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Identity, Pedagogy and Technology-enhanced Learning: Supporting the Processes of Becoming a Tradesperson 2020 ed. [Minkštas viršelis]

  • Formatas: Paperback / softback, 201 pages, aukštis x plotis: 235x155 mm, weight: 454 g, 14 Illustrations, black and white; XXVII, 201 p. 14 illus., 1 Paperback / softback
  • Serija: Professional and Practice-based Learning 27
  • Išleidimo metai: 25-Feb-2021
  • Leidėjas: Springer Verlag, Singapore
  • ISBN-10: 981152131X
  • ISBN-13: 9789811521317
Kitos knygos pagal šią temą:
Identity, Pedagogy and Technology-enhanced Learning: Supporting the Processes of Becoming a Tradesperson 2020 ed.Didesnis paveikslėlis
  • Formatas: Paperback / softback, 201 pages, aukštis x plotis: 235x155 mm, weight: 454 g, 14 Illustrations, black and white; XXVII, 201 p. 14 illus., 1 Paperback / softback
  • Serija: Professional and Practice-based Learning 27
  • Išleidimo metai: 25-Feb-2021
  • Leidėjas: Springer Verlag, Singapore
  • ISBN-10: 981152131X
  • ISBN-13: 9789811521317
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9789811521317.html
This book gathers work from over a decade of study, and seeks to better understand and support how learners become tradespeople. The research programme applies recent concepts from neuroscience, educational psychology and technology-enhanced learning to explain and help overcome the challenges of learning in trades-learning contexts. Due to the complex and multifarious nature of the work characterising trade occupations, learning how to become a tradesperson requires a significant commitment in terms of time, along with physical and cognitive effort. All modalities (visual, aural, haptic etc.) and literacies (text, numerical, spatial etc.) are required when undertaking trade work. Manual dexterity and strength, coupled with the technical and tacit knowledge required for complex problem solving, not to mention suitable dispositional approaches, must all be learnt and focused on becoming a tradesperson.

However, there is a substantial gap in the literature on 'how people learn a trade' and 'how to teach a trade'. In this book, contemporary teaching and learning approaches and strategies, as derived through practice-based participatory research, are used to highlight and discuss pragmatic solutions to facilitate the learning and teaching of trade skills, knowledge and dispositions. The approaches and strategies discussed include the implementation of technology-enhanced learning; project-based inquiry/problem-based learning; and recommendations to ensure learners are prepared for the future of work.
1 On Belonging, Becoming and Being
1(22)
Introduction
1(2)
Complexities of Enacting and Learning the Work of the Trades
3(2)
Developing a Model for Learning a Trade
5(1)
Rationale for Studying Trades Learning
6(3)
Foundational Concepts
9(1)
Occupational Identity
9(1)
Learning Through Work
10(1)
Learning as Becoming
11(1)
The New Zealand Context for Qualifications, Trades Training and Learning
12(2)
The Studies Informing the Concepts
14(1)
Foundational Studies
14(4)
Further Studies
18(1)
Conclusion
19(1)
References
19(4)
2 Learning a Trade
23(22)
Introduction
23(1)
Learning a Trade
24(1)
Learning as Becoming in VET
24(3)
Learning How to Do: Practical Skills Attainment
27(1)
Learning How to Think: Knowing and Applying Knowledge as a Practitioner
28(1)
Learning How to Be: Attaining Dispositions and Connecting the Heart and Brain
29(1)
Learning How to Feel: The Haptic Dimension of Work
30(1)
Mimetic Learning and Mimesis
30(1)
Inter- and Intra-psychological Processes of Learning
31(1)
Learning Through Observation, Imitation and Practice
32(1)
Observation
32(3)
Imitation
35(1)
Practice
36(3)
Model of Learning Relevant to VET Learning
39(1)
References
40(5)
3 Contributions from the Socio-cultural and Sociomaterial
45(16)
Introduction
45(1)
The Contributions of the Socio-cultural and the Sociomaterial
46(1)
Socio-cultural Contributions to Learning
47(2)
Sociomaterial Contributions to Learning
49(1)
Connections Between Socio-cultural/Sociomaterial and Multimodalities/Multiliteracies
50(1)
Importance of Deliberate Practice in Accessing Both the Socio-cultural and Sociomaterial
51(1)
Implications on VET Learning
52(1)
Craftsmanship
53(1)
Craftsmanship Approaches and the Learning of Judgment
54(1)
Definitions of Judgment
54(2)
Supporting Access to the Socio-cultural and the Sociomaterial
56(1)
Conclusion
57(1)
References
58(3)
4 Enhancing Learning Through Improving Opportunities and Strategies for Feedback
61(20)
Introduction
61(1)
Importance of Feedback for Learning
62(1)
Relevance of Feedback to Trades Work and Workplace Learning
63(1)
The Importance of Socio-cultural Feedback
64(1)
Definition of Socio-cultural Feedback
64(1)
The Relationships Between Socio-cultural and Sociomaterial Feedback in VET
65(1)
Recommendations for Socio-cultural Feedback in VET
66(1)
Caveats on Socio-cultural Feedback
67(1)
Feedback from the Sociomaterial Aspects of Work
68(2)
Study 1 Peer Feedback
70(1)
Background to the Study
70(2)
Study 2 The Use of Technology to Assist with Socio-cultural and Sociomaterial Feedback
72(1)
The Role of Virtual Reality in Learning
73(1)
The Role of Virtual Reality Welding Simulators in Supporting Learning
73(2)
Learning Welding Using a VR Welding Simulator
75(1)
Suggestions as to How to Maximise the Affordances Provided by VR Welding Simulators
76(1)
Ways Forwards to Enhance Feedback for VET Learners
76(1)
References
77(4)
5 Contribution of Technology-Enhanced Learning: Improving Accessibility to and Effectiveness of Feedback
81(22)
Introduction
81(3)
Role of Technology-Enhanced Learning in VET
84(1)
Defining Technology-Enhanced Learning
84(1)
The Promises of Technology-Enhanced Learning for Enhancing Feedback
85(1)
Accessibility
85(1)
Timeliness
86(1)
Multimedia Capabilities
87(1)
Challenges of Trades Learning: Distributed, Multimodal, Digital Literacy/Fluency with both Teachers and Learners, Access and Digital Divide
88(1)
Academic Literacies (Including Information Literacies)
88(2)
Digital Literacy/Digital Fluency
90(1)
Multimedia Literacies and Multiliteracies
90(1)
Leveraging Off Technology to Assist with Learning a Trade
91(1)
Face-to-Face
91(1)
Learning Skills
92(2)
Blended Learning or `Flip' Classrooms
94(3)
Distance Learning
97(1)
Conclusion
98(1)
References
99(4)
6 Teaching a Trade
103(20)
Introduction
103(1)
Background and Rationale
104(1)
Effective Pedagogies Towards Learning a Trade
104(1)
Becoming a Trade Teacher
105(1)
The NZ Context
105(2)
Trade Teachers as `Boundary Crossers'
107(3)
Helping Trade Learners to Become
110(1)
The Challenge of Transfer
111(1)
Some Helpful Teaching Approaches
112(5)
Conclusion
117(1)
References
118(5)
7 Improving the Learning Trades Work Through Scholarship and Research
123(24)
Introduction
123(1)
Background and the Need to Undertake VET Research Studies
124(2)
Defining Scholarship of Teaching and Learning in VET
126(1)
Rationale for Encouraging Inquiry into Learning and Teaching Within VET Contexts
127(2)
The Different Approaches to Undertaking Research
129(1)
Positivism and Post-Positivism
129(1)
Interpretivism
129(1)
Critical
130(1)
Quantitative
130(1)
Qualitative
131(1)
The Qualitative/Quantitative Strategies and the Role of Mixed Methods in VET Research
131(1)
Practice-Based Participatory Research as Processes for Conducting Studies into `Learning a Trade'
132(2)
Case Study and Case Study Theory Building
134(2)
An Example of a Recent SoTL Project
136(1)
Background
137(4)
Selection of the Research Methodology
141(1)
Data Collection
142(1)
PPR Data Analysis
142(1)
Constructing Case Studies from Each Sub-project
143(1)
Comparative Analysis of Case Studies
143(1)
Building Theory from Case Studies
143(1)
Conclusion
144(1)
References
144(3)
8 Using Video to Study How Learning a Trade Can Be Better Supported
147(20)
Introduction
147(1)
Background and the Use of Video in Educational Research
147(2)
Overview of Multimodalities and Multiliteracies of Trades Learning
149(1)
Multimodalities
149(1)
Multiliteracies
150(1)
Using Video to Gather Data in Practice-Based Research
150(1)
Rationale for Use of Video
151(1)
Data Collection
151(1)
Data Analysis
152(1)
Processes to Guide to the Use of Video in Data Gathering and Analysis
153(1)
Ethics for Research Specific to Recording and Analysis of Video Data
154(1)
Data Analysis of Video Data
154(1)
Software for Multimodal Data Analysis of Video
155(1)
Critique of Video and Software Tools for Video Analysis
156(1)
Research Quality
157(1)
Validity
157(1)
Reliability
157(1)
Generalisability
158(1)
Example Study of Using Video Data and Analysis
158(1)
An Example of Using Video to Understand Complex Learning
159(4)
Conclusion
163(1)
References
163(4)
9 The Future of Trades Learning
167(16)
Introduction
167(1)
The Future of Work
168(2)
Industry 4.0 and the Future of Work as It Pertains to Trades Learning
170(2)
Rationale for the Longevity and Durability of Trade Occupations
172(1)
The Bespoke and Luxury/Customised `Market'
172(1)
Service Occupations: Exampled by Plumbing and Glazing
173(1)
Increased Manufacturing
174(1)
Moving Forward into the Future
174(2)
Discussion
176(1)
Improving Work-Based Learning by Making Visible the Many Generic Skill Sets Learnt Through `Learning a Trade'
176(1)
Future Proofing Apprenticeship and Trades Training
177(3)
Conclusion
180(1)
References
180(3)
10 Where to Next with Supporting the Learning of Trades Work?
183(16)
Introduction
183(1)
Recognising the Importance of Trades Work
184(1)
Trades Work as Satisfying
184(3)
Summary of the Key Concepts
187(1)
Learning as Becoming: Going into the Future
188(1)
Socio-cultural and Sociomaterial Dimensions of Trades Work
189(1)
Importance of Feedback
190(1)
Promise and Potential of Technology to Support Learning as Becoming
191(1)
Support for the Scholarship of VET Teaching and Learning
191(1)
Looking Ahead
192(1)
Understanding Trades Work and Learning
193(1)
Further Methods for Studying Trades Work and Learning
193(2)
Implications for Moving on into the Future
195(1)
Conclusion
195(2)
References
197(2)
Index 199
Dr Selena Chan is an educational developer at Ara Institute of Canterbury (formerly Christchurch Polytechnic Institute of Technology CPIT), where she focuses on curriculum and learning design with teaching teams and supports the implementation of technology-enhanced learning. This work is undertaken across a range of vocational education discipline areas, and from the first-year to post-graduate levels of learning. Her research projects include studies on the perspectives of trade practitioners who become trade teachers; the perspectives of apprentices on how they go about learning a trade; the importance and support of peer learning in vocational learning; the design, development and implementation of a range of technologies to enhance vocational learning including mobile phones, tablets and social networking platforms; and the role of e-assessments in helping learners satisfy New Zealands graduate profile outcome-based qualifications. Selena has also published extensively in Vocational Education journals and serves on the editorial boards of the Journal of Vocational Education and Training and the International Journal of Training Research.