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Meanings emerging in practice (Part 2)

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978-1-921729-85-0
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Product Description

Edited by Patrick Alan Danaher, Carmen Mills, Robert D White, Shirley O'Neill and Jeong-Bae Son

Published: Oct 2007
ISBN: 978-1-921729-85-0
Pages: 83 (PDF version)

Overview

This collection publishes the second set of refereed papers from proceedings of the 3rd International Conference on Pedagogies and Learning, focused on ‘meanings emerging in practice’ as a lens for examining and evaluating multiple enactments of pedagogies and learning.

Each of the seven articles in this Special Issue engages with a different theme nominated by the conference organisers as a useful means of identifying whether and how pedagogies and learning can be maximised through meanings emerging in practice.

Drawing on concepts synthesised from personal pedagogy, reflective practice and cognitive theory, Lynch advocates the careful and systematic use of humour as an antidote to cognitive depletion and as a way of both facilitating effective reflection and (re)kindling irreverence and joy in academics’ work.

Star and McDonald identify successful pedagogical practices for diverse students in first year undergraduate study, which include constructive alignment, formative and developmental assessment, proactive and extensive scaffolding for student learning, and a central role for an active online community.

Wang and Moore consider how exploring the learning style preferences of Chinese postgraduate students in Australian transnational programs can be considered one manifestation of the theme of developing the globalised learning environment.

Bolt investigates problems and possibilities in integrating research, action and learning in the workplace in order to generate productive organisational change.

Willis explores the challenge of pedagogical change by presenting a carefully considered meta-analysis of Assessment for Learning, particularly from the perspectives of teacher and student beliefs about learning and assessment.

Sankey demonstrates e-learning and multimodalities with a richly illustrated account of 15 multimodal design heuristics.

Danaher et al focus on constructing new futures for learning through ongoing critical reflection on challenges and opportunities in redesigning the further education and training teacher education programs.

This Special Issue contributes in multiple ways and from several perspectives to extending our understandings of both international pedagogies and learning and meanings emerging in practice.

The International Journal of Pedagogies and Learning encapsulates and synthesises such a rich diversity of strategies, issues, concepts and arguments about educational philosophy, policy and practice that range broadly across contexts, countries and sectors.

Table of Contents

Editorial: Meanings emerging in practice (Part 2)
- Patrick Alan Danaher, Carmen Mills, Robert D White, Shirley O'Neill, Jeong-Bae Son

Changing the meanings that emerge in practice, for the better, through humour: How I changed plagiarism from the suppository of good scholarship to the condom of good scholarship and lived happily ever after
- Bernadette Lynch

Embedding successful pedagogical practices: Assessment strategies for a large, diverse, first year student cohort
- Cassandra Star, Jacquelin McDonald

Exploring learning style preferences of Chinese postgraduate students in Australian transnational programs
- Ting Wang, Leah Moore

The challenge of integrating research, action and learning in the workplace to affect organisational change
- Susan Bolt

Assessment for Learning – Why the theory needs the practice
- Jill Willis

How to develop 15 multimodal design heuristics in 3 easy (not) lessons
- Michael D Sankey

Curriculum leadership, quality and technology in a suite of Australian further education and training teacher education programs: Making meaning, performing practice and constructing new learning futures
- Patrick Alan Danaher, Mark A Tyler, Catherine H Arden


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