scholarly journals Journey to Authentic Learning - Enacting Reciprocity in Nursing Graduate Education - A Reflective Writing Circle

2020 ◽  
Vol 2 (1) ◽  
pp. 111-121
Author(s):  
Sara Scott ◽  
Tracey L. Clancy ◽  
Carla Ferreira
Keyword(s):  
Transformative Learning ◽  
Graduate Education ◽  
Social Relationships ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
Reflective Writing ◽  
Transformative Experience ◽  
Making Meaning ◽  
Nursing Graduate ◽  
Self Authorship

The transformative experience of engaged presence in teaching and learning fosters trust and supports learners and teachers to explore, learn, and grow in their understanding of who they are becoming. Enacting presence in teaching becomes an act of care and creates an embodied space for learners to engage in authentic learning and enter the realm of self-authorship. Self-authorship encourages the cultivation of one’s internal voice to construct beliefs, identity, and social relationships to be able to give up one way of making meaning to adopt a deeper meaning (Baxter Magolda, 2009, 2014). This reflective writing circle captures the essence of a master’s student and two educators’ transformative learning as they journey together in relationship towards a deeper understanding of their Indigenous and Settler identities and respond to the Calls to Action. Keywords: presence, authentic learning, self-authorship, Calls to Action, writing circle  

The Paradox of Transformative Learning Among Mid-Career Professionals

2014 ◽  
Vol 5 (1) ◽  
pp. 35-47 ◽  
Author(s):  
Niels Agger-Gupta ◽  
Catherine Etmanski
Keyword(s):  
Adult Learners ◽  
Transformative Learning ◽  
Graduate Education ◽  
First Year ◽  
Embodied Experience ◽  
Leadership Studies ◽  
Transformative Experience ◽  
Learning And Teaching ◽  
Face To Face ◽  
Education Degree

Royal Roads University (RRU) is a special purpose university in British Columbia, Canada. Since 1995, this university has focused primarily on multi-sectoral and interdisciplinary graduate education for working professionals. Most programs are offered in a blended online and face-to-face format, which enables adult learners to continue in their professions while they pursue their studies. While one might not expect a primarily distance education degree to be transformative, feedback from learners consistently points to the experience of transformative learning. This article explores the Master's of Arts in Leadership Studies (MA-L) program. It is proposed that there are at least three elements of the design of this program that contribute to experiences of transformation. First, the RRU Learning and Teaching Model creates a framework that can allow many learners to learn how to learn in a new way. Second, the MA-L program itself has its own competency framework that begins by priming learners to look inward before they seek to lead others. Third and finally, the first year two-week residency, completed after one month of online preparation, provides an embodied experience in what, for many, is a new way of being. This embodied experience creates an awareness of what is possible for human relationship and communication, not only in the context of their particular graduate learning cohort, but also with colleagues, family members, and friends. Taken together, these create an often unexpectedly, and somewhat paradoxically, transformative experience for mid-career professionals.

Prayer: a transformative teaching and learning technique in project management

2015 ◽  
Vol 8 (1) ◽  
pp. 177-197
Author(s):  
Joseph K. Ssegawa ◽  
Daniel Kasule
Keyword(s):  
Project Management ◽  
Transformative Learning ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Management Training ◽  
Learning Activity ◽  
Research Review ◽  
Transformative Experience ◽  
Content Type ◽  
Management Concepts

Purpose – The purpose of this paper is to report the perceptions of students taking the Master of Project Management Programme at the University of Botswana regarding their transformative experience called “prayer”. The term “prayer” was coined because of it being the first learning activity of the lecture; and at a conceptual level, to convey reverence towards the gift of learning. “Prayer” as a learning and teaching technique involves each student identifying material containing project management concepts or issues which they present to a class of peers using any appropriate means followed by discussion and peer assessment. The material presented may be an article from a newspaper or magazine. It may be a personal documented story or a story told around a picture, artefact, poster or video relating to a project management issue. Design/methodology/approach – Students’ perceptions were obtained by means of a self-administered questionnaire containing open-ended questions. Content analysis was used to analyse the responses. Findings – The results of the study indicated that “prayer” provided students ingredients of transformative learning. It also proved to be a worthwhile technique for inculcating some of the graduate attributes articulated by this university and for incorporating adult learning principles. Research limitations/implications – The technique can be used to compliment traditional techniques in teaching and learning in project management training. The limitations of the results are due to the self-reporting nature of the approach and the fact that the technique has been tried on one group. Practical implications – There is a possibility that the technique can be extended to other disciplines such as business administration where students examine cases in the public domain to illustrate concepts learnt in class. Originality/value – The originality lies in its packaging of a technique the think is worth sharing among project management educators. This is because the learning activity described engages students simultaneously in research, review, presentation, and communication as well as reflection, collaborative discourse and self and peer assessment.

Putting authentic learning on trial: Using trials as a pedagogical model for teaching in the humanities

2017 ◽  
Vol 17 (4) ◽  
pp. 410-432 ◽  
Author(s):  
Jessica Riddell
Keyword(s):  
Transformative Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
English Literature ◽  
Authentic Learning ◽  
Undergraduate Teaching ◽  
Legal Studies ◽  
Learning Contexts ◽  
Learning Scenarios ◽  
Enhance Student Learning

Research on authentic learning has been predominantly focussed on skills-based training: there is a paucity of research on models of authentic learning available for adaptation in the humanities undergraduate classroom. In this article, I will seek to address this gap by proposing that legal trials are ideal models for designing authentic learning scenarios in undergraduate teaching and learning contexts, with a specific focus on the humanities. First, I discuss why and how the structure of legal trials can produce authentic learning environments. Second, I present an undergraduate classroom project that combined two disciplinary fields – Shakespearean drama and criminal law – in an effort to enhance student learning and engagement. I outline how the authentic learning scenario (ALS) was implemented and evaluated and, finally, reflect on the barriers, challenges and potentially transformative effect of authentic learning environments on students and educators. This new intervention combines legal studies and English literature in order to create authentic learning environments to increase interactions amongst students, enhance students’ learning, and foster conditions for transformative learning.

Authentic Graduate Education for Personal and Workplace Transformation

2006 ◽  
pp. 15-33 ◽  
Author(s):  
Marilyn Laiken
Keyword(s):  
Transformative Learning ◽  
Graduate Education ◽  
Learning Environments ◽  
Authentic Learning ◽  
Power Relationships ◽  
Collaborative Partnerships ◽  
Graduate Course ◽  
The Individual ◽  
And Behavior ◽  
Attitudes And Behavior

The purpose of this chapter is to examine the creation of authentic learning environments in the light of adult education and transformative learning theory, using a graduate course as a case example. Authentic learning environments and authentic workplaces have much in common. They tend to be ones in which collaborative partnerships prevail over hierarchical power relationships; leadership is enabling rather than controlling; differences are viewed as rich resources for learning rather than challenges to be “managed”; reflection and critical thinking are encouraged through the development of vibrant communities of practice; conflicting ideas are surfaced through genuine dialogue; and wholeness is valued — both in the individual as a whole person, and in the understanding of groups and organisations as living systems. Traditional universities are challengingplaces in which to create learning environments that fit this description. Through an analysis of the design and implementation of Course 1130, the chapter attempts to provide specific ideas for how graduate education can contribute to significant personal change in the values, attitudes and behavior of adult learners.

scholarly journals Professional orality as a special field of knowledge in teacher education – a position paper

2019 ◽  
Vol 13 (1) ◽  
pp. 111-132
Author(s):  
Anna-Lena Østern ◽  
Kristin Solli Schøien
Keyword(s):  
Transformative Learning ◽  
Teaching And Learning ◽  
Teaching Profession ◽  
Position Paper ◽  
Pedagogical Practice ◽  
Daily Work ◽  
Communication Practice ◽  
Decisive Importance ◽  
Communicative Practice ◽  
Ethics Teaching

An important part of teachers’ work constitutes being seen, heard and understood in communicative practice in encounters with pupils, colleagues and parents. This performative relational communication practice is a cross-disciplinary competence, which, independent of subject, is of great importance for the performance of pedagogical practice. The teaching profession is a phonic profession, and personal expression through language, voice, body, gaze and face is of decisive importance in a teacher’s daily work. In this position paper the elements of this competence are described. The authors identify and make visible how it can be trained, developed and learnt. They make an argument for professional orality (PO) as a transdisciplinary field of knowledge and compound competence in need of exploration and research. Based on a review of relevant research the authors outline three perspectives on teaching and research in the field of knowledge connected to PO: ethics, teaching and learning of PO with a performative and aesthetic approach, and adults’ transformative learning. The characteristics of training of PO are illustrated through development of a basic arts educational model. In the conclusion the challenges regarding developing a vocabulary for the teaching and learning of PO are presented, and the distinct areas in need of exploration and research are acknowledged.

Mentoring in Graduate Education

2014 ◽  
pp. 101-117 ◽  
Author(s):  
Catherine A. Hansman
Keyword(s):  
Transformative Learning ◽  
Graduate Education ◽  
Critical Reflection ◽  
Program Design ◽  
Educational Institutions ◽  
Future Research ◽  
Higher Educational Institutions ◽  
Research And Practice ◽  
Higher Educational

The purpose of this chapter is to examine and analyze the concepts of power, critical reflection, and potential for transformative learning in graduate mentoring models and programs, exploring research and models that reflect these concepts in their program design and “curriculum” for mentoring. The chapter concludes with an analysis of two mentoring models/programs and suggestions for future research and practice in mentoring in higher educational institutions that may lead to transformative learning among mentors and participants in these programs.

Media and the Moving Image

2013 ◽  
pp. 177-190
Author(s):  
Paul Chilsen
Keyword(s):  
Media Literacy ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
The Internet ◽  
Moving Image ◽  
Creation Process ◽  
Screen Media ◽  
Program Manager ◽  
The Future ◽  
The Creation

We are immersed in a culture of spoken media, written media, and – like it or not – screen media. Just as writing and speaking skills are keys to functioning in society, we must consider that the future increasingly demands proficiency in “mediating” as well. Doing anything less leaves this powerful medium in the hands of a relative few. By offering instruction in what screen media is, how it is created, how it relates to other literacies, how the internet is changing it, and how this all informs everyday teaching and learning, the Rosebud Institute seeks to make screen media literacy more broadly understood and accessible. This chapter follows a program developed by the Rosebud Institute and looks at how – using simple, accessible technology – people can become more screen media literate by creating digital films and ePortfolios themselves. Developed along with Rosebud’s program manager, Christine Wells, the creation process enables deeper, more authentic learning, allowing us all to communicate more effectively, to self assess more reflectively, and to thrive in a screen-based world.

Making It for the Screen

2015 ◽  
pp. 249-264
Author(s):  
Paul Chilsen
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
The Internet ◽  
Creation Process ◽  
Screen Media ◽  
The World ◽  
The Creation ◽  
Digital Media Literacy

We are immersed in a culture of spoken media, written media, and now irrevocably, digital screen media. Just as writing and speaking skills are keys to functioning in society, we must consider that the world increasingly demands proficiency in “mediating” as well. Doing anything less leaves this powerful medium in the hands of a relative few. By offering instruction in what digital screen media is, how it is effectively created, how the Internet continues to alter communication, and how this all informs everyday teaching and learning, digital media literacy can become more broadly understood and accessible. This chapter follows a program developed by the Rosebud Institute and looks at how—using simple, accessible technology—people can become more digital media literate by creating screen products themselves. The creation process also enables deeper, more authentic learning, allowing us all to communicate more effectively, to self-assess more reflectively, and to thrive in a screen-based world.

Problem-Based Learning

2018 ◽  
pp. 280-293
Author(s):  
Ernest Ampadu ◽  
Emmanuel Adjei-Boateng
Keyword(s):  
Learning Environments ◽  
Learning Process ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
Problem Based Learning ◽  
Pedagogical Practices ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Strategic Approach ◽  
Supporting Teachers

Students learning and understanding is enhanced if the teaching and learning process is authentic. Authentic learning process leads to understanding and meaningful application of concepts learned. One way by which teachers can to provide authentic learning environment is through Problem-Based Learning (PBL). PBL offers opportunity for students to learn about something that is real and beneficial. Teacher education programs, pre-service or in-service, should help teachers to understand how to use PBL to provide students with authentic learning environments. The chapter aims at supporting teachers' understanding and application of PBL so that they can provide students with meaningful learning experiences. Specifically, this chapter is intended to assist teachers have a better understanding of PBL as a strategic approach to meaningful teaching and learning as well as identify effective ways to incorporate this approach into their pedagogical practices.

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