- Journal of Pedagogic Development
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- Instructions to authors
- Volume 8 Issue 3 November 2018
- Volume 8 Issue 2 July 2018
- Volume 8, Issue 1 March 2018
- Volume 7, Issue 3 November 2017
- Volume 7, Issue 2 July 2017
- Volume 7, Issue 1 March 2017
- Volume 6, Issue 3 November 2016
- Volume 6, Issue 2 July 2016
- Volume 5 Issue 3 November 2015
- Volume 5 Issue 2 July 2015
- Volume 5 Issue 1 March 2015
- Volume 4 Issue 3
- Volume 4 Issue 2 July 2014
- Volume 4 Issue 1 March 2014
- Volume 3 Issue 3 November 2013
- Volume 3 Issue 2 July 2013
- Volume 3 Issue 1 March 2013
- Volume 2 Issue 3 November 2012
- Volume 2 Issue 2 July 2012
- Volume 2 Issue 1 March 2012
- Volume 1 Issue 2 November 2011
- Volume 1 Issue 1 July 2011
- Instructions to authors
- Volume 8 Issue 3 November 2018
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- The Idea of a Teacher: Paradigms of Change
- Zen and the Art of Classroom Identity Formation
- Book review: The Librarians’ Book on Teaching through Games and Play
- Moving from Learning Developers to Learning Development Practitioners
- Book review: The Mini Book of Teaching Tips for Librarians, 2nd Edition
- Academics’ International Teaching Journeys: Personal Narratives of Transition in Higher Education
- The Impact of Employability on Technology Acceptance in Students: Findings from Coventry University London
- Book review: Academics’ International Teaching Journeys: Personal Narratives of Transition in Higher Education
- Holistic Midwifery Education for Holistic Midwives: Reflecting on Personal Educational Philosophy and Pedagogy
- ‘In the Real World….’ Listening to ‘Practitioner Lecturer’ Perspectives of the Relevance in the Business School Curriculum
- “We don’t need to write to learn computer sciences”: Writing Instruction and the Question of First year, Later or Not at all
- Puppets and Pedagogy in Foreign Language Education: The Use of Bloom’s Revised Taxonomy to Model Hispanic Puppet Theatre as an Integrated Learning Platform
- Volume 8 Issue 2 July 2018
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- Book Reviews
- Why Do People Become Academics?
- Teaching Online (Book excerpt from a work in progress)
- Does a ‘Flipped Classroom’ Approach Add Learning Value?
- Lecture Capture: Reflections on Pedagogy vs. Perception
- Peer Review Activity and a Search Engine based Corpus System
- A Truly ‘Transformative’ MBA: Executive Education for the Fourth Industrial Revolution
- Developing Live Projects as Part of an Assessment Regime Within a Dispersed Campus Model
- The Nurse Associate Trainee Deserves a HOTSHOT Education: A Reflective Signature Pedagogical Approach
- Lessons etc
- Article 2
- Contents
- Volume 8, Issue 1 March 2018
- Volume 7, Issue 3 November 2017
- Volume 7, Issue 2 July 2017
- Volume 7, Issue 1 March 2017
- Volume 6, Issue 3 November 2016
- Volume 6, Issue 2 July 2016
- Volume 5 Issue 3 November 2015
- Volume 5 Issue 2 July 2015
- Volume 5 Issue 1 March 2015
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- A Dictionary of Research Concepts and Issues
- Key Pedagogic Thinkers: Arlie Russell Hochschild
- The Architecture of Productive Learning Networks
- Teaching Programming with Computational and Informational Thinking
- Writing in Social Spaces: A social processes approach to academic writing
- ‘So, you want us to do the marking?!’ – peer review and feedback to promote assessment as learning
- Telling timber tales in Higher Education: A reflection on my journey with digital storytelling
- The learning approaches of A Level History and Geography students analysed: a Report from a Sixth Form College
- I am not a superhero but I do have secret weapons! Using technology in Higher Education teaching to redress the power balance
- Open Futures: An enquiry and skills based educational programme developed for primary education and its use in tertiary education
- Key Pedagogic Thinkers: Jean Baudrillard
- Lo‐tech Tools as Episteme: Rethinking Student Engagement in the Writing Process and Beyond1
- Raising Awareness of Diversity and Social (In)justice Issues in Undergraduate Research Writing: Understanding Students and their Lives via Connecting Teaching and Research
- Volume 4 Issue 3
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- Book reviews
- The Imperial University
- Success in Academic Writing
- Key Pedagogic Thinkers Dave Cormier
- Language Centre Online (and beyond)
- No Nonsense Guide to Training in Libraries
- English and Reflective Writing Skills in Medicine
- Philology: The Forgotten Origins of the Modern Humanities
- Internationalisation and curriculum development: why and how?
- Harkness Learning: Principles of a Radical American Pedagogy
- Growing Environmental Education and Sustainability Within Universities
- Official Knowledge: Democratic Education in a Conservative Age (3rd Edition)
- Preventing Too Little Too Late: A Novel Process of Continuous Curriculum Evaluation
- Peer Review of Learning and Teaching in Higher Education: International Perspectives
- Helping Students Connect: Architecting Learning Spaces for Experiential and Transactional Reflection
- A methodology for enhancing student writing in the discipline through complementary and collaborative working between central and school based writing development provision
- Volume 4 Issue 2 July 2014
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- A Pedagogic Trinity – Exploring the Art, Craft and Science of Teaching
- In Conversation with… Zoë Readhead, Principal of Summerhill School, Leiston, Suffolk
- Teaching with Infographics: Practicing New Digital Competencies and Visual Literacies
- WAC in FYW: Building Bridges and Teachers as Architects
- A personal journey of discoveries through a DIY open course development for professional development of teachers in Higher Education
- Materialities, Textures and Pedagogies
- Key Pedagogic Thinkers Anton Makarenko
- The Complexities of Teaching 'Inclusion' in Higher Education
- Research Methods in Information (2nd edition)
- Chasing Literacy: Reading and Writing in an Age of Acceleration
- Threshold Concepts: From Personal Practice to Communities of Practice
- Book reviews
- Volume 4 Issue 1 March 2014
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- Peer Tutoring
- Education and Immigration
- Key Pedagogic Thinkers: Sigmund Freud
- Key Pedagogic Thinkers: Vivien Hodgson
- Developing Employability for Business
- Assessment for Learning in Higher Education
- International Students Negotiating Higher Education
- A Handbook for Deterring Plagiarism in Higher Education
- University Teaching in Focus: A Learning Centred Approach
- Augmented didactics in Kindergarten12: An Italian Case History
- What constitutes 'peer support' within peer supported development?
- The Good Paper – A Handbook for Writing Papers in Higher Education
- Effective feedback: An indispensable tool for improvement in quality of medical education
- Writing in the Disciplines: Building Supportive Cultures for Student Writing in UK Higher Education
- A consideration of peer support and peer mentoring within the Professional Teaching Scheme (PTS) at the University of Bedfordshire
- Increasing Student Engagement and Retention Using Social Technologies: Facebook, E portfolios and Other Social Networking Services
- Developing a Strategy based Instruction Approach to Teaching and Learning Modern Languages to train ab initio Primary PGCE Trainees
- Book Reviews
- The complexities and challenges of introducing electronic Ongoing Achievement Records in the pre registration nursing course using PebblePad and hand held tablets
- Volume 3 Issue 3 November 2013
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- Book reviews
- Key Pedagogic Thinkers: R.J. Harris
- Transforming lives and 'the measure of their states'
- An Investigation into Students' Perceptions of Group Assignments
- Peer Support for Technology Enhanced Learning: developing a community of learners
- Developing Digital Literacy in Construction Management Education: A Design Thinking Led Approach
- Self Directed Learning in Osteopathic Education: identifying and enhancing independent student learning
- Challenges of developing pedagogy through diversity and equity within the new Early Years Foundation (EYFS) curriculum
- Classroom Based Action Research: Revisiting the Process as Customizable and Meaningful Professional Development for Educators
- Fly on the Wall: Can students' learning be enhanced by allowing them to witness their own summative assessment and feedback event?
- Information and Communication Technologies as means for self improvement at remote universities: the example of Urgench State University, Uzbekistan
- Volume 3 Issue 2 July 2013
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- PAL at UoB!
- Book reviews
- PAL Experience
- Guest Editorial
- Celebrate Citation: Flipping the Pedagogy of Plagiarism in Qatar
- PAL Leader Training at Bournemouth University: 12 years on and still evolving
- Key Pedagogic Thinkers: Paul Natorp
- Electracy: The Internet as Fifth Estate
- Facilitators and Barriers to the Development of PASS at the University of Brighton
- Pedagogical Inspiration through Martial Arts Instruction
- In response to ‘Celebrate Citation: Flipping the Pedagogy of Plagiarism in Qatar’
- Stress levels and their risk/protective factors among MSc Public Health students
- Citation Matters: Two Essays on the Student Journey of Citation and How Google Scholar and the Principle of Least Effort Can Affect Academic Writing
- Volume 3 Issue 1 March 2013
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- Book reviews
- Guest Editorial
- A multi dimensional approach to principalship
- Cross cultural collaboration with China
- Teachers and Research: What they value and what they do
- Key Pedagogic Thinkers Maria Cecília Calani Baranauskas
- Resilience in Adult Learners: some pedagogical implications
- Volunteer tourism and architecture students: What motivates and can best prepare them?
- Enhancing learner knowledge and the application of that knowledge via computer based assessment
- The Impact of an In service Professional Development Course on Writing Teacher Attitudes and Pedagogy
- Reflecting on Professional Practice: The Importance of Motivating Adolescent Girls in Physical Education
- Teachers' views on the introduction and implementation of literacy tasks in the Year 7 Science scheme of learning
- Reflecting on Professional Practice: The Importance of Motivating Adolescent Girls in Physical Education
- Volume 2 Issue 3 November 2012
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- Editorial
- Book reviews
- Transition Trauma
- Improving Course Related Information of Computing Degree Courses for Enhancing Learner Development
- Different Ways of Knowing
- Key Pedagogic Thinkers: Paulo Friere
- Ethical Issues in Pedagogical Research
- The Future For Primary Physical Education
- A Year on the Frontline Despatches from New FE Teachers
- Nurturing the independent thinking practitioner: using threshold concepts to transform undergraduate learning
- Volume 2 Issue 2 July 2012
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- Book Review
- Editorial The First Year
- HE in FE past, present and future
- Key Pedagogic Thinkers: Michael Wesch
- Crossing the boundaries of film and architectural pedagogy
- The CLE Writing Retreat 2012: 'Lifting the Mask of the Imposter'
- Simulation in Clinical Education: A Reflective and Critical Account
- Guest Editorial A Harmonics of Teaching and Learning: An Editorial in Three Voices
- VLE segregation or integration? How should distance learning and taught modes be treated?
- Reflecting on the Transition from Practice to Education The Journey to Becoming an Effective Teacher in Higher Education
- Volume 2 Issue 1 March 2012
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- Editorial
- Book Reviews
- Key Pedagogic Thinkers: Jaques Lacan
- Evaluation of a Global MBA programme
- Peer Assisted Learning: Project Update
- Student engagement and the role of feedback in learning
- Will health students engage with a health information blog
- Learning and Teaching in Business Through Rich and Varied Information Sources
- Thriving as an International Student: Personal responses and the trajectories they create
- Embedding a curriculum based information literacy programme at the University of Bedfordshire
- Learning Beyond Compliance: A comparative analysis of two cohorts undertaking a first year social work module
- Volume 1 Issue 2 November 2011
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- Editorial
- Book reviews
- Moving Online
- The Gift of Dyslexia
- Open Educational Resources: Shared Solutions for Higher Education
- Information literacy and Web 2.0: developing a modern media curriculum using social bookmarking and social networking tools
- Reading Students' Expectations: a talking point
- Standing Up For Teaching: The 'Crime' of Striving for Excellence
- Can 'Quality Marking' be used to provide effective feedback within Higher Education?
- Scenario Based Evaluation of an Ethical Framework for the Use of Digital Media in Learning and Teaching
- Volume 1 Issue 1 July 2011
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- Editorial
- Book reviews
- I get by with a little help from my friends Peer Assisted Learning
- Research project: Effective academic posters and poster exhibitions
- Brands and movie making: Using storyboards to develop spatial design students' understanding of narrative
- Learning to chat: Developing a pedagogical framework for facilitating online synchronous tutorial discussion
- The role of perception in divergent approaches to teaching and learning through the transition from foundation to bachelor degree: a preliminary exploration
The Architecture of Productive Learning Networks
By Lucila Carvalho and Peter Goodyear (Eds.)
Routledge, 2014
Review by Kathy‐Ann Daniel‐Gittens
This book is an edited collection of papers on learning networks and their designs. Structurally, the book is divided into 3 sections representing (1) an introduction to learning networks and the design framework used to analyze learning network cases in the book, (2) case study examples of productive learning networks and (3) a final synthesis of lessons learned and design principles developed.
Section one presents the concept 'learning network' and elaborates to a specific sub‐type called 'productive learning networks'. This section discusses the theoretical antecedents of learning networks and presents an analytical framework for abstracting design knowledge from existing productive learning networks. Section two of the book examines the details of 12 cases of productive learning networks. Each case is analyzed using the design framework presented in section one. This framework is used to identify specific design elements that were used in constructing the 'architecture' of the learning networks. The framework is also used to extract successful design principles from existing learning networks.
Section 1
In chapter one, Carvalho and Goodyear identify the aim of the book as, 'sharing ideas about how people learn with and from each other, when much or all of their interaction is mediated by digital communication technology' (p.4). This aim stated, they next spend time discussing the theoretical foundations of the concept 'learning networks', working their way towards a definition of the term. They approach the topic by telling us what learning networks are not. They point to a definition of networked learning developed by Goodyear, Hodgson and Steeples (1998), quote and describe it, finally letting us know that 'networked learning' and 'learning networks', are not one and the same. The authors continue the discussion by considering and discarding definitions of learning networks proposed by Harasim et al (1997) and Mayadas (1997). Finally, in a few brief words, Carvalho and Goodyear present their definition of learning networks. They state, '…we do want to promote the understanding of learning networks as assemblages of tools, artifacts, people, ideas and practices' (p.14). The definition stated, the authors immediately begin to address issues related to design. A rationale is laid out for the book's focus on design and an analytic framework is proposed to advance the design process for learning networks. This, the authors suggest, will assist in creating knowledge useful to learning network designers.
The analytic framework the authors propose, takes its conceptual organization from the field of architecture. The notion being that the 'built' structure of a learning network, like built architectural forms, can influence the way people feel and interact when they are in contact with the designed form. It is interesting to note that Carvalho and Goodyear's fundamental premises about learning networks are heavily informed by the theories and research of socio‐ cultural learning researchers like Hutchins (1995), Lave (1988) and Scribner (1986), yet their contribution to the evolution of networked learning theory is unacknowledged.
Section 2
Section two of the book contains 12 case studies. Each case is an example of a productive learning network and two or more researchers connected with each network present their
case and engage in an analysis using the design framework introduced in the first section. Accordingly, each case is organized into 5 major headings: epistemic, set and social design, a co‐creation and co‐configuration section which examines the interaction process between the preceding three design elements. Lastly, there is a synthesis section which draws the design threads together and abstracts learning network design principles from the experience of designing and operating the network case. Utilizing this consistent framework for all cases in section two had the advantage of facilitating the cross‐case analyses which follow in section three of the book.
The case studies described in section two constitute a wide array of situations and contexts, both geographically, and in terms of the members and issues driving the formation of the networks. Geographically, the cases span the globe including learning networks in Australia, Mexico, the Netherlands, Canada, and Denmark. The members of the learning networks included higher education students, university faculty and teachers in professional development, which was expected. However, the learning networks showcased also included health care professionals, librarians, researchers, a choir, hobbyists and non‐profit leaders working with multilateral organizations. This diversity in the cases presented, created more interest than if the cases were restricted to the usual subjects in learning design studies.
Section 3
In this section, Carvalho and Goodyear discuss working with the contributors of the 12 case studies to incorporate their design framework as the tool for analyzing the cases. They explain that this turned out to be an iterative process with the design framework being revised to reflect the realities of how learning networks are actually formed and operated in the real world. Carvalho and Goodyear also discuss the lessons they learned from this process and acknowledge that their design framework still needs further research and refinement.
Despite these limitations however, the editors still manage to distil 6 design principles from the cases presented. Using cross‐case analyses, the editors identify design themes which they perceive as present throughout a majority of the cases.
This edited book will be most useful to other researchers who wish to explore the latest developments in the field of learning networks design. A major weakness of the book however, is that its central analyzing framework is a largely preliminary and untested construct; the design framework used on all the cases has not been empirically validated by other researchers. As a consequence, the design principles abstracted from the book's case studies, using this framework, are speculative at best. Given the foregoing, this book is not for the reader who seeks well‐established, validated and empirically‐tested design principles. It may be useful for advanced graduate students who are interested in the subject and who wish to cull ideas for their own research.
References
Hutchins, E. (1995). Cognition in the Wild (Vol. 262082314). Cambridge, MA: MIT Press.
Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge University Press.
Scribner, S. (1986). Thinking in action: Some characteristics of practical thought. Practical Intelligence:Nature and origins of competence in the everyday world, 13, 60.
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