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Thematische Bibliographien / Situated pedagogy

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Auswahl der wissenschaftlichen Literatur zum Thema „Situated pedagogy“

Autor: Grafiati

Veröffentlicht am 30. Juni 2021

Zuletzt aktualisiert am 29. Juli 2025

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Zeitschriftenartikel zum Thema "Situated pedagogy"

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Kitchens, John. "Situated Pedagogy and the Situationist International: Countering a Pedagogy of Placelessness." Educational Studies 45, no. 3 (2009): 240–61. http://dx.doi.org/10.1080/00131940902910958.

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Orner, Mimi. "Teaching for the moment: Intervention projects as situated pedagogy." Theory Into Practice 35, no. 2 (1996): 72–78. http://dx.doi.org/10.1080/00405849609543705.

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Kirk, David, and Doune Macdonald. "Situated Learning in Physical Education." Journal of Teaching in Physical Education 17, no. 3 (1998): 376–87. http://dx.doi.org/10.1123/jtpe.17.3.376.

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In this paper we argue that a version of situated learning theory, as one component of a broader constructivist theory of learning in physical education, can be integrated with other forms of social constructionist research to provide some new ways of thinking about a range of challenges currently facing physical educators, such as the alienation of many young people from physical education. The paper begins with a brief comment on some uses of the term “constructivism” in the physical activity pedagogy literature, then provides a more detailed outline of some of the key tenets of Lave and Wen

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Radclyffe-Thomas, Natascha. "Fashioning cross-cultural creativity: Investigating the situated pedagogy of creativity." Psychology of Aesthetics, Creativity, and the Arts 9, no. 2 (2015): 152–60. http://dx.doi.org/10.1037/aca0000014.

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Røn-Larsen, Maja, and Anja Hvidtfeldt Stanek. "Situated Pedagogy in Danish Daycare—The Politics of Everyday Life." Social Sciences 13, no. 2 (2024): 118. http://dx.doi.org/10.3390/socsci13020118.

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This article analyzes the possibilities and obstacles in pedagogical practices in ECEC (Early Childhood Education and Care) in relation to developing relevant opportunities for participation for all children, by supporting their own engagements in order to expand their action possibilities. Over the last decades, the political agendas in the Nordic as well as other OECD countries have been led by an increasing focus on learning goals and standardized professional procedures, at the expense of a more situated and flexible pedagogy following children’s own engagements. When concerns arise about

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Meng, Qingquan, Jiyou Jia, and Zhiyong Zhang. "A framework of smart pedagogy based on the facilitating of high order thinking skills." Interactive Technology and Smart Education 17, no. 3 (2020): 251–66. http://dx.doi.org/10.1108/itse-11-2019-0076.

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Purpose The purpose of this study is to verify the effect of smart pedagogy to facilitate the high order thinking skills of students and to provide the design suggestion of curriculum and intelligent tutoring systems in smart education. Design/methodology/approach A smart pedagogy framework was designed. The quasi-experiment was conducted in a junior high school. The experimental class used the smart pedagogy and smart learning environment. The control class adopted conventional teaching strategies. The math test scores of these two classes were compared to verify the effectiveness of smart pe

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Mendoza, Clarissa M. "The Virtual Cardiology Rotation: Situated Cognition and the Signature Pedagogy in Medicine." Journal of Medicine, University of Santo Tomas 6, S1 (2022): S68—S75. http://dx.doi.org/10.35460/2546-1621.2022-sp08.

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Background: Corona Virus 2019 (COVID-19) challenged the delivery of medical education and training, especially to the 4th year medical students. Medicine's signature pedagogy, the ward rounds in the hospital, was put on hold in compliance with safety precautions during this pandemic and the Commission on Higher Education’s (CHED) suspension of face-to-face classes in all levels. How the University of Santo Tomas Faculty of Medicine & Surgery (UST FMS) Cardiology Rotation was delivered despite these restrictions is described. Using Google Classroom, Blackboard Collaborate, and Zoom, a 7-day

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De Almeida, Philippe Oliveira, and Júlia Ávila Franzoni. "Sieges and plots of situated pedagogy: teaching law in floodplain fields." InSURgência: revista de direitos e movimentos sociais 8, no. 1 (2022): 249–80. http://dx.doi.org/10.26512/revistainsurgncia.v8i1.40885.

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O objetivo deste trabalho é descrever práticas de experimentação de repertórios para uma pedagogia situada para o ensino-aprendizagem do direito. Nesse sentido, se dividirá em três partes. Primeiro, abordaremos as tensões entre a lógica da aderência e a lógica da presença no ensino jurídico tradicional, por meio de uma estratégia de recuperação da dimensão corpórea de toda atividade educativa. Em seguida, discutiremos como nossas experiências no Labá e no CERCO vão dando forma-conteúdo a outras imaginações pedagógicas, voltadas aos juristas desembarcados, conscientes dos papeis que a posiciona

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Laili, Muawwinatul. "Multiliteracies Pedagogy In Raising Gender Awareness Through Sue Monk Kidd’s The Secret Life Of Bees." EDUSCOPE: Jurnal Pendidikan, Pembelajaran, dan Teknologi 8, no. 2 (2023): 15–27. http://dx.doi.org/10.32764/eduscope.v8i2.3471.

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ABSTRACT The purpose of this study is to investigate the implementation of the Multiliteracy Pedagogy approach promoted by the New London Group (1996) in raising gender awareness through The Secret Life of Bees movie, which was adapted from Sue Monk Kidd's novel of the same name (2001). The participants of this research are seventeen fifth semester English Education students and an English lecturer. Using qualitative data from observation and an online questionnaire. The findings revealed that through The Secret Life of Bees, the four elements of Multiliteracies Pedagogy are well implemented i

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Novsima, Isabella. "Decolonizing Ableist Pedagogy." International Review of Mission 112, no. 2 (2023): 267–82. http://dx.doi.org/10.1111/irom.12480.

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AbstractHow can someone born without a privileged language and not educated in a privileged educational institution engage in decolonization? This is a very relevant question for most people who live in the context of the global South. This paper proposes a constructive imagination to decolonize ableist pedagogy through feminist disability analysis. I argue that colonial pedagogy is inherently ableist. This paper is situated in an anti‐ableist and anti‐patriarchal framework, unveiling the normate culture and patriarchal‐colonial logic. However, the main source of analysis and epistemological t

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Dissertationen zum Thema "Situated pedagogy"

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Corbin, Brian. "A case study : developing pedagogical content knowledge as situated practice on a concurrent Initial Teacher Education course." Thesis, Manchester Metropolitan University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323937.

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Mills, Kathy Ann. "Multiliteracies : a critical ethnography : pedagogy, power, discourse and access to multiliteracies." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16244/1/Kathy_Mills_Thesis.pdf.

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The multiliteracies pedagogy of the New London Group is a response to the emergence of new literacies and changing forms of meaning-making in contemporary contexts of increased cultural and linguistic diversity. This critical ethnographic research investigates the interactions between pedagogy, power, discourses, and differential access to multiliteracies, among a group of culturally and linguistically diverse learners in a mainstream Australian classroom. The study documents the way in which a teacher enacted the multiliteracies pedagogy through a series of mediabased lessons with her year si

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Mills, Kathy Ann. "Multiliteracies : a critical ethnography : pedagogy, power, discourse and access to multiliteracies." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16244/.

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The multiliteracies pedagogy of the New London Group is a response to the emergence of new literacies and changing forms of meaning-making in contemporary contexts of increased cultural and linguistic diversity. This critical ethnographic research investigates the interactions between pedagogy, power, discourses, and differential access to multiliteracies, among a group of culturally and linguistically diverse learners in a mainstream Australian classroom. The study documents the way in which a teacher enacted the multiliteracies pedagogy through a series of mediabased lessons with her year si

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Osborne, Richard. "An ecological approach to educational technology : affordance as a design tool for aligning pedagogy and technology." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/16637.

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Digital technologies have for many years been acclaimed as tools that hold the power to transform learning, yet educational research has so far failed to demonstrate the transformative effects of these digital technologies on learning outcomes (Cuban, 2001; Price and Kirkwood, 2011). Some research has even gone so far as to question this underlying assumption regarding digital technologies ability to transform education, suggesting that they do not in fact have any inherently positive benefits for learning, and that perceived benefits are actually artefacts produced by other factors (Means et

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Bolland, Craig. "Suicide girls : pedagogy and praxis in the on-line writing workshop." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16133/1/Craig_Bolland_-_Suicide_Girls.pdf.

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On-line writing workshops provide educational spaces within which aspiring writers can learn their craft. In order to understand the dialogic mechanisms behind that learning, this thesis examines ways in which one workshop, the Internet Writing Workshop (IWW), functions as a Freireian culture circle. The exegesis identifies several key characteristics that defined Paulo Freire's concept of the culture circle. It compares these characteristics with the structure and practice of interaction within the IWW. It unpacks some of Freire's ideas about dialogue as a means of achieving critical cons

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Bolland, Craig. "Suicide Girls: Pedagogy and Praxis in the On-Line Writing Workshop." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16133/.

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On-line writing workshops provide educational spaces within which aspiring writers can learn their craft. In order to understand the dialogic mechanisms behind that learning, this thesis examines ways in which one workshop, the Internet Writing Workshop (IWW), functions as a Freireian culture circle. The exegesis identifies several key characteristics that defined Paulo Freire's concept of the culture circle. It compares these characteristics with the structure and practice of interaction within the IWW. It unpacks some of Freire's ideas about dialogue as a means of achieving critical consciou

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Korshed, Lejon Kani, and Ludvig Millqvist. "Tyst Kunskap : En kvalitativ studie om hur tyst kunskap tas tillvara på inom detaljhandeln." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-376745.

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In a society where knowledge is more and more valuable, every moment that knowledge can be shared between colleagues is of great importance. According to our earlier personal experiences, we thought that organizations prioritised explicit knowledge and not tacit knowledge. To contribute to knowledge on the subject we choose to do a study where we focused on the experiences of coworkers that works in shops. The purpose of the study then became: “to investigate how tacit knowledge is made use of in shops from the perspective of coworkers”. With the purpose in mind, we created two questions: “Ho

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Wennström, Sofie. "Scholarly communication as a situated learning process for PhD students : an exploratory study about publishing as a community of practice." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-159244.

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This master’s thesis aims to explore the practice of becoming a researcher and the learning process embedded in this activity by looking at the communicative practices of PhD students, within the context of academic publishing. It is likely that the way in which these soon-to-be researchers reason about the task of communication is related to their way of approaching their field of research as well as the lived world, which makes it relevant to explore further. The study was performed based two sets of data, first open-ended semi-structured interviews with eleven PhD students at Stockholm Univ

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Quintero, Christian. "Creating Creators Cinema Project: Transforming Lives through the Arts." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/900.

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This work centered on the Creating Creators Cinema Project (CCCP), a for-profit organization that works with K-12 school districts in California to integrate student filmmaking into core subjects. The qualitative case study documented the experiences of CCCP’s founders, the teaching artists who mentor filmmaking youth, and the students participating in year-long projects, providing a “thick description” of the creation, implementation, and impact of the program in a high school setting. The research addressed the dearth of arts programs in urban schools and their connection to representation i

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Yrelin, Louise, and Matilda Zimdahl. "Medarbetares lärande på arbetsplatsen : En kvalitativ studie om informellt lärande och det sociala sammanhangets betydelse för lärandet." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-376546.

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Bücher zum Thema "Situated pedagogy"

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Schuster, Meike, ed. Stadt(t)räume – ästhetisches Lernen im öffentlichen Raum: Situativ, temporär, performativ, partizipativ. kopaed, 2013.

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Garrino, Lorenza, ed. Strumenti per una medicina del nostro tempo. Firenze University Press, 2015. http://dx.doi.org/10.36253/978-88-6655-837-8.

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Il contributo fornito da questa pubblicazione rappresenta una iniziativa innovativa nell’ambito della formazione per i progetti di miglioramento della qualità delle cure. Nei contesti sempre più si delinea la necessità di modelli teorici, di strumenti e metodologie che favoriscano la compartecipazione della persona e della sua famiglia alle cure. La sinergia tra Medicina narrativa, Metodologia Pedagogia dei Genitori e ICF permette di dare valore alle storie ed alle esperienze dei pazienti, alle competenze educative genitoriali all’interno del patto educativo scuola, sanità e famiglia con un fo

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Chongbang, Karna Bahadur. Instruction in Classroom-Situated Cognitive Multiplicity of Higher Education. an Understanding Pedagogy. GRIN Verlag GmbH, 2017.

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D'Urso, Alexandra. Hip Hop as Public Pedagogy. Edited by Fabian Holt and Antti-Ville Kärjä. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190603908.013.17.

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This chapter is a contribution to the literatures on hip hop and identity politics among two rappers of color in Scandinavia. Locating the artists’ pedagogical practices within global flows of resistance in hip hop culture, the concept of public pedagogy is employed for analyzing how these artists use hip hop as a medium for education and activism outside of formal educational institutions. The analysis focuses on counter-hegemonic representations of identity in the music of Adam Tensta and Eboi. The author argues that the two artists have situated themselves as public pedagogues and catalysts

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Camlin, Dave, and Katherine Zesersen. Becoming a Community Musician. Edited by Brydie-Leigh Bartleet and Lee Higgins. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190219505.013.7.

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In this chapter, we outline an approach to training in community music that is congruent with its pluralistic and diverse character. From the situated perspective of Sage Gateshead, a large music organization in the north of the United Kingdom, we reflect on some of the ways that musicians have developed the skills, knowledge, and attitudes to become effective practitioners of community music. Rooted in a dialogic and democratic pedagogy, the training processes described herein recognize the highly individualized nature of community music practices, and are underpinned by the explicitly humani

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Carr, Georgia. Language of Sex Education. Bloomsbury Publishing Plc, 2025. https://doi.org/10.5040/9781350461109.

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This book offers a deep dive into sex education pedagogy in the Australian context, taking a close look at the language used to teach the key topics of consent and respect. It examines questions students ask, how teachers accommodate different beliefs in their classrooms, and how students learn about more values-based topics including consent, respectful relationships, and gender and sexuality diversity. It also considers what teaching and assessment looks like over the course of a school term and what makes a ‘successful’ student. In short it answers the question – how is sex education actual

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Abdulla, Danah. Design Otherwise. Bloomsbury Publishing Plc, 2025. https://doi.org/10.5040/9781350295810.

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How can we study and teach design in a way that is critical, socially engaged and relevant to place?In this timely book, Danah Abdulla challenges us to imagine a design education and culture that moves beyond blindly borrowing Eurocentric models and frameworks. Drawing on learnings from work with design students, educators and designers in the Arab region, with a particular focus on Jordan and featuring examples from Lebanon, Egypt and the United Arab Emirates, Abdulla creates a dialogue with those who have most at stake in education to imagine how we can develop a collaborative, contextually

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Bromley, James M. Clothing and Queer Style in Early Modern English Drama. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198867821.001.0001.

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This book examines ‘queer style’ or forms of masculinity grounded in superficiality, inauthenticity, affectation, and the display of the extravagantly clothed body in early modern English city comedies. Queer style destabilizes distinctions between able-bodied and disabled, human and nonhuman, and the past and the present—distinctions that have structured normative ways of thinking about sexuality. Glimpsing the worldmaking potential of queer style, plays by Ben Jonson, George Chapman, Thomas Middleton, and Thomas Dekker imagine alternatives to the prevailing modes of subjectivity, sociability

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Flores, Belinda Bustos, Lorena Claeys, and Conra D. Gist. Crafting Culturally Efficacious Teacher Preparation and Pedagogies. Lexington Books, 2018. https://doi.org/10.5040/9781666993110.

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Crafting Culturally Efficacious Pedagogies and Practices is based on cultural efficaciousness derived from the work of the nationally recognized Academy for Teacher Excellence at The University of Texas at San Antonio. The book is grounded in a research-based model, situated within the needs of the school-local community, and based on collaborative partnerships. Given the under-representation of ethnic/racial minority teachers, to accomplish social justice, all teachers must become culturally efficacious. In this book, authors provide an overview of the culturally efficacious evolution model u

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Jahner, Jennifer. Literature and Law in the Era of Magna Carta. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198847724.001.0001.

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Literature and Law in the Era of Magna Carta traces the fortunes of literary training and experimentation across the early history of the English common law, from its beginnings in the reign of Henry II to its tumultuous consolidations under the reigns of John and Henry III. The period from the mid-twelfth through the thirteenth centuries witnessed an outpouring of innovative legal writing in England, from Magna Carta to the scores of statute books that preserved its provisions. An era of civil war and imperial fracture, it also proved a time of intensive self-definition, as communities both l

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Buchteile zum Thema "Situated pedagogy"

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Luong, Vivian. "Becoming a Situated Ear." In Trauma-Informed Pedagogy and the Post-Secondary Music Class. Routledge, 2025. https://doi.org/10.4324/9781003488200-14.

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Delsante, Ioanni, Tabassum Ahmed, Maddalena Giovanna Anita Duse, and Linda Migliavacca. "Socially Situated Pedagogies as a Strategy to Innovate Architectural Curricula: The Case Study of SArPe and Its Design Studio Experimentation at the University of Pavia." In Springer Series in Design and Innovation. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-71959-2_10.

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AbstractThe authors discuss a pedagogical experiment that arises out of an ongoing Erasmus+ project titled “Socially Situated Architectural Pedagogies” or SArPe, which involves the Universities of Pavia, Istanbul, TU Delft and Malaga. SArPe project situates itself in between three areas of inquiry: critical/radical pedagogies [1–4]; situated knowledge [5, 6] and commons-oriented knowledge and pedagogy [7–9].On that basis, the paper aims to critically analyze architectural pedagogy through authors’ positioning in respect to the wider debate and a case study-based approach. Namely, a second-year

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Franzoni, Julia Ávila. "TRAMA: Stories of Situated Pedagogy in Legal Education." In Biopolitics and Resistance in Legal Education. Routledge, 2023. http://dx.doi.org/10.4324/9781003179283-10.

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Heap, James L. "A Situated Perspective on What Counts as Reading." In Towards a Critical Sociology of Reading Pedagogy. John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/pbns.19.09hea.

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Cho, Hyesun. "Situated Learning in Seminars from a Community of Practice Perspective." In Critical Literacy Pedagogy for Bilingual Preservice Teachers. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7935-1_4.

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Richins, Liliana Grosso, and Holly Hansen-Thomas. "Heritage Language Development of Pre-service Bilingual Teachers: How a Practice-Situated Intervention Promoted Multiliteracy." In Multiliteracies Pedagogy and Language Learning. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63103-5_7.

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Canning, Roy. "Vocational Education Pedagogy and the Situated Practices of Teaching Core Skills." In Vocational Learning. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1539-4_11.

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Korthagen, Fred A. J. "A Foundation for Effective Teacher Education: Teacher Education Pedagogy Based on Situated Learning." In The SAGE Handbook of Research on Teacher Education. SAGE Publications Ltd, 2017. http://dx.doi.org/10.4135/9781526402042.n30.

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de Frece, Annabel, and Ros Taplin. "Promoting situated change towards sustainability and climate action through post-digital online distance learning pedagogy." In Formative Assessment and Feedback in Post-Digital Learning Environments. Routledge, 2025. https://doi.org/10.4324/9781003360254-7.

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Melo-Pfeifer, Sílvia, and Helena Dedecek Gertz. "Learning About Disinformation Through Situated and Responsive Pedagogy: Bridging the Gap Between Students’ Digital and School Lives." In Education in the Age of Misinformation. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25871-8_12.

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Konferenzberichte zum Thema "Situated pedagogy"

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Jimenez, Emanuel Suarez. "Weaving Knowledges: Digital Technology Pedagogy as Situated Community Practices." In 19th International Conference of the Learning Sciences (ICLS) 2025. International Society of the Learning Sciences, 2025. https://doi.org/10.22318/icls2025.109058.

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Dickey, Rachel, and Jessica Lindsey. "Sound Body Space: A Collaborative, Kinesthetic, & Situated Approach to Pedagogy." In 113th Annual Meeting Paper Proceedings. ACSA Press, 2025. https://doi.org/10.35483/acsa.am.113.46.

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This paper outlines the collaborative pedagogy for Sound, Body, and Space, a co-taught seminar between faculty in architecture and music. The course, open to all College of Arts and Architecture students, explores how experience-oriented design and performance are enlivened, materialized, and situated in the world through the body. This paper provides an overview of the background, approaches, and outcomes generated from kinesthetic educational systems, auditory study techniques, and interaction with the built world to advance experience-oriented design and artistic performance. The students d

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Carlow, Jason, and Kristen Highland. "Design through Fiction: An empathetic pedagogy for affordable housing design." In 2023 ACSA/EAAE Teachers Conference. ACSA Press, 2023. http://dx.doi.org/10.35483/acsa.teach.2023.46.

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Storytelling, as a form of an empathetic design methodology,encourages students to approach existing social, economic,and urban conditions more sensitively and can help housingdesign proposals to transcend typical housing types and topdownplanning strategies. This paper presents ways in whichan undergraduate architecture studio can use storytelling,in parallel with a design investigation, to better understandand address the complexities of housing for migrant workers.The curriculum of the course, included reading, writing andfilmmaking assignments designed to allow students toexplore key socia

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Smith, Benjamin J., and Carrie Norman. "Representing Authenticity: Drawing an Aesthetic Pedagogy." In 108th Annual Meeting Proceedings. ACSA Press, 2020. http://dx.doi.org/10.35483/acsa.am.108.92.

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At one time, authorship was derivative. From Quatremere de Quincy’s theories on type, to Jean-Nicolas-Louis Durand’s study of morphology, some of the earliest theoretical texts on architecture propose imitation as the common starting point for any process of artistic production. The following paper elaborates on a course co-taught by an architect and an historian on design’s relationship to the aesthetics of architectural production. The motive of the course was twofold: introduce architecture students to digital media and address concepts that influence representation, including intellectual

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French, Anda, and Jenny French. "Constructing Commonality: Autoethnography in Architectural Pedagogy and Practice." In 112th ACSA Annual Meeting. ACSA Press, 2024. http://dx.doi.org/10.35483/acsa.am.112.60.

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Autoethnography challenges positivistic research methodologies and assumptions of researcher neutrality. It embraces uncertainty, messiness, and emotion, and has the potential to acknowledge the interconnectedness of architecture with social, economic, and political realities. Drawing from Elizabeth Ettorre’s Autoethnography as Feminist Practice: Sensitizing the Feminist “I”, this paper suggests that through autoethnographic processes, architects can resist the urge to quantify and categorize, and instead embrace the narrative- building potential of personal revelations and vulnerability.The p

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Cohen, Zach. "Recasting Concrete: A Case Study in Concrete 3D Printing as an Architectural Pedagogy." In 109th ACSA Annual Meeting Proceedings. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.am.109.28.

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This paper discusses a research-based architectural design called “Recasting Concrete,” which was designed to explore the ways in which concrete 3D printing can be utilized as an architectural pedagogy. The paper begins by discussing how current architecture-oriented concrete 3D printing research is fixated on the technology’s application in construction, and how such fixation has prevented architects from explor¬ing other realms in which concrete 3D printing can have impact, for example, education. Recasting Concrete is then situated within digital fabrication-centric pedagogies that have inc

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Akin, Ömer. "Precedent-Based Learning: An Approach for Studio Pedagogy in the Early Years." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.1.

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Precedent-Based learning is related to a very old method of teaching, particularly in the studio setting. Usually it takes the form of precedent analysis. An empirical study was conducted in order to better understand how experienced designers use precedents in the course of a brief design session. Normative theories of learning suggest that success is most likely to be achieved when students learn (1) the principles governing events or phenomenon in a discipline, and (2) ways of applying these principles to specific situations to solve problems of various kinds. We call this the didactic meth

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Stoica, George adrian, and Robin Stockert. "DESIGNING NEW LEARNING SCENARIOS FOR MULTI-CAMPUS LARGE CLASSES IN MATHEMATICS." In eLSE 2018. ADL Romania, 2018. http://dx.doi.org/10.12753/2066-026x-18-070.

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NTNU (Norwegian University of Science and Technology) has expanded into the largest university in Norway after a fusion process involving 3 other higher education institutions. Today it consists of three campuses located in Trondheim, Ålesund and Gjøvik. The three locations are situated from each other at large enough distance so as to make commuting impractical. An introductory course in mathematics is taken by large numbers of students admitted to all three locations – that is about 500 to 600 in Trondheim and 100-150 in the other two locations. The paper investigates the different strategie

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Sharma, Ramesh Chander, and Yashpaul Sharma. "Augmenting Learning through Virtual Reality Applications in Education." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7986.

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Pedagogy of student engagement embodies creativity, student autonomy, engagement, and metacognition. We have been working on developing a framework for transformed pedagogies by designing and creating virtual reality experiences for learners. These transformative learning experiences enable learners to learn creatively by exploring and experimenting; as active citizen by making choices, taking decisions, and solving problems; engaging intellectually by generating ideas; reflecting on their own learning, and by learning how to learn through metacognition. We created virtual immersive experience

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Forrest, Sandra. "The Role of an Integrated Theoretical Approach in Investigating the Self-Regulated Strategy Use of Highly Able Students and Those With Learning Difficulties in the Ib Diploma Programme." In 5th World Conference on Arts, Humanities, Social Sciences and Education. Eurasia Conferences, 2024. http://dx.doi.org/10.62422/978-81-968539-1-4-020.

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This qualitative multiple case study explored how high-achieving International Baccalaureate Diploma Programme students and Diploma Programme students with learning difficulties develop self-regulated learning (SRL) within a context in which teachers were trying to align their pedagogy more closely with that of the IB. An integrated theoretical stance drawing upon a situated model and social cognitive and information processing theories contributed valuable insights. Methods included collecting work samples and accompanying written reflections; semi-structured interviews; and school report tea

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