Game-Based Pedagogy and Learner Identity Development

This chapter explores the potentially negative and positive impacts of game-based pedagogy on personality development. The methodology of this chapter is qualitative basic research, while the theoretical framework is critical theoretical analyses, articulated around psychodynamic theory, analytic psychology, and positive psychology. The negative view of game-based personality development presupposes ‘learners for technology' or the pessimistic view, while the positive view of game-based personality development considers ‘technology for learners' as being a perspective which facilitates media literacy, higher order thinking, higher emotional intelligence, and pro-social behaviors. The conclusion is that the positive view of game-based personality development would facilitate learners' effective and efficient acquisition of 21st century literacy skills, that is, information literacy, media literacy, and technology literacy.

Flipping the Script on the Language Teacher/Researcher

Standard language ideologies, hierarchical language structures and resulting ethnic and racial inequalities have long been reinforced within and by means of the TESOL (teaching English to speakers of other languages) field. These standards and structures echo the colonial history of forced language assimilation and indigenous erasure, a history that in many ways continues today. This chapter proposes language learning and ongoing reflection on the language learning process as a critical framework that English language teachers and researchers should adopt and apply to their work. When teachers and researchers take on the language learner identity inside and outside of classroom/research spaces, they equip themselves to dismantle rigid power structures in TESOL, transforming the colonizer narrative into one of decolonization, collaboration, and equity.

Identity and investment in language learning

Norton (2000) argues that investment in L2 acquisition is also an investment in learner identity, which changes in the context of time and space – a notion that also has relevance for heritage learners. As such, the purpose of this study is to examine investment in language learning among HL Spanish speakers and the role of identity in their learning experiences. This study comprises of ten participants enrolled in an HL Spanish course who completed a background questionnaire, interviews, and writing prompts. Using narrative analysis, this study examines participants’ reflections on their heritage identity, HL exposure, and their investment, experiences and progress in their HL course. Results show that participants demonstrate varying degrees of investment in the HL, and heritage identity plays a role in this variance.

The Presence of Learner Identity in Online Classes in UTAS-Rustaq

Learner identity has always been a crucial aspect in shaping learners’ learning process. However, the unprecedented and inevitable shift to online learning increases the need to invest in learners’ digital identities. Virtual classes are a new learning context for many Omani students, including the University of Technology and Applied Sciences-Rustaq (UTAS-Rustaq) students, introducing them to new social norms and relatively new assigned roles. Despite students’ current presence in the virtual classes, they are not new to the virtual world; many are already part of social networks. The present study, therefore, aims to investigate learners’ participation in social media and whether such presence would have an impact on their acceptance and involvement in online learning. There is an urge to examine this area which remains unexplored in UTAS-Rustaq due to its past limited practices. A mixed-method approach was implemented to elicit data; the focus group interviews aimed to seek in-depth insights to illuminate the collected data from the survey. The participants were English language learners who have experienced online learning for almost a year. The results indicated a positive presence in the virtual world in contrast to a negative presence in the virtual classroom. Surprisingly, technical difficulties were not the reason for students’ resentment of online learning; on the contrary, students reported that they elevated their technical skills due to the current situation. Rather, negativity arose from a lack of relational connectedness with the new context, which students kept referring to as a temporary situation and lack of teachers’ support.

Toward a nuanced understanding of musicians’ professional learning pathways: What does critical reflection contribute?

Making sense of musicians’ professional learning pathways is of crucial importance to understanding their career progressions, their routes into creative employment, and the relevance of various policies to their professional lives. However, this is a far cry from understanding how critical reflection catalyzes diverse learning routes, especially when considering evidence originating from postgraduate musicians’ own accounts of their journeys into job creation. In this study, we invited five postgraduate classical musicians who were invested in professional learning through performance programs in higher education to contribute these types of personal perspectives. The article explores the value of postgraduate musicians’ own accounts of their journeys and illustrates how a more nuanced understanding of them can be arrived at through the use of visual-based tools, for example, Rivers of Musical Experience and Dixit Cards. This constructivist intervention prompted both group and individual critical reflections, as well as sense-making processes that enabled the participants to become more informed about the (typically overlooked or neglected) critical incidents that differently catalyze professional learning pathways. All of the participants articulated sociocultural influences that were situated along historical, present, and future points of departure and arrival, helping them to create meaning and understanding of themselves and their (at times unsettling) professional learning pathways. From the ensuing thematic analyses, we identified a commonality of themes across life phases with three key influential groups of people (parents, peers, and professionals) that strongly affected their professional learning pathways and learner identity-construction. The results indicate that the relationships between these phases and people are complex. The research illuminates the previously unexplored connection between the meaning-making trajectories that are instantiated through critical reflection, and adds to our understanding of the development of musicians’ professional learning pathways and learner identities.

The Presence of Learner Identity in Online Classes in UTAS-Rustaq

Learner identity has always been a crucial aspect in shaping learners’ learning process. However, the unprecedented and inevitable shift to online learning increases the need to invest in learners’ digital identities. Virtual classes are a new learning context for many Omani students, including the University of Technology and Applied Sciences-Rustaq (UTAS-Rustaq) students, introducing them to new social norms and relatively new assigned roles. Despite students’ current presence in the virtual classes, they are not new to the virtual world; many are already part of social networks. The present study, therefore, aims to investigate learners’ participation in social media and whether such presence would have an impact on their acceptance and involvement in online learning. There is an urge to examine this area which remains unexplored in UTAS-Rustaq due to its past limited practices. A mixed-method approach was implemented to elicit data; the focus group interviews aimed to seek in-depth insights to illuminate the collected data from the survey. The participants were English language learners who have experienced online learning for almost a year. The results indicated a positive presence in the virtual world in contrast to a negative presence in the virtual classroom. Surprisingly, technical difficulties were not the reason for students’ resentment of online learning; on the contrary, students reported that they elevated their technical skills due to the current situation. Rather, negativity arose from a lack of relational connectedness with the new context, which students kept referring to as a temporary situation and lack of teachers’ support.

QUEER LEARNER IDENTITY AND ENGLISH LANGUAGE LEARNING IN A THAI CONTEXT

This study examined the identity construction of queer learners in English language learning and its influences on English language learning. The four participants were male, queer and studied in English majors and English language teaching in a Thai university. Two of the participants were known to the researcher. Semi-structured interviews, field notes, and a digital sound recorder were used for data collection and qualitative content analysis was used to analyze the data. The findings revealed that queer characteristics and marginalized and unequal positions based on gender identity and sexual orientation were two main factors constituting queer learner identity in English language learning. The majority of the participants shared that their queer characteristics were conducive to their speaking skills. Additionally, it was shown that the heteronormative Thai context motivated the participants to pursue English language proficiency. The participants reported that English language proficiency was advantageous for their future success and helped them gain parental and societal acceptance. Moreover, the participants stated that learning the English language would allow them to migrate to English-speaking countries that are welcoming to queer people. The results also indicated that some participants who desire a Western partner viewed English as beneficial to finding a Western man, whom they thought would be more open to gender diversity than Thai men. These findings provide a better understanding of the identity construction of queer learners and its influences on English language learning. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0787/a.php" alt="Hit counter" /></p>

Transforming learning for architecture: online design studio as the new norm for crises adaptation under COVID-19

PurposeThis study explored the virtual design studio as a transformative learning model for the disaster and resilience context, including the factors that affect students' perceptions and experiences of the quality of this adaptation.Design/methodology/approachData obtained from 248 students who took online design studios during the lockdown in 15 universities in Jordan highlight many factors that make the experience of the online design studio more challenging. Despite these challenges, strongly positive aspects of the online studio were evident and widely discussed.FindingsA model of a hyper-flexible design studio in which students can have a direct contact with their instructor when needed – in addition to online activities, reviews and written feedback – is highly recommended for the beginner years. This HyFlex model will enrich students' learning and understanding of the fundamentals of design and ensure that technology solutions deliver significant and sustainable benefits.Originality/valueFor students, studying architecture necessitates a fundamental shift in the learning mode and attitude in the transition from school. Beginner students are often surprised by the new mode of learning-by-doing and the new learner identity that they must adopt and adapt to in the design studio. Moreover, due to the coronavirus disease 2019 (COVID-19) pandemic, architecture teaching has moved online. Both instructors and students are experiencing dramatic changes in their modes of teaching and learning due to the sudden move from on-campus design studios to a virtual alternative, with only the bare minimum of resources and relevant experience.