92,089 research outputs found

    Bicycles, ‘informality’ and the alternative learning space as a site for re-engagement: a risky (pedagogical) proposition?

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    The great possibility of alternative education programs rests in the affront to established conventions that these present for what counts as learning, engagement and the experience of schooling. This paper takes as its point of focus one specific, in-school alternative learning program, and considers the possibilities for student re-engagement that emerged via the repair and restoration of old bicycles. The discussion focusses particularly on the 'informality' that presented within the day-to-day dynamics of the program and how the space provided in the program’s workshop sessions offered the opportunity for students to re-configure their relationships with each other, their teachers and the larger practice of schooling. A discussion of both the potential and risk of a 'pedagogy of informality' is posited in light of current discussions in the literature of alternative education in Australia

    Productive pedagogies : is it an intelligible language for preservice teachers?

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    Australian teacher educators and teachers have become increasingly familiar with the notion of ‘Productive Pedagogies’, itself the product of longitudinal research on school reform recently undertaken in Queensland, Australia (Lingard et al., 2001a, , 2001b) . One of its strengths has been its efficacy for in-service teachers to use as a language to talk about their pedagogical work and hence a way of reclaiming some of the ground on what constitutes good teaching. In part, this can be attributed to the numerous observations of teachers’ classroom practice that informed the construction of Productive Pedagogies (PPs). That is, many teachers understand these as naming what ‘good’ teachers have always done. In this paper the value of PPs as a metalanguage for developing pre-service teachers’ knowledge and understanding of teaching is examined; whether PPs is a language that is intelligible for pre-service teachers without access to this prior teacher knowledge or whether its elements and dimensions merely constitute an isolated vocabulary. A case study of four pre-service teachers provides the context for this exploration and its empirical data. Drawing on their fieldwork observations of teaching practice, voiced in the language of PPs, the paper argues that PPs language is indeed useful in the development of pre-service teachers’ understanding of teaching, particularly in assisting them to name evidence of teachers’ recognition of and engagement with difference

    Virtual learning environments – help or hindrance for the ‘disengaged’ student?

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    The introduction of virtual learning environments (VLEs) has been regarded by some as a panacea for many of the problems in today’s mass numbers modular higher education system. This paper demonstrates that VLEs can help or hinder student engagement and performance, and that they should be adapted to the different types of learner. A project is described that aimed to investigate whether the introduction of a VLE can assist ‘disengaged’ students, drawing on click count tracking data and student performance. The project took place in the context of two very large undergraduate modules (850 and 567 students) in a Business School of a new university in the UK. In an adaptation of a model of learner engagement in Web-enhanced environments, four distinct learner types have emerged: model, traditionalist, geek and disengaged. There was evidence that use of the VLE exacerbated, rather than moderated, the differences between these learner types

    Interaction Data Sets In The UK: An Audit

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    Interaction or flow data involves counts of flows between origin and destination areas and can be extracted from a range of sources. The Centre for Interaction Data Estimation and Research (CIDER) maintains a web-based system (WICID) that allows academic researchers to access and extract migration and commuting flow data (the so-called Origin-Destination Statistics) from the last three censuses. However, there are many other sources of interaction data other than the decadal census, including national administrative or registration procedures and large scale social surveys. This paper contains an audit of interaction data sets in the UK, providing detailed description and exemplification in each case and outlining the advantages and shortcomings of the different types of data where appropriate. The Census Origin-Destination Statistics have been described elsewhere in detail and only a short synopsis is provided here together with review of the interaction data that can be derived from other census products. The primary aims of the audit are to identify those interaction data sets that exist that might complement the census origin-destination statistics currently contained in WICID and to assess their suitability and availability as potential data sets to be held in an expanded version of WICID. Tables or flow data sets are included for exemplification. The paper concludes with a series of recommendations as to which of these data sets should be incorporated into a new information system for interaction flows that complement the census data and also provide opportunities for new research projects

    「内気」の実態

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    It is a common held belief among many English foreign language (EFL) teachers that Japanese students\u27 reluctance to fully engage in the language learning process constitutes a major hurdle to their language development . What it does not recognize is that for many Japanese students they are simply unprepared for a lesson style that fundamentally differs from their education experience . Their expectations and learning experience differ from those of EFL teachers, as a result, students need to be taught what is expected of them, and more importantly, the skills that are required in order to improve their communicative competence. Only when equipped with the tools will students be able to make linguistic progress

    Immersive Telepresence: A framework for training and rehearsal in a postdigital age

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    The Science-for-Life Partnerships: Does size really matter, and can ICT help?

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    This study introduces findings of an initial pilot from a New Zealand government-funded initiative known as Science-for-Life, which aims to enhance the quality of science teaching through the formation of face-to-face and virtual learning partnerships involving crown research institutes (CRIs) and primary and secondary schools. Using a case study methodology, it describes and analyses a trial partnership between the CRI, Scion Research, and teachers of Seadown Primary School in Hamilton. The study uses Grobe's (1990) typology of industry-education partnerships as an analytical "lens" through which to evaluate the characteristics of the partnership, and explores the role that ICT played in establishing and sustaining it, well beyond its anticipated conclusion. Findings indicate that while in terms of Grobe's framework a genuine partnership label may not have been appropriate in this case, the interaction nonetheless proved to be extremely valuable in supporting learning goals, and that while ICT played a significant role in this, it was not fundamental to the partnership's success
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