The Experts below are selected from a list of 360 Experts worldwide ranked by ideXlab platform
Jennifer K Harrison - One of the best experts on this subject based on the ideXlab platform.
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developing Pedagogical Practice and professional identities of beginning teacher educators
Professional Development in Education, 2010Co-Authors: Frankie Mckeon, Jennifer K HarrisonAbstract:This exploratory study draws on the experiences, workplace learning and professional development of five beginning teacher educators in the first three years of their new careers. Examples of their developing pedagogic Practices and reasoning and conceptions of their roles and identities as teacher educators in their new settings have been generated from interviews from this longitudinal case study. Individual differences, which emerged from the start, remain but greater confidence to be more experimental with their student‐teachers, to plan for student‐teacher‐led learning and to undertake modelling and more open discussion about their Pedagogical Practice and principles are reported. Insights are being gained into the ways in which professional Pedagogical learning has developed and into the particular workplace learning influences on the formation of their emerging professional identities as teacher educators.
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developing Pedagogical Practice and professional identities of beginning teacher educators
Professional Development in Education, 2010Co-Authors: Frankie Mckeon, Jennifer K HarrisonAbstract:This exploratory study draws on the experiences, workplace learning and professional development of five beginning teacher educators in the first three years of their new careers. Examples of their developing pedagogic Practices and reasoning and conceptions of their roles and identities as teacher educators in their new settings have been generated from interviews from this longitudinal case study. Individual differences, which emerged from the start, remain but greater confidence to be more experimental with their student‐teachers, to plan for student‐teacher‐led learning and to undertake modelling and more open discussion about their Pedagogical Practice and principles are reported. Insights are being gained into the ways in which professional Pedagogical learning has developed and into the particular workplace learning influences on the formation of their emerging professional identities as teacher educators.
Cliff Jackson - One of the best experts on this subject based on the ideXlab platform.
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pre service teachers attitudes toward education for sustainability and its relevance to their learning implications for Pedagogical Practice
Environmental Education Research, 2017Co-Authors: Louisa Tomas, Sarah Girgenti, Cliff JacksonAbstract:The education for sustainability (EfS) literature espouses participatory, praxis-orientated, place-based and holistic approaches to teaching and learning. The introduction of a first-year EfS unit for pre-service teachers at James Cook University provided an opportunity to explore their attitudes toward EfS and their perceptions of the relevant aspects of the unit to their learning. In this mixed-methods study, pre-service teachers (N = 100) completed a Likert-style survey at the beginning and end of the unit that examined their attitudes toward EfS. Three pre-service teachers were also interviewed to explore further their perceptions and experiences, one semester after completing the unit. Significant improvements were found in pre-service teachers’ EfS self-efficacy, and familiarity with and interest in sustainability issues. Participants also perceived EfS to be relevant to their learning, particularly the praxis-orientated pedagogies in which they engaged, as they believed it developed their knowledge...
Shane Dawson - One of the best experts on this subject based on the ideXlab platform.
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measuring creative potential using social network analysis to monitor a learners creative capacity
Australasian Journal of Educational Technology, 2011Co-Authors: Shane Dawson, Jennifer Peiling Tan, Erica McwilliamAbstract:Despite the burgeoning rhetoric from political, social and educational commentators regarding creativity and learning and teaching, there is a paucity of scalable and measurable examples of creativity-centric Pedagogical Practice. This paper makes an argument for the application of social network visualisations to inform and support creativity-enabling Pedagogical Practice. This paper first describes social networks and how they relate to creative capacities and learning as a social process. It then provides an initial case study of how social network analysis may be meaningfully applied to evaluate students' learning networks and creative capacities, and elaborates on how such an evaluative resource can allow educators to design and implement creativity-enabling Pedagogical Practice. In so doing, this paper contributes conceptual, methodological and empirical advances that can take learning and teaching for creativity, particularly in higher education, beyond rhetoric towards more observable and measurable mainstream Pedagogical Practice.
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Social networks adapting Pedagogical Practice
2009Co-Authors: Aneesha Bakharia, Shane DawsonAbstract:This poster details the development of a tool that integrates with common commercial and open source Learning Management Systems (LMS) to deliver real-time social network visualisations of discussion forum activity. The tool has aptly been named Social Networks Adapting Pedagogical Practice (SNAPP), because it allows academic staff to identify patterns of student behaviour and facilitate appropriate interventions as required. SNAPP has been designed with the aim of mainstreaming the use of social network analysis as a real-time diagnostic instrument. A unique and non-conventional Web 2.0 approach to LMS extension development has been employed to enable cross system (Blackboard, WebCT and Moodle), web browser (Firefox, Safari and Internet Explorer) and platform (PC and Mac) support. Current features and future enhancements are outlined
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teaching for creativity towards sustainable and replicable Pedagogical Practice
Higher Education, 2008Co-Authors: Erica Mcwilliam, Shane DawsonAbstract:This article explores the Pedagogical significance of recent shifts in scholarly attention away from first generation and towards second generation understandings of creativity. First generation or big ‘C’ creativity locates the creative enterprise as a complex set of behaviours and ideas exhibited by an individual, while second generation or small ‘c’ creativity locates the creative enterprise in the processes and products of collaborative and purposeful activity. Second generation creativity is gaining importance for a number of reasons: its acknowledged significance as a driver in the new or digital economy; recent clarification of the notion of ‘creative capital’; the stated commitment of a growing number of universities to ‘more creativity’ as part of their declared vision for their staff and students; and, the recognition that the creative arts does not have a monopoly on creative capability. We argue that this shift allows more space for engaging with creativity as an outcome of Pedagogical work in higher education. The article builds on the project of connecting ‘creative capital’ and university pedagogy that is already underway, assembling a number of principles from a wide range of scholarship, from computer modelling to social and cultural theorising. In doing so, it provides a framework for systematically orchestrating a ‘creativity-enhancing’ learning environment in higher education.
Iouliia Skliarova - One of the best experts on this subject based on the ideXlab platform.
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teaching reconfigurable systems methods tools tutorials and projects
IEEE Transactions on Education, 2005Co-Authors: Valery Sklyarov, Iouliia SkliarovaAbstract:This paper presents an approach that has been used for teaching disciplines on reconfigurable computing and advanced digital systems, which are intended to cover such topics as architectures and capabilities of field-programmable logic devices; languages for the specification, modeling, and synthesis of digital systems; design methods; computer-aided design tools; reconfiguration techniques; and practical applications. To assist the educational process, the following units have been developed and employed in the Pedagogical Practice: animated tutorials, miniprojects, hardware templates, and course-oriented library of digital circuits. To stimulate the student's activity, an optional project-based evaluation technique has been applied. All the materials that are required for students are available on the university website (WebCT) and can easily be used for studying inside the university, for obtaining additional information during practical classes and for distance learning.
Frankie Mckeon - One of the best experts on this subject based on the ideXlab platform.
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developing Pedagogical Practice and professional identities of beginning teacher educators
Professional Development in Education, 2010Co-Authors: Frankie Mckeon, Jennifer K HarrisonAbstract:This exploratory study draws on the experiences, workplace learning and professional development of five beginning teacher educators in the first three years of their new careers. Examples of their developing pedagogic Practices and reasoning and conceptions of their roles and identities as teacher educators in their new settings have been generated from interviews from this longitudinal case study. Individual differences, which emerged from the start, remain but greater confidence to be more experimental with their student‐teachers, to plan for student‐teacher‐led learning and to undertake modelling and more open discussion about their Pedagogical Practice and principles are reported. Insights are being gained into the ways in which professional Pedagogical learning has developed and into the particular workplace learning influences on the formation of their emerging professional identities as teacher educators.
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developing Pedagogical Practice and professional identities of beginning teacher educators
Professional Development in Education, 2010Co-Authors: Frankie Mckeon, Jennifer K HarrisonAbstract:This exploratory study draws on the experiences, workplace learning and professional development of five beginning teacher educators in the first three years of their new careers. Examples of their developing pedagogic Practices and reasoning and conceptions of their roles and identities as teacher educators in their new settings have been generated from interviews from this longitudinal case study. Individual differences, which emerged from the start, remain but greater confidence to be more experimental with their student‐teachers, to plan for student‐teacher‐led learning and to undertake modelling and more open discussion about their Pedagogical Practice and principles are reported. Insights are being gained into the ways in which professional Pedagogical learning has developed and into the particular workplace learning influences on the formation of their emerging professional identities as teacher educators.
