship between design process and organisational strategy through a storytelling perspective by providing a literature review; firstly, in relation to society in general; establishing a contextual background to the research. Secondly, by relating this to a) how designers and design researchers examine storytelling within design process, and b) how organisational strategists theorise storytelling. Then finally, through comparing and contrasting the literature, unearth the relevancies of using a storytelling perspective and uncover opportunities for understanding how design process impacts organisational strategy. It is apparent that certain underlying principles in adopting a storytelling perspective when employing organisational strategy and design process coexist. Foremost are the human centred focuses; in particular building relationships and constructing identities. Concerning the approaches to storytelling, a shared desire to elicit emotional resonance with audiences exists in the use of characterisation. During collaboration between designers and organisations, stories resulting from the design process will incontrovertibly have the potential to impact that company’s peoples. Examining collaborations between designers and organisations from the perspective of storytelling could lead to a deeper understanding of the impact design can have in an organisation, particularly along the themes of a sense of community, constructing meaning and affecting change within organisations

Reflections on eportfolio professional learning: harnessing an unconference approach

This practitioner-led article documents the journey of a cross-institutional multidisciplinary team to support the development of practitioners’ ePortfolio professional competencies through an “Unconference.” We describe the approach used to support an ePortfolio unconference hosted in January 2018 at Dublin City University. According to Budd et al. (2015), the most meaningful professional learning at conferences tends to occur at the cofee breaks when delegates are free to engage in open dialogue. An unconference is a dynamic participant-driven conference which features discussion and collaboration at its core to support professional learning. This approach was chosen to capture, develop and document current ePortfolio practice in Ireland and the United Kingdom. This article outlines key facets of professional learning generated as a result of the unconference including the promotion of ePortfolio competencies and the generation of collaborative research outputs. At the unconference, attendees participated in experiential learning opportunities which enhanced and extended their personal and professional ePortfolio competencies as well as developed practice-focused research outputs collaboratively in real time using a range of technological tools. Participant feedback highlights the impact of the unconference on their professional ePortfolio learning and practice, and the critical refections of unconference organizers inform future ePortfolio professional development

Transforming teacher education, an activity theory analysis

This paper explores the work of teacher education in England and Scotland. It seeks to locate this work within conflicting socio-cultural views of professional practice and academic work. Drawing on an activity theory framework that integrates the analysis of these contradictory discourses with a study of teacher educators’ practical activities, including the material artefacts that mediate the work, the paper offers a critical perspective on the social organisation of university-based teacher education. Informed by Engeström’s activity theory concept of transformation, the paper extends the discussion of contradictions in teacher education to consider the wider socio-cultural relations of the work. The findings raise important questions about the way in which teacher education work within universities is organised and the division of labour between schools and universities

The learning portfolio in higher education: an integrative review

The learning portfolio is often lauded as a powerful pedagogical tool, and consequently, is rapidly becoming a central feature of contemporary education. This paper synthesizes and critically reviews the literature pertaining to its use in higher education contexts specifically. Three key themes are identified and discussed. First, although the theory underlying the use of learning portfolios is promising, robust empirical evidence supporting their effectiveness remains sparse. Second, the tool is rooted in a complex pedagogy, and its potential can only be realized if the processes underlying this pedagogy are properly understood by advocates and executed by users. Third, there is a recurring tension between the developmental (process) and evaluative (product) conceptualizations of the learning portfolio. On the basis of these findings, some recommendations for future research and practice in this area are identified

Cloudworks: Social networking for learning design

Can we apply the best of Web 2.0 principles to an educational context? More specifically can we use this as a means of shifting teaching practice to a culture of sharing learning ideas and designs? This paper describes a new social networking site, Cloudworks, which aims to provide a mechanism for sharing, discussing and finding learning and teaching ideas and designs. We describe the development of the site and the key associated concepts, 'clouds' and 'cloudscapes'. We provide a summary of recent activities and plans for the future. We conclude by describing the underpinning theoretical perspectives we have drawn on in the development of the site and in particular the notion of 'social objects' in social networking and a framework for 'sociality' for transforming user practice online

Possibilities for pedagogy in Further Education: Harnessing the abundance of literacy

In this report, it is argued that the most salient factor in the contemporary communicative landscape is the sheer abundance and diversity of possibilities for literacy, and that the extent and nature of students' communicative resources is a central issue in education. The text outlines the conceptual underpinnings of the Literacies for Learning in Further Education project in a social view of literacy, and the associated research design, methodology and analytical framework. It elaborates on the notion of the abundance of literacies in students' everyday lives, and on the potential for harnessing these as resources for the enhancement of learning. It provides case studies of changes in practice that have been undertaken by further education staff in order to draw upon students' everyday literacy practices on Travel and Tourism and Multimedia courses. It ends with some of the broad implications for conceptualising learning that arise from researching through the lens of literacy practices

Artefacts, stories & photographs : do they work as a tool for cultural understanding & humanitarian learning? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Adult Education at Massey University

This thesis is a qualitative, ethnographic study, which examines the assumption that at the heart of worthwhile teaching and learning is our shared humanity. Artefacts, stories and photographs are explored as vehicles through which learners critically examine and share their cultural learning and perceptions of what is significant and valuable. In this way artefacts, stories and photographs provide a conduit for learning between and among people of diverse cultures. I believe such learning celebrates our shared humanity, which is deliberately defined in positive terms as "the best that encompasses the collective quality and characteristics of all people including kindness, compassion, empathy, humility, caring and thoughtfulness" Learning that celebrates our humanity may be considered a positive force and humanitarian in nature. In the context of this thesis I speak of and describe humanitarian learning as "the development of understanding of self and others through the sharing of personal, cultural and social experiences that exemplify the attitudes and values needed for responsible citizenship and dignified relationships. Rich sources of ideas, expertise and perceptions about relevant experience have been drawn from various authors and educators. Key documentation from the International Baccalaureate Organisation, (IBO), including "A Continuum of International Education"(2002) and the work of the former Director General of the IBO. Professor George Walker also provided useful resource material. The data was generated through questionnaires and photographs focussing on cultural artefacts with personal meaning, documenting the voices, reflections, interactions, and perceptions of the participants about the significance of cultural diversity in their lives and education. The data is presented in a series of charts and graphic organisers linked with the IBO expected teaching practices. These are analysed in the context of intercultural understanding and humanitarian learning, a notion developed and examined in this thesis with a view to how it may be supported. In analysing the data, the following key points emerged. • Personal multicultural experiences, a sense of global awareness and a thorough appreciation of people from differing backgrounds are considered highly significant in humanitarian learning • Stories, artefacts and photographs create an accessible, versatile and effective human connecting instrument enabling humanitarian learning • Stories, artefacts and photographs can illuminate cultural conflict, tension and misunderstanding. Suggestions and recommendations for ways that humanitarian learning can be fostered in a climate defined by tolerance, respect and responsibility include: • The need to make more explicit the obligations of learners to develop perspectives, intuition and empathy so they know themselves and others and are able to view cultural difference as enriching • The notion of learning as humanitarian is worthy of greater emphasis and implementation in educational organisations • The recognition that areas of tension between people have great potential for meaningful growth of understanding across cultures. This thesis provides a springboard for more serious consideration and action towards initiating learning that purposefully fosters people knowing each other in a spirit of global responsibility