Reflexive Learning and Performative Failure

In this paper we emphasize the importance of context for student learning. Based on reflective logs and interview data, we explore how students learn outside of the classroom as they undertake an experiential dissertation project. We identify three different forms of reflexive learning and critique, all triggered by some form of performative failure; scholarly critique, engaged critique and engaged action. Drawing on Butler’s theory of performativity we illustrate how reflexivity is not purely the action of any individual student, rather it is a practice that is co-created within a certain context. As such, we contest individualistic understandings of reflexivity and encourage a careful consideration of the places students and managers are encouraged to be reflexive

Aprendo Enseñando: Autonomy, Creativity, and Technology to Promote Mathematical Learning

[EN] This article shortly describes some of the basic characteristics, the theoretical support, and the general framework behind an activity developed for Precalculus students named “Aprendo enseñando” (translates I Learn by Teaching), a semester-long task proposed to students aiming to elicit higher retention and deeper understanding of the mathematical procedures involved in solving the problem sets assigned for each class. The activity is brought to students as the opportunity to combine their mathematical training in class and their autonomous choices for means to present fully explained solutions to peers, involving creativity in the use of the means and technology as a requirement for the final product to be shareable over the internet. Basic examples to explore different choices were provided, periodic submissions were required, and to enhance engagement, peer review via Blackboard (Learning Management System) forums was in place. No analysis of outcomes has been conducted yet, but a retrospective view and self-critique from the teacher's point of view is provided.Bernal Pedraza, O. (2017). Aprendo Enseñando: Autonomy, Creativity, and Technology to Promote Mathematical Learning. En Proceedings of the 3rd International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 1219-1227. https://doi.org/10.4995/HEAD17.2017.5560OCS1219122

The influence of peer group response: Building a teacher and student expertise in the writing classroom

New Zealand students in the middle and upper school achieve better results in reading than they do in writing. This claim is evident in national assessment data reporting on students’ literacy achievement. Research findings also state that teachers report a lack of confidence when teaching writing. Drawing on the National Writing Project developed in the USA, a team of researchers from the University of Waikato (New Zealand) and teachers from primary and secondary schools in the region collaborated to “talk” and “do” writing by building a community of practice. The effects of writing workshop experiences and the transformation this has on teachers’ professional identities, self-efficacy, and their students’ learning provided the research focus. This paper draws mostly on data collected during the first cycle of the two-year project. It discusses the influence of peer group response – a case study teacher’s workshop experiences that transformed her professional identity, building her confidence and deepening her understandings of self as writer and ultimately transforming this expertise into her writing classroom practice

Implementation of a Virtual Journal Club in a Clinical Nursing Setting

Healthcare practice is increasingly focused on delivering care that is based on published research evidence. Staff development nurses can institute journal clubs to teach nursing staff critical appraisal of research articles and ways to translate research findings into clinical practice. Unfortunately, attending meetings regularly is often a challenge for nurses, and relatively few have the knowledge and expertise to adequately critique research articles. One way to bridge the limitations of accessibility and limited research expertise of journal club members is to establish a virtual journal club. This article describes one hospital\u27s experience with developing a virtual journal club

English 4210—Syllabus

The syllabus for 4210 English: Writing for Social Justice. The syllabus includes an introduction and course overview, learning objectives, competencies, course assignments, evaluation, resources, and class schedule

Introduction: a Frame for the Discussion of Learning Cultures

In this chapter the authors identify a gap in research on culture in online learning and offer a frame for the discussion of the best-known frameworks available for cultural analysis outside the online world. They go on to describe the developments driving the need to problematize 'learning cultures' for the online world, such as the growth of multiculturality, the expansion of transnational e-learning and new media communication practices

Teaching with infographics: practising new digital competencies and visual literacies

This position paper examines the use of infographics as a teaching assignment in the online college classroom. It argues for the benefits of adopting this type of creative assignment for teaching and learning, and considers the pedagogic and technical challenges that may arise in doing so. Data and insights are drawn from two case studies, both from the communications field, one online class and a blended one, taught at two different institutions. The paper demonstrates how incorporating a research-based graphic design assignment into coursework challenges and encourages students' visual digital literacies. The paper includes practical insights and identifies best practices emerging from the authors' classroom experience with the infographic assignment, and from student feedback. The paper suggests that this kind of creative assignment requires students to practice exactly those digital competencies required to participate in an increasingly visual digital culture