Editors' introduction to special theme issue [of International Journal of Pedagogies and Learning]: Meanings emerging in practice (Part 3)

This issue publishes the third and final set of refereed papers from the first wave proceedings of the 3rd International Conference on Pedagogies and Learning, held at the Springfield Campus of the University of Southern Queensland in Australia on 27 and 28 September 2007. This third conference in the series focused on “Meanings Emerging in Practice” as a lens for examining and evaluating multiple enactments of pedagogies and learning

Developing NQTs e-pedagogies for inclusion

Report of a project to develop e-pedagogies for inclusion

New pedagogies for e‐learning?

The question of how technology affects pedagogy is not new, but has started to become a focus for attention again. The UK's Joint Information Systems Committee, for example, has spent the past two years supporting a programme of research into this topic, both from the perspective of the teacher (understanding designing for learning) and more recently from the perspective of the learner (understanding the learner's experience)

Mapping Orientalism: Representations and Pedagogies

In order to understand Orientalism it is necessary to realize, as Vincent T. Harlow has noted, that there were “two British empires.” The first empire consisted of the colonies in America and the West Indies and was established in the seventeenth century, with the explorations in the Pacific, and the trading networks that developed with Asia and Africa. The “second British empire” dates from 1783 and resulted from the loss of America, which in turn forced Britain to formulate new ideas about and approaches to its empire. The Colonial Office was set up in 1801, and, as Harlow observed, Britain experienced a “Swing to the East,” to India and the Asian colonies (Harlow, 2:1–11)

Morality in 21st century pedagogies

No abstract available

Designing relational pedagogies with jam2jamXO

This paper examines the affordances of the philosophy and practice of open source and the application of it in developing music education software. In particular I will examine the parallels inherent in the ‘openness’ of pragmatist philosophy in education (Dewey 1916, 1989) such as group or collaborative learning, discovery learning (Bruner 1966) and learning through creative activity with computers (Papert 1980, 1994). Primarily I am interested in ‘relational pedagogies’ (Ruthmann and Dillon In Press) which is in a real sense about the ethics of the transaction between student and teacher in an ecology where technology plays a more significant role. In these contexts relational pedagogies refers to how the music teacher manages their relationships with students and evaluates the affordances of open source technology in that process. It is concerned directly with how the relationship between student and teacher is affected by the technological tools, as is the capacity for music making and learning. In particular technologies that have agency present the opportunity for a partnership between user and technology that enhances the capacity for expressive music making, productive social interaction and learning. In this instance technologies with agency are defined as ones that enhance the capacity to be expressive and perform tasks with virtuosity and complexity where the technology translates simple commands and gestures into complex outcomes. The technology enacts a partnership with the user that becomes both a cognitive and performative amplifier. Specifically we have used this term to describe interactions with generative technologies that use procedural invention as a creative technique to produce music and visual media

Teachers' and children's personal epistemologies for moral education: Case studies in early years elementary education

While there is strong interest in teaching values in Australia and internationally there is little focus on young children’s moral values learning in the classroom. Research shows that personal epistemology influences teaching and learning in a range of education contexts, including moral education. This study examines relationships between personal epistemologies (children’s and teachers’), pedagogies, and school contexts for moral learning in two early years classrooms. Interviews with teachers and children and analysis of school policy revealed clear patterns of personal epistemologies and pedagogies within each school. A whole school approach to understanding personal epistemologies and practice for moral values learning is suggested

Evaluating tutor training for online PBL teamwork courses in first year engineering

The use of Problem-based Learning and other collaborative pedagogies in undergraduate engineering courses is recommended by a plethora of learning theory and research on educational best-practice, particularly for Applied Sciences such as Medicine and Engineering. One barrier to implementing and sustaining these curricular and pedagogical approaches lies in the development of the appropriate knowledge and skills and a consistent and appropriate approach in the teaching team. A significant change from the traditional pedagogies employed by tutors and the training of tutors is required, if PBL and similar methods are to be effective in delivering their numerous affordances, especially in asynchronous online environments for distance learning. This paper describes the development of a strategy to train engineering tutors in online PBL facilitation, and the evaluation framework used to assess the effectiveness of this training. Results of the evaluation of training and subsequent behavioural changes of the tutors are given. The evaluation revealed a variance between the message of the training and subsequent practice. Recommendations are made about the need for ongoing tutor development and support, and the necessity of evaluation in the implementation of PBL pedagogies

Reviews

John Stephenson (ed.), Teaching and Learning Online: Pedagogies for New Technologies, Kogan Page, London, 2001. ISBN: 0–7494–3511–9. Softback, xi + 228 pages. £19.99

Using Progressive Pedagogies to Enhance Learner Autonomy

In this presentation I firstly review different approaches and methods that have been used to teaching English. Based on these approaches and methods, our understanding of how students learn their second language has been greatly enhanced. However, students in the 21st Century have more demands and needs than previously and we now have to use more progressive pedagogies to teach them. Some features of a progressive pedagogical approach are: learners are active participants; teachers are facilitators and guides; there is shared decision-making by the group; learning is seen as part of real-life experiences; and learning is conceptualized as a spiral where knowledge is constructed through experience and social interaction (Peters, 2012). This type of pedagogical approach is student-centred and lends itself to the promotion of learner autonomy. By way of an example I will talk about a university level English for Science course I have been involved in developing and teaching over the past five years. Keywords: Progressive pedagogies, learner autonomy, project learning