Positive emotions: passionate scholarship and student transformation

This paper challenges the practical and conceptual understanding of the role of emotions in higher education from the twin perspectives of transition and transformation. Focusing on the neglected area of positive emotions, exploratory data reveal a rich, low-level milieu of undergraduate emotional awareness in students chiefly attributed to pedagogic actions, primarily extrinsically orientated, and pervasive throughout the learning experience. The data conceive positive affect as oppositional, principally ephemeral and linked to performative pedagogic endeavours of getting, knowing and doing. A cyclical social dynamic of reciprocity, generating positive feedback loops, is highlighted. Finally we inductively construct a tentative 'emotion-transition framework' to assist our understanding of positive emotion as a force for transformational change; our contention is that higher education might proactively craft pedagogic spaces so as to unite the feeling discourse, the thinking discourse (epistemological self) and the wider life-self (ontological) discourse

The management of 'emotional labour' in the corporate re-imagining of primary education in England

The last 20 years has witnessed the spread of corporatism in education on a global scale. In England, this trend is characterised by new structural and cultural approaches to education found in the ‘academies’ programme and the adoption of private sector management styles. The corporate re-imagining of schools has also led to the introduction into the curriculum of particular forms of character education aimed at managing the ‘emotional labour’ of children. This paper argues that character education rests on a fallacy that the development of desirable character traits in children can be engineered by mimicking certain behaviours from the adult world. The weaknesses in the corporate approach to managing ‘emotional labour’ are illustrated with empirical data from two primary schools. An alternative paradigm is presented which locates the ‘emotional labour’ of children within a ‘holding environment’ that places children’s well-being at its core

Integrating organizational, social, and individual perspectives in Web 2.0-based workplace e-learning

From the issue entitled 'Special Issue: Emerging Social and Legal Aspect'E-learning is emerging as a popular approach of education in the workplace by virtue of its flexibility to access, just-in-time delivery, and cost-effectiveness. To improve social interaction and knowledge sharing in e-learning, Web 2.0 is increasingly utilized and integrated with e-learning applications. However, existing social learning systems fail to align learning with organizational goals and individual needs in a systemic way. The dominance of technology-oriented approaches makes elearning applications less goal-effective and poor in quality and design. To solve the problem, we address the requirement of integrating organizational, social, and individual perspectives in the development of Web 2.0 elearning systems. To fulfill the requirement, a key performance indicator (KPI)-oriented approach is presented in this study. By integrating a KPI model with Web 2.0 technologies, our approach is able to: 1) set up organizational goals and link the goals with expertise required for individuals; 2) build a knowledge network by linking learning resources to a set of competences to be developed and a group of people who learn and contribute to the knowledge network through knowledge creation, sharing, and peer evaluation; and 3) improve social networking and knowledge sharing by identifying each individual's work context, expertise, learning need, performance, and contribution. The mechanism of the approach is explored and elaborated with conceptual frameworks and implementation technologies. A prototype system for Web 2.0 e-learning has been developed to demonstrate the effectiveness of the approach. © Springer Science + Business Media, LLC 2009.postprin

Art and Commitment: Galleries without Walls

The chapter is part of a book about adult education in the sphere of public museums and art galleries. The aim of the chapter was to enrich and expand dialogue and understanding amongst adult and community educators, curators, artists, directors, and cultural activists who work within and beyond the walls of these institutions. The chapter takes up the complex and interconnected pedagogics of subjectivity, identity, meaning making and interpretation, knowledge, authority, prescription, innovation, and creativity. This chapter explores the role of the artist in adult education within the art gallery and artist-led learning projects in galleries are situated in terms of their commitment to art and their commitment to intentional learning. As stated in a review of the book by Hironobu Shindo “Overall, this work’s contribution is twofold: (1) In response to the fundamental questions of who museums belong to and what their purpose is, it suggests that muse-ums are public fora, where social justice and democracy can be built, and (2) it explores how museums function as adult education centers.” (Hironobu Shindo, 2018, Sage) When I speak of learning environments I am referring directly to adult education. The Chapter takes on developments from Tate Galleries initiation of a research centre dedicated to Learning and the “gallery as a site for learning,” (Emily Pringle 2013) and places it in context with my analysis of the role education plays in reproducing oppressions, power and politics. I argue cultural production and knowledge exchange can be inclusive, and that learning experiences can be co-created in a manner that acknowledges the institution, the artist, the art work and the participant. The chapter has been downloaded from Springer 872 times (Springer, 2020). It has been cited 10 times (Altmetric.com) directly

How might educational research into children’s ideas about light be of use to teachers?

This paper offers a synthesis of research evidence around teaching light to primary and secondary school pupils, as part of the Institute of Physics (IOP) Promoting and Interpreting Physics Education Research (PIPER) project. Conceptual change literature describes many difficulties young people have with understanding the phenomenon of light, and this knowledge can be useful in the classroom. Pupil teacher dialogue is used to illustrate some of the pedagogical challenges teachers face in this topic. This paper highlights a range of influences on pupils from everyday life and from the classroom, with a view to promoting teacher awareness of conceptual change research evidence

Instructional multimedia: An investigation of student and instructor attitudes and student study behavior

<p>Abstract</p> <p>Background</p> <p>Educators in allied health and medical education programs utilize instructional multimedia to facilitate psychomotor skill acquisition in students. This study examines the effects of instructional multimedia on student and instructor attitudes and student study behavior.</p> <p>Methods</p> <p>Subjects consisted of 45 student physical therapists from two universities. Two skill sets were taught during the course of the study. Skill set one consisted of knee examination techniques and skill set two consisted of ankle/foot examination techniques. For each skill set, subjects were randomly assigned to either a control group or an experimental group. The control group was taught with live demonstration of the examination skills, while the experimental group was taught using multimedia. A cross-over design was utilized so that subjects in the control group for skill set one served as the experimental group for skill set two, and vice versa. During the last week of the study, students and instructors completed written questionnaires to assess attitude toward teaching methods, and students answered questions regarding study behavior.</p> <p>Results</p> <p>There were no differences between the two instructional groups in attitudes, but students in the experimental group for skill set two reported greater study time alone compared to other groups.</p> <p>Conclusions</p> <p>Multimedia provides an efficient method to teach psychomotor skills to students entering the health professions. Both students and instructors identified advantages and disadvantages for both instructional techniques. Reponses relative to instructional multimedia emphasized efficiency, processing level, autonomy, and detail of instruction compared to live presentation. Students and instructors identified conflicting views of instructional detail and control of the content.</p

Empowering Qualitative Research Methods in Education with Artificial Intelligence

Artificial Intelligence is one of the fastest growing disciplines, disrupting many sectors. Originally mainly for computer scientists and engineers, it has been expanding its horizons and empowering many other disciplines contributing to the development of many novel applications in many sectors. These include medicine and health care, business and finance, psychology and neuroscience, physics and biology to mention a few. However, one of the disciplines in which artificial intelligence has not been fully explored and exploited yet is education. In this discipline, many research methods are employed by scholars, lecturers and practitioners to investigate the impact of different instructional approaches on learning and to understand the ways skills and knowledge are acquired by learners. One of these is qualitative research, a scientific method grounded in observations that manipulates and analyses non-numerical data. It focuses on seeking answers to why and how a particular observed phenomenon occurs rather than on its occurrences. This study aims to explore and discuss the impact of artificial intelligence on qualitative research methods. In particular, it focuses on how artificial intelligence have empowered qualitative research methods so far, and how it can be used in education for enhancing teaching and learning

Workplace Learning in Dual Higher Professional Education

Workplace learning is considered an effective strategy for the development of vocation, career and professional identity. Dual training programs, in which learning at a vocational school and learning at work in a company are combined, are seen as strong carriers for skill formation processes. In this study we explore workplace learning in dual training programs in Dutch higher professional education. To gain an understanding of these learning environments and processes, a qualitative multiple case study was conducted in seven sectors. The findings show substantial differences in learning environments between and within sectors. However, cooperation between school and practice is minimal in all of the cases. Although students develop personal and job-related competencies that are useful for daily work routines, they acquire hardly any profound theoretical knowledge at the workplace. School fails to direct workplace learning. Given the considerable share of workplace learning in dual training programs, and the demands to higher professional education graduates in terms of being able to solve complex problems and develop new knowledge during their career as reflective practitioners, it is important that these shortcomings are resolved. More promising alternatives for workplace learning environments and questions for further research to improve workplace learning in higher professional education are discussed