Meanings under the microscope (Part 4)

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Meanings under the microscope (Part 4)

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Meanings under the microscope (Part 4)

Meanings under the microscope (Part 4)

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978-1-921729-77-5

Product Description

Edited by Patrick Alan Danaher and Shirley O'Neill

Published: Jun 2006
ISBN: 978-1-921729-77-5
Pages: 128 (PDF version)

Overview

This is the companion to the three-part inaugural theme issue that constituted Volume 1 of the International Journal of Pedagogies and Learning. In combination, the numbers in that volume published the first wave of the refereed proceedings of the 2nd international pedagogies and learning conference, which was conducted at the Toowoomba campus of the University of Southern Queensland in Australia from 18 to 20 September 2005 with the theme ‘Meanings Under the Microscope’.

This Special Issue contains the articles that make up the second wave of the conference’s refereed proceedings - that is, those papers that were submitted after the conference for refereeing and possible publication.

The first article, by Carol Butler-Made, Jeanne Allen and John Campbell from Central Queensland University in Australia, analyses the roles and experiences of teacher practitioners within the partnership arrangement in that institution’s Bachelor of Learning Management degree. The authors cluster the results of a survey questionnaire with such practitioners around two themes distilling the perceived benefits and constraints of that agreement: professional growth and transition. In doing so, they reflect on a question that lies at the heart of all professional networks and partnerships: ‘What’s in it for us?’.

In the second article, by Henk Huijser from the University of Southern Queensland in Australia, he argues for a shift from a teacher- to a learner-directed approach to enacting and engaging these concepts in order to maximise their potential benefits for learners.

In the next article, authors Tim Davis, Theda Thomas and Alanah Kazlauskas from the Australian Catholic University in Australia advocate the more comprehensive consideration and application of both critical thinking and action research in course development in contemporary universities.

The fourth article, by Debra Manning from Monash University in Australia, explores the benefits of lecturers teaching in multicultural classrooms using a phenomenographic approach and metaphor analysis to enrich their pedagogy.

Vicki Jones, Jun H Jo and Jeonghye Han from Griffith University in Australia use the fifth article to ponder the possible pedagogical applications and implications of robot-assisted learning.

In the sixth article, Abdul Hafeez-Baig, Raj Gurarajan and Vijaya Gurarajan from the University of Southern Queensland in Australia also take up the issue of mobile learning, this time in relation to wireless technologies such as personal digital assistants.

The seventh article, by Chizuko Suzuki, Yoko Watanabe, Shota Yoshihara and Kyutae Jung from Hannam University and Sujung Min, examines the pedagogical implications of the collaborative e-learning environment, based on a tutorial device using a bulletin board system, that they established with their English language university students in their respective countries.

Ann Dashwood and Lyndal Wood from the University of Southern Queensland in Australia use the eighth article to direct their attention to language use in a university preparatory study skills course for English as a Second Language learners.

The ninth article, by Terry Wrigley from the University of Edinburgh in the United Kingdom, makes a clarion call for a re-examination of the crucial link between social class and academic achievement, facilitated by the concepts of situated cognition and activity theory.

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.