Editors' introduction to special theme issue [of International Journal of Pedagogies and Learning]: Meanings emerging in practice (Part 2)

Editors' introduction to special theme issue [of International Journal of Pedagogies and Learning]: Meanings emerging in practice (Part 2)

This collection publishes the second set of refereed papers from proceedings of the 3rd International Conference on Pedagogies and Learning, focused on 'meanings emerging in practice' as a lens for examining and evaluating multiple enactments of pedagogies and learning. Drawing on concepts synthesised from personal pedagogy, reflective practice and cognitive theory, Lynch advocates the careful and systematic use of humour as an antidote to cognitive depletion and as a way of both facilitating effective reflection and (re)kindling irreverence and joy in academics' work.
Star and McDonald identify successful pedagogical practices for diverse students in first year undergraduate study, which include constructive alignment, formative and developmental assessment, proactive and extensive scaffolding for student learning, and a central role for an active online community. Wang and Moore consider how exploring the learning style preferences of Chinese postgraduate students in Australian transnational programs can be considered one manifestation of the theme of developing the globalised learning environment. Bolt investigates problems and possibilities in integrating research, action and learning in the workplace in order to generate productive organisational change.
Willis explores the challenge of pedagogical change by presenting a carefully considered meta-analysis of Assessment for Learning, particularly from the perspectives of teacher and student beliefs about learning and assessment. Sankey demonstrates e-learning and multimodalities with a richly illustrated account of 15 multimodal design heuristics. Danaher et al focus on constructing new futures for learning through ongoing critical reflection on challenges and opportunities in redesigning the further education and training teacher education programs. The International Journal of Pedagogies and Learning encapsulates and synthesises such a rich diversity of strategies, issues, concepts and arguments about educational philosophy, policy and practice that range broadly across contexts, countries and sectors

Authors retain copyright. Authors were guest editors of this special theme issue of International Journal of Pedagogies and Learning, Vol. 3, No. 2, 2007, which is also the second in a series of refereed proceedings of the 3rd International Pedagogies and Learning Conference.