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dc.contributor.authorWall, Tony*
dc.date.accessioned2016-05-26T14:05:47Z
dc.date.available2016-05-26T14:05:47Z
dc.date.issued2014-08-21
dc.identifier.citationWall, T. (2014) Invited Research Seminar: Poignant Pedagogies for Discovery – or of Compliance? The Case of Negotiated, Work-Based Learning in Higher Education, Deakin University Centre for Research into Educational Futures and Innovation Research Seminar, Melbourne, August.
dc.identifier.otherNA
dc.identifier.urihttp://hdl.handle.net/10034/610806
dc.description.abstractWork-based or work-integrated learning manifest in a colourful array of forms; from classroom-based where the teacher sets the learning outcomes and activities (perhaps in groups) – through to a fully negotiated, work- based experience where the learner works with the teacher to negotiate their own personal learning outcomes, activity and assessment (a personalised experience). Educationally, such curricula can provide a rich and authentic pedagogic space in which to grow personally and professionally, where the learner has the opportunity (and ability) to explore from their own cultural perspective. But this place of discovery can also become a place of compliance; where learners mechanically do what is required of them, without creative engagement, curiosity or connection to their cultural perspective. This talk draws on qualitative and action research undertaken over the last 6 years in the context of negotiated, experiential curricula to examine some pedagogical practices. The question is asked: are we crafting poignant pedagogies for discovery – or of compliance?
dc.language.isoenen
dc.publisherDeakin University
dc.subjectworkplace learning
dc.titlePoignant Pedagogies for Discovery – or of Compliance? The Case of Negotiated, Work-Based Learning in Higher Education
dc.typePresentation
dc.contributor.departmentUniversity of Chesteren
dc.internal.reviewer-notePresentationen
or.grant.openaccessYesen
rioxxterms.funderxen
rioxxterms.identifier.projectxen
rioxxterms.versionNAen
html.description.abstractWork-based or work-integrated learning manifest in a colourful array of forms; from classroom-based where the teacher sets the learning outcomes and activities (perhaps in groups) – through to a fully negotiated, work- based experience where the learner works with the teacher to negotiate their own personal learning outcomes, activity and assessment (a personalised experience). Educationally, such curricula can provide a rich and authentic pedagogic space in which to grow personally and professionally, where the learner has the opportunity (and ability) to explore from their own cultural perspective. But this place of discovery can also become a place of compliance; where learners mechanically do what is required of them, without creative engagement, curiosity or connection to their cultural perspective. This talk draws on qualitative and action research undertaken over the last 6 years in the context of negotiated, experiential curricula to examine some pedagogical practices. The question is asked: are we crafting poignant pedagogies for discovery – or of compliance?


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