Postmodernism as a Theoretical Framework for Learner Autonomy Research

The multidimensional nature of current conceptualisations of learner autonomy combined with the need to access both individual and social constructions presents both ontological and epistemological challenges when researching a pedagogy for learner autonomy. This paper will discuss the advantages and challenges to exploring the development of learner autonomy and its implication for practice from a postmodernist and social constructivist perspective, based on a qualitative case study of the development of advanced specialist and non-specialist foreign language learners and their teacher as a learner practitioner-researcher, in a large Higher Education Institution in England. It will show, in particular, how such methodology facilitates a dynamic research design, providing an opportunity to adapt and use existing theories whilst maintaining a strong emphasis on the learner’s ‘voices’. It will conclude with a set of recommendations together with the limitations of such an approach

Exploring the development of learner autonomy from a postmodern and social constructivist perspective: prioritising voices

Learner autonomy defined as the learners' ability to take charge or control of their own learning (Holec, 1981; Benson, 2011), is considered as a key to effective lifelong learning (Dam, 2011). However, the multidimensional nature of the concept combined with the need to access both individual and social constructions, from a social constructivist perspective, presents significant ontological and epistemological challenges. Although learner autonomy and its development have been explored using a range of paradigms and theoretical frameworks, none of the studies appear to have examined its development, within a formal educational context, from a postmodernist perspective. This article aims to discuss the benefits and practical implications of using a postmodernist approach to exploring the development of learner autonomy, in undergraduate specialist and non-specialist learners, studying advanced level French in an institution-wide language programme in combination with international Business or other subject areas, within a large UK higher education institution, based on its application within my own PhD study. After considering the background and examining in some detail the learner autonomy construct, the paper will discuss the rationale for the choice of methodology and its benefits in relation to the challenges presented by prioritising voices, within a multifaceted and multi-dimensional theoretical framework. It will show how it was applied in practice, using a few illustrative extracts from the PhD study's data analysis. The article will conclude with some recommendations and considerations of the limitations of such an approach, together with some reflection on the process and outcome of the PhD case study research, including some implications for practice in a formal educational context. Key words: learner autonomy, postmodernist research, Higher Educatio

The Structuring Role of Marine Life in Open Ocean Habitat: Importance to International Policy

Areas beyond national jurisdiction (ABNJ) lie outside the 200 nautical mile limits of national sovereignty and cover 58% of the ocean surface. Global conservation agreements recognize biodiversity loss in ABNJ and aim to protect ≥10% of oceans in marine protected areas (MPAs) by 2020. However, limited mechanisms to create MPAs in ABNJ currently exist, and existing management is widely regarded as inadequate to safeguard biodiversity. Negotiations are therefore underway for an “internationally legally binding instrument” (ILBI) to the United Nations Convention on the Law of the Sea to enable biodiversity conservation beyond national jurisdiction. While this agreement will, hopefully, establish a mechanism to create MPAs in ABNJ, discussions to date highlight a further problem: namely, defining what to protect. We have a good framework for terrestrial and coastal habitats, however habitats in ABNJ, particularly the open ocean, are less understood and poorly defined. Often, predictable broad oceanographic features are used to define open ocean habitats. But what exactly, constitutes the habitat—the water, or the species that live there? Complicating matters, species in the open sea are often highly mobile. Here, we argue that mobile marine organisms provide the structure-forming biomass and constitute “habitat” in the open ocean. For an ABNJ ILBI to offer effective protection to marine biodiversity it must consider habitats a function of their inhabitants and represent all marine life within its scope. Only by enabling strong protection for every element of biodiversity can we hope to be fully successful in conserving it

Introduction. Special Issue Featuring Papers From the AILA Congress: Research Network on Learner Autonomy Symposium, Rio de Janeiro, July, 2017

Special Issue Featuring Papers From the AILA Congress: Research Network on Learner Autonomy Symposium, Rio de Janeiro, July, 2017. Edited by Jo Mynard, Diego Mideros, and Christine O’Lear

Evaluation of the National Teaching Fellowship Scheme

A team from Sheffield Hallam University was appointed in May 2017 to carry out an evaluation of the National Teaching Fellowship Scheme (NTFS) between June and December 2017. This research has two pre-determined aims and two objectives. Aims 1. Evaluate the impact and current relevance of the NTFS across the sector, including in relation to those institutions that have not participated in the scheme. 2. Inform decisions on the future format of the scheme, including the approach to its financing. Objectives 1. To establish the extent to which the NTFS has achieved its aims across the higher education (HE) sector in England, Wales and Northern Ireland. 2. To set out considerations and options for funders with regard to the format of the scheme, approach to delivery and its funding in the new regulatory regime

Adult Attention-Deficit Hyperactivity Disorder (ADHD) and the isolation of low and high end component operations in temporal processing and time perception

Evidence has shown that Attention-Deficit Hyperactivity Disorder (ADHD) is associated with deficits in temporal processing and time perception (Toplak & Tannock, 2004). Current literature, however, focuses on time perception in children with ADHD, while very little research has investigated perceptual deficits in ADHD adults, particulary at stimulus presentation intervals of less than one second

Assessment Literacy for Linguistically and Culturally Diverse students with implications for staff development in HE

Paper’s importance The Covid 19 Pandemic gave rise to unprecedented change in the workplace and saw the development of new ways of working across the Globe (De Lucas et al., 2020). Within Universities, a similar paradigm shift was experienced in the way the curriculum had to be delivered, managed, and led, with implications for the role of digital technology and face to face teaching in Higher Education in the post-covid era (Dwivedi, et al. 2020; Carolan et al.2020). The disruption to normality caused educators/ lecturers to rethink their role within the Higher Education system (Rapanta et al., 2021), including how to support student learning tasks such as formative assessment (Nordmann et al., 2020) Linguistically and culturally diverse students face the further challenge of adapting to theirhost institution, including properly engaging with unfamiliar assessment practices, leading to an attainment gap with home students (Kerridge and Simpson, 2019). This was exacerbated by the move to online teaching and assessment during the pandemic. More inclusive practices in assessment post pandemic are therefore essential to the development of an innovative and adaptable global workforce. Theoretical base An inclusive approach to assessment means designing assessment with all students in mind (Moriña, 2017). Assessment as a vehicle for learning as well as a measurement of that learning. (Evans, 2013; O’Leary, 2014) should not be underestimated. Indeed, assessment for or as learning with a strong focus on the learning process and providing feedback as part of a formative or summative assessment task has been recognised to improve achievement, and skills development, including autonomy within a social dimension (O’Leary, 2014). In addition, assessment for or as learning can play a role in improving assessment literacy i.e. students’ ability to engage successfully in the process (Smith et al., 2013). This research will report on the assessment design protocols based on a narrative literature review based on these underpinnings, implemented in five pilot modules, and the ongoing evaluation of the impact on the students’ assessment literacy and achievement. Methodology The evaluation is using a mixed method approach: an evaluation pre and post intervention using an assessment literacy measurement instrument from Smith et al’s (2013) which is both qualitative and quantitative, using descriptive statistics and t.test and thematic analysis of qualitative data. a qualitative questionnaire to gauge student’s experience of the assessment post intervention in 22/23, using thematic analysis. The success of the interventions will also be evaluated through standard quantitative measures, including grades. Research purpose This working paper will explore how the assessment literacy of culturally and linguistically diverse students, from a large Business School in the UK, might be developed, based on lessons learnt from the Pandemic, for student success in acquiring the knowledge and skills necessary to the future workplace. Research question/s What can assessment design contribute to the development of assessment literacy? How successful were the assessment design protocol in improving assessment literacy and student achievement? Implications for HRD practice Inclusive practices in assessment post pandemic will help develop the graduate skills necessary for a innovative and adaptable global workforce. Conclusions The protocols were used to design new assessments in the pilot modules and the evaluation will help decide whether the design protocols will help future assessment developments. Key Words Assessment literacy, learning and development, Higher Educatio

Redesigning the curriculum to incorporate PRME: Working together

This presentation focuses on a School-wide approach to incorporating the Principles of Responsible Management within a large Business School curriculum. It will highlight the collaborative process involved in the redesigning in the curriculum across all the subject areas as well as offer some specific examples