Examining the five‐stage e‐moderating model: Designed and emergent practice in the learning technology profession

This paper highlights the need for learning technologists to establish their ‘academic legitimacy’ within the complexities of online learning and teaching practice. Frameworks such as the ‘five stage e‐moderating model’ can be useful in developing the knowledge base but there are dangers in them becoming too reified within an increasingly commodified higher education (HE) environment. The paper calls for greater professional reflexivity and contestation within learning technology practice and concludes by inviting the Alt‐J readership to engage in a critical debate with regard to these issues

A literature review of the use of Web 2.0 tools in Higher Education

This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, ‘Peals in the Cloud’, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching

Many Hands, More Impact: Philanthropy's Role in Supporting Movements

GEO has prepared a publication that provides a framework for understanding the array of roles that funders can play in supporting movements and networks. Many Hands, More Impact: Philanthropy's Role in Supporting Movements offers an orientation to some of the inherent benefits and barriers to supporting movements and provides insight into ways that grantmakers can explore collaborative efforts for social change

Unpacking the imaginary in literacies of globality

As global mobility and communications proliferate, ever-increasing exchanges and influences occur across cultures, geographies, politics, and positions. This paper addresses the practice of literacy education in this context, and in particular the nature of engagement across difference and the role of the imaginary in literacies of globality. Grounded in a theorisation of difference and the imaginary in spaces of learning and inquiry, the paper proposes a methodological framework for working across difference that acknowledges and engages with the inevitable but enigmatic resource of often conflicting imaginaries in literacy practices

Shaping Society, Technology and Learning Identity

First paragraph: Since the 1980s the educational uses of new information and communication technologies and digital media have been expanding. Whether in the form of computers in the classroom, as ‘educational technologies' designed for explicit pedagogic purposes, or in the form of everyday new media being aligned with educational intentions, practices and activities, new technologies and media have become, it seems, almost naturalized as a common-sense feature of educational life. Schools are now seemingly built around a complex apparatus of electronic screens and surfaces, technical infrastructure, computing hardware, software and code, all hardwired to electronic communication networks

A Proleptic Perspective of Music Education

By explaining the cultural mechanism of \u27prolepsis\u27 through examples of my own teaching, I posit that all too often educators\u27 and teacher educators\u27 (purely \u27ideal\u27) recall of our pasts and imagination of our students\u27 futures become fundamentally materialized constraints on our students\u27 life experiences in the present

Negotiating Identities in Middle School Science: Impacts on Students’ Perceived Expertise and Small Group Participation

This thesis investigates how students in a linguistically diverse 7th grade science lab group interact and position each other’s capabilities within a STEM context. These capabilities are discussed in terms of how the identities local to a particular 7th grade science lab group of “good student” and “scientist” are assigned, challenged, and strengthened. These interactions are instances of identities and patterns (pathways) of identities being negotiated. This thesis’ analysis focuses particularly on how the identities of being Latinx and multilingual affect these negotiations in the terms of the local identities (“good student” and “scientist”). This analysis sheds light on how Latinx students come to be underrepresented in STEM fields and how the K-12 science classroom context contributes to this marginalization. Further, this thesis offers suggestions for instructional interventions that may better support the linguistic and identity-based needs of multilingual students in English-only classrooms by shifting students’ and teachers’ perceptions towards an asset-oriented view of multilingualism