An Elusive Formula

One approach to understanding transformative learning is to see it as a strong shift in basic understandings that changes how an individual and people interact with each other and the world; ultimately, this culminates in the power to make positive changes—to promote self-actualization and social justice. Change occurs in a multi-step process—from becoming aware of one’s own thinking and actions, to understanding a need for positive change, and then developing the skills, emotional readiness, and tools to make those changes. This may involve the institutionalization of that change through habituation. The ability to create change through online learning and information technology has implications for many knowledge domains. This chapter summarizes some of the research and practices in behavior change technologies in public health. An inductive argument will be made for some design approaches to the use of IT for behavior change in public health, a critical issue of social justice and equity.

Identity

The issue of identity awareness is rarely discussed in the context of its relevance to professional growth or autonomy, and as an essential requirement for independent functioning in a web-based learning environment. The need for integrity is at the core of every interaction, the stress on doing one’s best for the special satisfaction one derives from it, rather than for recognition and awards – these topics are related to awareness of the individual identity and development of a strong professional and ethical self which will help students to remain focused and skilled at self-monitoring strategies, essential in the online learning environment. There are various other issues related to web identity. This chapter will not deal with issues such as telepresence which is related to technological innovation creating a virtual presence, or social presence, which deals with interpersonal interaction; rather the discussion here is more intrapersonal in nature.

Applicability of Transformative Learning Theory in E-Health Teaching

The use of information and communication technologies (ICT) in health/medical practices is widely known as e-Health. Evidence suggests that the use of e-Health offers new opportunities for effective clinical practices, time and cost savings for patients, doctors and health services. However, the lack of appropriate education and training opportunities is considered to be a main barrier to provide necessary knowledge and skills in e-Health. Practice of e-Health demands rethink of the existing frames of reference and the adoption of new frames of reference in health and medical practice. Resistance to such change is an obvious challenge. Carefully designed education programs are the key to address this challenge. This chapter shares the experience of adopting key tenets of transformative learning theory in designing, developing and delivering e-Health teaching at the University of Queensland Centre for Online Health in Australia.

Identity Awareness

To ensure an effective transformative learning, the concept of self and personal identity is a germane concept that needs the attention of researchers and other stakeholders. This chapter gives a clear expose of the concept of self or personal identity, it representation in an online interaction (online identity), how people manage their online identities as well as challenges to online identity management. The chapter concludes by discussing the implication of identity awareness to transformative learning.

Transformative Learning and Online Education

Education is an organic entity and it evolves continuously to cater to the emerging needs of a society. In India, the educational system has changed over the centuries and with it transformed the way teaching-learning is transacted. Education has changed from ‘art to craft to technology’. Now we are witnessing technology-induced knowledge revolution. National boundaries and location of learner in spatial and temporal dimensions have lost significance. A learner on an atoll in the vast expanse of the Pacific Ocean can learn a subject of her / his choice online, provided s/he has access to a computer, Internet and other wireless communication tools. A vast variety of online platforms are now available to meet the diverse needs of learners. In this chapter, the authors have discussed how open education in general and online education in particular has performed the role of transformative learning in India. They have also discussed various aesthetical and purposive issues addressed by online learning environments to create an egalitarian society.

How Online Tasks Promote Teachers' Expertise within the Technological Pedagogical Content Knowledge (TPACK)

In the Information Communication Technology (ICT) era, teachers will have to wisely use the online environment in order to realize a new pedagogy. We developed a digital indicator for examining the extent to which technological knowledge is integrated with pedagogical content knowledge (TPACK). This indicator is used to examine online tasks developed by teachers in different subjects over time. The factors found to contribute and promote such integration are the instruction given to the teachers and time. These two factors enable the teachers to implement the appropriate pedagogy in a diverse technological environment. The authors recommend that correct integration of TPACK should be emphasized when planning professional development for teachers in the field of online tasks.

Promoting High-Order Thinking in Online Discussions

Asynchronous online discussions potentially maximise the learning opportunities in tertiary education. In this chapter the design, implementation and evaluation of online discussions for developing high-order thinking skills with large groups enrolled in a preservice teacher education program are discussed. The development and evaluation of a tool indicates it is possible to examine the intellectual quality of online discussions and considering these written responses in terms of awareness, regulation and evaluation provides the facilitator with useful insights about students’ thinking. A framework for auditing the activities facilitating the online discussions for potential learning opportunities is also recommended. Findings indicate that preservice teachers do engage in productive professional discourse which transform their learning when appropriate activities are used.

Contemplative Interaction

This chapter deals with an online course using innovative pedagogy and innovative technology to enable transformative learning. It concerns the application of reflective practices including mindfulness, guided contemplation, and journal writing as the groundwork for active listening, inquiry, and dialogue that builds new meaning for individuals and groups. Positive student feedback and preliminary research indicate individual and interactive contemplation exercises strengthen characteristics of transformative learning.

Aesthetic Decisions of Instructors and Instructional Designers

The same qualities that make works of art beautiful, meaningful, or at times even transformative in our lives also underlie our best learning experiences. This study sought to better understand the relationship between art and instruction by looking at how aesthetics underlie the design decisions of teachers and instructional designers. Five instructional designers and teachers were interviewed about a course or online learning product they had recently designed. The interviews explored the design decisions they had made based on how they imagined learners would experience the instruction at its beginning, middle, and ending. Participants discussed the introduction of tension to enhance engagement, worked to achieve a coherent experience for learners through narrative qualities, and demonstrated concern for the immediacy of their learners’ experiences, discussing the expected thoughts and feelings of learners at each stage of the course or module.

Visual Literacy and Its Impact on Teaching and Learning

The chapter explores the importance of visual literacy in teaching and learning using multiple literacies as a main framework. Its goals are: (1) to explore visual literacy as a critical literacy in teaching and learning and (2) to share the perceptions of teacher education candidates’ understandings and uses of visual literacy. From the research, nine visual literacy competences were developed and used to analyze these perceptions in a pilot study. Findings indicate that most participants operate in lower levels of the visual literacy competences, e.g., ‘identify, translate, and access’. Most participants realized the significant role of visual images in their own learning and teaching and the need for higher levels of visual competencies. Based upon the findings of the study and review of the research literature, it appears logical that visual literacy should be taught to develop the ability to incorporate, analyze and integrate to enhance verbal literacies.