Open Access Journals at Aalborg University
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Student welfare through involvement and networked learning in primary teacher training
Get PDFWhat makes students eager to learn? This is a fundamental question for every educator. After all, students who are motivated and involved in their studies are more likely to succeed (Affolter, Gerber, Grund, & Wagner, 2015) and simply 'pleasant to teach'. Student welfare is particularly relevant for primary teacher training colleges in the Netherlands, which struggle with dwindling student numbers, high variety in student population, and the risk of study delay or dropout (Dutch Inspectorate of Education, 2017).
In order to enhance student engagement, teacher training colleges in different regions in the Netherlands - Doetinchem, Utrecht, Rotterdam, and Amsterdam - have formed teacher learning groups (TLGs) on various topics relevant for (pre-service) teachers, consisting of students of different years, teacher trainers, and in-service teachers. TLGs are increasingly acknowledged as a powerful means of enhancing learning and development. On the one hand, they offer students room for social learning and agency, stimulating their involvement and motivation (Vrieling-Teunter, Van den Beemt, & De Laat, 2019). On the other, they stimulate and facilitate in-service teachers’ professional development (Lieberman & Wood, 2003). As TLG participants work together to solve authentic problems (Laferrière, Lamon, & Chan, 2006), both pre-service and in-service teachers gain specific and concrete ideas that can be directly related to their own classroom practice (Guskey, 2002). TLGs can thus be seen as social action evolving around relationships, or ties. TLGs, as collections of ties, enable both collaborative and individual learning and knowledge sharing (Schreurs et al., 2014)
Problem-Based Learning and Engineering Education for Sustainability: Where we are and where could we go?
Get PDFEducation for sustainability demands transformative knowledge, which can be obtained through problem-based, project-organized learning (PBL). However, the integration of PBL and sustainability in higher education has not yet met the needs required due to the lack of application of a systemic perspective and strategy. In this literature review, we present an overview of research trends being developed with PBL in education for sustainability and how PBL is being used to educate students for sustainability. The scientific production of the last 22 years is analyzed, and we verify that the use of PBL as a methodology for education in sustainability is a rather recent innovation, with an emphasis on the environmental dimension. Learning assessment methodologies are based on summative approaches using traditional methods like scoring tests. There is an explicit preference to integrate PBL and sustainability in undergraduate and graduate courses, mainly in engineering. We observe that most of the time, the subject of interdisciplinarity is not discussed. We concluded that there are a few concerns with research on education for sustainability using PBL. Although PBL proposes an innovative form of education, its implementation in education for sustainability has not been fully explored to its full potential, especially concerning the development of sustainability skills, transformative and holistic education, but rather as a form of content-based assessment
How (Sustainable) Business Model Patterns Help Initiating Design for Sustainability
Get PDFThis study explores the cognitive impact of sustainable business model patterns on initiating design for sustainability, comparing them to traditional patterns. Utilizing a quasi-experimental design with four teams of Master's students in Innovation Management, we assessed how the type of business model pattern cards influences cognitive processes and idea generation during ideation. Our findings demonstrate that sustainable business model patterns significantly enhance cognitive stimulation, promoting a broader perspective on sustainability issues. They excel in integrating all three dimensions—economic, ecological, and social—of sustainable business model innovation within the context of idea generation. This research bridges interpretations of business models as (1) cognitive schemas and (2) formal representations, highlighting the pivotal role of specific visual tools in facilitating sustainable business model innovation. This includes challenging cognitive barriers and fostering a comprehensive approach to sustainable design
Shusterman Goes to Camp: An Ars Erotica of Somaesthetics in Drag Culture
Get PDFThis essay aims to begin patching a gap in the emerging field of somaesthetics, which suffers from a blind spot when it comes to queerness. Even when they occasionally gesture toward homosexuality as a part of global ars erotica, philosophers have ignored the virtues exemplified by drag cultural excellence. This essay deploys the framework established by RuPaul’s Drag Race as a somatic lens through which campiness and queening provide analytical, pragmatic and practical conversation that is of substantial value in its contributions to the art of living one's best life
On the Beauty of Tangoing: Review of A Somaesthetics of Performative Beauty: Tangoing Desire and Nostalgia by Falk Heinrich
Get PDFThe Routledge Research in Aesthetics series has published a new and original volume that aims to apply the concept of beauty to the first-person experiences of dancing the Argentinian tango. This attempt by Falk Heinrich is novel
An accented video way of thinking: Becoming videoessay
Get PDF“An accented video way of thinking: Becoming videoessay” explores the videoessay as a conceivably “accented” form. (I prefer the spelling “videoessay” —a sort of accented choice, given that it echoes the Spanish “videoensayo”— to better convey a sense of seamless integration between video and essay.) In Thinking with an Accent, Pooja Rangan et al. (2023) argue that the accent should be understood not as a way of speaking but as a mode of thought. Two decades earlier, in Accented Cinema, Hamid Naficy used the term “accented” to describe a mode of film production that shapes filmmakers’ “feelings as thought” into an alternative “accented style” (2001, 26). Expanding on these ideas, I propose to consider the position of the videoessay in relation to traditional (i.e. accent-less) scholarship, its imperfect mode of production, and the affective engagement of the “cinephiliac” videoessayist with the media object (Keathley 2000, Grant 2014, 2016). By foregrounding the accented nature of the videoessay form, I suggest that the videoessay represents not only a “video way of thinking”, as Spatz (2018) has indicated, but an accented video way of thinking. In Deleuzian terms, I propose that the videoessay, as an accented practice and epistemology, uses the transforming force of “becoming” (devenir) (1994a, 1994b) to redefine the boundaries and the discourses of the supposedly “accentless” film and media scholarship, thus “deterritorializing” it to make it accented. Through three different segments, not meant to be watched in any specific order, I explore the accented dimensions of the videoessay’s sound (the echo, the stutter, the index of unbelonging, the simulacrum), surface (the haptic shudder, the textural affect-driven style), and thought (the becoming minoritarian, the shifting of the maker) toward a counter-hegemonic onto-epistemology of videographic criticism
The Australian public sector and the PwC affair: A social systems perspective
Get PDFThere is a growing concern in Australia and internationally about the growing number of scandals surrounding the consulting operations of professional service firms, especially the Big Four accounting and Big 3 consulting firms. In Australia, PwC, which discloses confidential information about an incoming tax avoidance law to international clients to help dodge the new law, is currently the main talking point. This has resulted in several public enquiries. Our analysis of these enquiries and several other scandals highlights how these consulting firms' influence effectively privatises and hollows out the public sector, putting consulting firms' profits and big business interests before the public interest and ultimately threatening our democracy. As a result, we argue that an excellent first step would be for the Royal Commission to enter the consulting industry in Australia. However, more action is needed from international policymakers and regulators because the tentacles of the consulting companies and associated scandals go beyond Australia and threaten democracy as the rich and powerful seek to control the public sector further
Do we need a 6i Framework? Discussing the implications of Society 5.0 for the multi-level understanding of organisational learning
Get PDFPurpose: Society 5.0 is attracting attention as a new societal paradigm boasting a human-centric approach to innovation and development. The logic is that many decades of priority on technological innovation and less on social innovation have created grand challenges for societal, social, and ecological perspectives. This paper discusses how a city, a region, or a group of organisations can initiate and elaborate a collaboration built on the premises of Society 5.0, and what would be important for them to consider regarding the collaboration.
Design/methodology/approach: The paper is conceptual. Therefore, we approach our research as a discussion of how and why theory on inter-organisational learning would need additional analysis if the political ambition of Society 5.0 is to be realised in practice. To enable this discussion, we utilise inter-organisational and multi-level learning theories as theoretical backgrounds, specifically, the 4i and 5i frameworks.
Findings: Our conceptual discussion adds a new learning level to the existing literature: ‘extra-organisational learning’. This new level is recognised by a new sub-process – a new i – which stands for ‘inspiring’. This implies that Society 5.0 would require a move towards a 6i framework in the theory of organisational learning to achieve its full value-creation potential.
Originality: To our knowledge, we are the first to suggest a new level of learning to the multi-level strand of literature in organisational learning: the 6i framewor
Prior’s System Q and its Extensions
Get PDFRecently, and as happens from time to time in New Zealand, a typescript of Prior’s turned up. This one was in the personal collection of Oliver Sutherland. Prior typed it in November 1957 and used copies in his senior logic group, an informal research group at Canterbury University. A terse and relentlessly compressed couple of pages, it concerns Prior’s system Q, which even towards the end of his life he was still describing as ‘the true modal logic’. We analyse Prior’s typescript and the issues underlying it, as well as providing an exposition of Q, and an examination of Łukasiewicz’s objections to Q. The article also includes an interview with Prior’s student Robert Bull concerning Q
Co-designing authentic assessment: The entanglement of design senses in a network of assessment design decisions
Get PDFAssessment design often involves a collaborative effort among various stakeholders. However, numerous assessment frameworks still operate under the presumption that assessment design is primarily the responsibility of individual educators. Design methods for networked learning need to shift towards more collaborative approaches that bring together different perspectives and acknowledge the socio-material entanglement of human and non-human actants for a more inclusive educational future. In our work we advocate for co-design and place a strong emphasis on cultivating relationships and a decentralised decision-making process that challenges traditional power dynamics and hierarchies. Co-design represents both a mindset and a method distinguished by specific principles and procedures. In this paper we untangle the network of socio-material relationships in the co-design of authentic assessment for a large accounting capstone course in a business school. Students undertook this course during the last semester of their degree program. Rather than designing our assessment on an authentic real-world scenario, our assessment was a real-world task. We collaborated with an industry partner who needed to re-evaluate their business model to generate more revenue for their business. The students were tasked with developing a value-enhancing action plan for our partner’s business model. In this paper, we use Actor-Network Theory (ANT) to trace the network of human and non-human actants in the co-design of this real-world assessment task. We describe this network through the Assessment Design Decisions Framework, which provides six key considerations for decision making: purposes of assessment, contexts of assessment, learner outcomes, tasks, feedback processes, and interactions. The concept of design is subject to ongoing debate, which holds significant implications for the future of educational design. We therefore explore the intricacies of design through the five design senses: 1) design as domain, 2) as process, 3) as plan, 4) as the resulting product, and 5) as intentional creation of new possibilities. We demonstrate that when co-designing assessment in higher education, the interrelationships among these five senses remain fluid, perpetually shifting, and emergent within a complex network involving both human and non-human actants. The conceptualisation of the five senses as a network represents a methodological standpoint that enables us to portray the complex interconnections of tools, competencies, roles, and relationships within our educational co-design project. Reframing design activities as a network allows us to modify parts of the network, leading to more sustainable designs