Adult education, continuous learning Books

Book SynopsisThis book examines the literacy practices of exemplary adult education teachers working within critical literacy frameworks. It provides an in-depth look at the complexity of adult literacy education through the lenses of these teachers. An understanding of this complexity helps teachers design literacy practices in classrooms on a daily basis. This is an important book for there is considerable pedagogical and political attention focused on adult literacy education at this time. As the field of adult education continues to grapple with issues of teacher professionalization/certification, it adds a much needed teacher perspective.Appropriate as a text for adult education courses, this volume will also appeal to researchers, teacher educators, practitioners, and graduate students across the field of literacy education. Table of ContentsForeword -- Preface -- Acknowledgments -- PART 1 FRAMEWORK AND CONTEXTS -- 1 Exemplary Adult Literacy Educators -- 2 Literacy Acceleration Within Critical Frameworks: An Emergent Framework -- 3 Context: Adult Literacy Education in St. Louis: Window and Mirror -- PART 2 CASES OF ADULT EDUCATION TEACHERS -- 4 Designing Communities of Practice -- 5 Reflexive Teaching -- 6 Cultivating Voice -- 7 Designing Relevant and Engaging Instruction -- PART 3 CAses of ADuLT EDuCATIoN TEACHERS -- 8 Teaching the Codes of Power -- 9 Literacy Education as Activism -- 10 Ethics and English Teaching -- 11 Recognizing and Valuing Multiple Literacies -- PART 4 CASES oF ADuLT EDuCATIoN TEACHERS -- 12 Class Actions -- 13 Disrupting Cultural Models of Education -- 14 Inquiry and Perspective -- 15 The Struggle for Critical Literacy -- PART 5 CoNCLuSIoNS -- 16 Conclusions: Lessons Learned -- Appendix 1: Research Design and Methodology: Eliciting the “Wisdom of Practice” -- Appendix 2: Nomination Letter -- Appendix 3: Interview Protocol -- Appendix 4: Glossary of Terms and People -- Appendix 5: Adult Literacy Education Resources -- References -- Index

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Book SynopsisThis resource empowers readers to oppose reform efforts that minimize teacher agency by offering an evidence-based approach to teacher-led instructional improvement. The text provides structures for attending to students' interests, knowledge, and values when planning, teaching, reflecting, and revising instruction.Table of Contents Foreword Ellin Oliver Keene Introduction Lesson Study in a Turnaround School An Overview of Lesson Study Impact of Lesson Study on Student Learning About This Book Note PART I: LESSON STUDY AS RESPONSIVE PROFESSIONAL LEARNING 1. Engaging in Lesson Study: Risk-Taking, Resilience, and ReVisioning Perpetual Motion: Unrelenting Improvement of Teaching and Learning Risk and Reward: Professional Growth through Lesson Study Valuing Teaching and Teachers Context Matters Reflect and Respond 2. Challenging Norms of Privacy and Isolation Benefits of Collaboration Challenges to Collaboration Shared Expectations Supporting, Scheduling, and Sustaining the Work Overcoming Privacy and Isolation Reflect and Respond 3. Lesson Study as Contextualized Learning Why Context Matters Lesson Study in Varying Contexts Supporting a Positive Culture for Teaching Reflect and Respond PART II: LAYERS OF THE LESSON STUDY PROCESS 4. Purposeful Planning: Teachers as Designers Collective Agency and Innovation Creating a Vision for the Lesson Predictive Planning Reflect and Respond 5. Observation: The Eyes Have It Another Pair of Eyes Before the Observation The Observation: Seeing with New Eyes Reflect and Respond 6. Debrief: Deep Reflection and Lesson ReVisioning A Disposition for Reflection Reflection Starts with Description Re Visioning through Appraising and Appreciating Re Visioning Teaching and Learning Reflect and Respond PART III: REFINING THE FOCUS 7. Building Understanding What is Understanding? Supporting Student Understanding Developing Teacher Understanding Reflect and Respond 8. Flexibility Teaching Requires Cognitive Flexibility Flexibility vs. the Perfect Lesson Plan Flexibility as a Focus for Lesson Study Increased Flexibility Reflect and Respond 9. Supporting Responsiveness Cultural Responsiveness Contextual Responsiveness Responsiveness to Individual Lives and Interests Responsiveness to Students' Learning Needs Responsiveness to Teachers' Needs Understanding, Flexibility, and Responsiveness Reflect and Respond Conclusion: Ongoing Cycles of Lesson Study Variations and Iterations Dispositions ReVisioning Through Lesson Study Reflect and Respond Appendix A: Agenda for Introducing Lesson Study Appendix B: Planning Our Lesson Appendix C: Observation Day Agenda Appendix D: Videos for Observation Practice Appendix E: Before and After Lesson Study Plans Appendix F: Student Interest Inventory References Index About the Author

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Book SynopsisWith a focus on digital tools and planning for any setting, this text provides ready-to-use help for designing technology-integrated lessons, building and managing community, selecting the best digital tools for particular tasks, increasing student engagement, and differentiating instruction.Table of Contents Contents Foreword Douglas K. Hartman xi Acknowledgments xiii Introduction 1 Why This Book? 2 Synergistic Planning 3 Guiding Principles 4 Book Organization and Features 7 Conclusion 9 1.  How Do I Teach the Attributes of Digital Text? 11 Literacy and Technology 12 Understanding Digital Text 13 Lessons to Teach the Attributes of Digital Texts 16 Assessing Your Understanding of Digital Text 23 Summary 26 Action Items 27 2.  How Do I Design More Effective Technology-Integrated Instruction? 29 TPACK 29 Reflexive Pedagogy 30 Combining TPACK and Reflexive Pedagogy 31 Continuum of Technology Integration 32 The Role of Digital Text in Instructional Design 33 Steps to Designing More Effective Technology-Integrated Instruction 34 Examples of Technology-Integrated Lessons 37 Assessing Your Design of Technology-Integrated Instruction 37 Summary 42 Action Items 42 3.  How Do I Select the Best Digital Tools for a Task? 45 Types of Digital Tools 46 Digital Tools in Action 50 Selecting the Best Digital Tools 52 Summary 56 Action Items 57 4.  How Do I Increase Student Engagement When Using Technology? 59 Student Engagement 59 Build Community 61 Scaffold Self-Regulation 64 Summary 70 Action Items 71 5.  How Do I Differentiate Technology-Integrated Instruction? 73 What Is Differentiated Instruction? 73 Differentiated Instruction and Digital Formative Assessment Tools 73 How Do I Use Digital Tools to Accommodate Different Learning Needs? 78 How Do I Use Digital Tools to Offer Choice to My Students? 80 Summary 81 Action Items 82 6.  How Can My District/School Support Technology-Integrated Instruction? 83 Instructional Coherence 84 Develop a Vision for Technology-Integrated Instruction 85 Establish a Common Language 85 Set Directives to Advance Instructional Coherence 86 Five Areas of Directives 88 Steps to Developing Directives 93 Example of Directives in Action 94 Summary 96 Action Items 97 Appendix A: Description of Digital Tools Referenced in This Text 99 Appendix B: African Elephant Example 103 Appendix C: Semantic Feature Analysis Example 105 References 107 Index 115 About the Authors 121

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Book SynopsisOffers design principles for facilitating effective professional learning where teachers are active learners engaging in experiential learning, discussing problems, analysing student work, and sharing their expertise with one another. The author introduces each principle with a compelling and illuminating story from his extensive experience.Table of Contents Contents Foreword  Ericka Huggins  vii Preface  ix Acknowledgments  xiii Part I: Fueling the Fire  1 1.  From Margins to Center: Telling Stories of Purpose  3 Purpose in Teacher Learning  4Practices That Leverage Purpose  5Conclusion: The Power of Telling Stories of Purpose  15Reflection Questions  16 2.  Your Mission: Active Learning as Countersocialization  17 Active Teacher Learning  19Practices in Active Teacher Learning  20Conclusion: We Can't Teach Where We Won't Go  26Reflection Questions  27 3.  "Why didn't you push me harder?": Learning From Students  29 The Role of Students in Teacher Learning  31Practices in Centering Students  32Conclusion: Students Make Us Better Teachers  44Reflection Questions  44 4.  "Please, come in": Listening to and Leading With Teachers  47 Listening to Teachers to Inform Teacher Learning  48Practices That Recognize Teacher Expertise  49Conclusion: Listen to Learn  59Reflection Questions  60 Part II: Tending to the Fire  61 5.  Walking to the Sea: A Journey Towards Collectivism  63 Collectivism in Teacher Learning  66Practices to Foster Collectivism  68Conclusion: Collectivism is Both a Process and a Goal  78Reflection Questions  79 6.  Throwing Away Baggage: The Power of Vulnerability  81 Vulnerability in Teacher Learning  82Practices in Vulnerability That Nurture Learning  85Conclusion: Vulnerability Is Essential to Learning  97Reflection Questions  98 7.  "We haaaaated you": A Lesson in Empathy  99 Empathy in Teacher Learning  100Empathy Practices  102Conclusion: Empathy Is Personal and Professional  110Reflection Questions  112 Conclusion  113 References  115 Index  117 About the Author  125

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Book SynopsisBridging research, theory, policy, and practice, this book provides insights to help educational reformers and leaders strengthen the structures and activities of coaching. The book illustrates how to make coaching matter by assembling infrastructure and creating conditions so that coaching advances change in robust, sustaining, and equitable ways.

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Book Synopsis" Thicker'n fiddlers in hell. Independent as a hog on ice. If a bride makes her own clothes, it's bad luck. It'll snow in May if it thunders in February. How's a hen on a fence like a penny? Learn what folklore and folk culture are and enjoy a generous helping of sayings, rhymes, songs, tall tales, superstitions and riddles from Kentucky.

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Book SynopsisPeople with autism are being left behind today, with only 16 per cent in full-time employment. This inspiring book addresses the lack of understanding of the wonderful contributions people across the autism spectrum can make to the workplace, drawing attention to this vast untapped human resource. Employers who create supportive workplaces can enhance their companies by making use of the talents of people with autism while also helping to produce a more inclusive and tolerant society, and people with autism can themselves benefit materially and emotionally from improved employment opportunities. Packed with real-life case studies examining the day-to-day working lives of people across the autism spectrum in a wide variety of careers, this book provides constructive solutions for both employers seeking to improve their workplaces and for individuals with autism considering their employment options. It dispels popular myths about autism, such as that everyone is good at IT, and crucially tackles the potential job opportunities available across the spectrum, including for those who have no language at all. It also highlights the neglected area of gender differences in the workplace and the costs of autistic femalesâ ability to 'camouflage' their condition.This book is a must-read for parents, employers and adults with autism, and for anyone interested in the present and future of people with autism in the workplace who will benefit from the positive message that employing autistic people is not an act of charity but one that makes sound economic sense.Trade Review"There are an estimated 70 million autistic people on the planet, and among those adults, most are unemployed. Unemployment adds a sense of exclusion and failure, lower self-esteem, worse mental health and feeling not valued. Feinstein’s highly readable, well-researched, original book illustrates, through an inspiring array of diverse examples, how autism does not need to lead to unemployment. With a welcoming attitude on the part of employers, autistic adults can work well. When employers reduce barriers to employment and make reasonable adjustments, this can lead autistic adults to feel a sense of inclusion, autonomy, pride, and good mental health. For many, employment is the transformational silver bullet." - Simon Baron-Cohen, Cambridge University, UK"Neurodiversity is all around us. But how are we accommodating to it in practice? Adam Feinstein provides a wealth of useful suggestions. His vivid case reports show just how enormously varied individuals with autism are, and how they fare at work. Readers will marvel at some truly inspiring role models. This book will be of immense value to employers as well as those seeking employment." - Uta Frith, University College London, UK"This timely book on the important issue of employment in autism is a comprehensive account from theoretical justification to practical guidance for all stakeholders: autistic students, their educators and supporters, and future employers. Numerous real-life examples and case studies enliven the text and make this a fascinating and enlightening read." - Rita Jordan, University of Birmingham, UKTable of ContentsForeword Dame Stephanie Shirley. Introduction. Part 1: The Importance of Being Employed 1. The Paucity of Research 2. Transitioning from Education to Work Part 2: Which Job – and Why? 3. Choosing a Job – An Overview (And a Demolition of the Stereotypes) 4. Unpaid Work – And Internships 5. Self-Employment 6. Matching Skills to Jobs 7. Public-Service Jobs 8. Other Job Openings Part 3: Applying for a Job 9. Before the Interview 10. To Disclose or Not to Disclose – The Pros and Cons 11. The Interview 12. Advice to Employers Part 4: Holding Down a Job 13. Research Findings 14. The ‘Hidden Curriculum’ of the Workplace 15. Sensory Issues 16. Executive Dysfunction 17. The Importance (And Dangers) of Literal Language in the Workplace 18. Bullying, Harassment and Discrimination in the Workplace 19. What Employers Should Know – Reasonable Adjustments in the Workplace 20. Examples of Good Practice by Employers Part 5: Neurodiversity in the Workplace 21. Embracing Difference 22. Examples of Good Practice Part 6: Gender in the Workplace – The Costs of Camouflage 23. What the Research Tells Us 24. The Implications for Employment Part 7: Employment Schemes that Work in the UK 25. By Way of Introduction 26. Where to Go?

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Book SynopsisA survival guide to beating bad behaviour and motivating students in FE. It provides readers with helpful hints and strategies for preventing lower level disruption to coping when things get really tough.Table of ContentsIntroduction; Chapter 1: Managing Behaviour for Learning's Sake; Chapter 2: Managing Behaviour for Your Own Sake; Chapter 3: Managing the Behaviour of 14-16 year olds; Chapter 4: Managing Behaviour at the Beginning and End of the Lesson; Chapter 5: Managing Behaviour in Non-Standard Classrooms and Beyond.; Chapter 6: Managing Behaviour in a Crisis; Chapter 7: Managing Behaviour to Combat Bullying; Chapter 8: Managing Behaviour by Calling in the Cavalry; Chapter 9: Managing Your Own Behaviour; If..................................?

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Book SynopsisJuanita was seventeen years old and pregnant with her first child when she began an activity that would open her mind. Living in a remote Garifuna village in Honduras, Juanita had dropped out of school after the sixth grade. In 1996, a new educational program, Sistema de Aprendizaje Tutorial (Tutorial Learning System or SAT), was started in her community. The program helped her see the world differently and open a small business. Empowering women through education has become a top priority of international development efforts. Erin Murphy-Graham draws on more than a decade of qualitative research to examine the experiences of Juanita and eighteen other women who participated in the SAT program. Their narratives suggest the simple yet subtle ways education can spark the empowerment process, as well as the role of men and boys in promoting gender equality. Drawing on in-depth interviews and classroom observation in Honduras and Uganda, Murphy-Graham shows the potential of the SAT

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Book SynopsisThis is a handbook for anyone considering a career in teaching adults. It offers an essential introduction to what it is like to teach in the sector. It considers the diversity of contexts, settings and students, covering all you need to know. It reviews the role of the teacher and offers advice on choosing what to teach and how to become qualified. Whether you are a skilled tradesperson, have specialist knowledge in a particular subject or are simply enthusiastic about working with adults in an education role, this is your essential guide. *An easy-to-read and accessible guide *Considers a diverse range of contexts, settings and students *Written for anyone considering, approaching or beginning teaching adults Please note: The qualifications and standards mentioned in the book have since been updated.Table of ContentsIntroduction Introduction The Purpose of the Book The Historical Perspective The Qualifications and Credit Framework The Lifelong Learning Sector The Lifelong Learning Sector The Role of External Bodies Becoming a Teacher in the Lifelong Learning Sector Choosing a Subject or Qualification to Teach Getting Qualified Obtaining a Teaching Position Teaching in the Lifelong Learning Sector Roles and Responsibilities Teaching, Learning and Assessing Challenges and Barriers Gaining your Licence to Practice The Institute for Learning The Minimum Core Associated and Qualified Teacher Status Maintaining your Licence to Practice Continuing Professional Development Reflection and Evaluation What next? Appendices Lifelong Learning Sector Abbreviations and Acronyms Frequently Asked Questions (FAQs) Index

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Book SynopsisThis book for passing PTLLS assessments (which has been replaced with Passing Assessments for the Award in Education and Training) gives key advice oncompleting written and practical assessments, and helps both in-service and pre-service candidates fully understand the requirements of the Award and how to evidence their achievement towards the standards. This Second Edition is for the four unit PTLLS. This book: helps candidates with their written assessments, with information on the four units of the PTLLS Award gives guidance on how to demonstrate and evidence competence helps candidates with their practical assessments including hints and tips for succeeding in the microteach gives guidance for giving and receiving feedback Table of ContentsAcknowledgements Author statement Introduction The Structure of the Book and How To Use It The PTLLS Award Self-Assessment Activities and Guidance for Evidencing Achievement PTLLS Assessment Methods Roles, Responsibilities and Relationships In Lifelong Learning Understand Yous Own Role and Responsibilities In Lifelong Learning Understand the Relationships between Teachers and Other Professionals in Lifelong Learning Understand Your Own Responsibility for Maintaining a Safe and Supportive Learning Environment Understanding Inclusive Learning and Teaching in Lifelong Learning Understand Learning And Teaching Strategies in Lifelong Learning Understand How to Create Inclusive Learning and Teaching in Lifelong Learning Understand Ways to Create a Motivating Learning Environment Using Inclusive Learning and Teaching Approaches in Lifelong Learning Be Able to Plan Inclusive Learning and Teaching Sessions Be Able to Deliver Inclusive Learning and Teaching Sessions Be Able to Evaluate Own Practice in Delivering Inclusive Learning and Teaching Principles of Assessment in Lifelong Learning Understand Types and Methods of Assessment Used in Lifelong Learning Understand Ways to Involve Learners in the Assessment Process Understand Requirements for Keeping Records Of Assessment in Lifelong Learning Micro-Teaching Planning and Preparing Your Micro-Teach Session Giving and Receiving Feedback Evaluating Your Micro-Teach Session Micro-Teaching Hints And Tips Appendix 1 - Abbreviations And Acronyms Appendix 2 - Glossary Of Terms Index

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Book SynopsisDigital Futures for Learning offers a methodological and pedagogical way forward for researchers and educators who want to work imaginatively with what's next in higher education and informal learning. Today's debates around technological transformations of social, cultural and educational spaces and practices need to be informed by a more critical understanding of how visions of the future of learning are made and used, and how they come to be seen as desirable, inevitable or impossible. Integrating innovative methods, key research findings, engaging theories and creative pedagogies across multiple disciplines, this book argues for and explores speculative approaches to researching and analysing post-compulsory and informal learning futures  where we are, where we might go and how to get there.Trade Review“Ross shows pathways to how futures perspectives can inventively change research and education. [She] convincingly shows that we cannot afford to refuse facing uncertainties of the future . . . speculative practices are entangled with theories and conceptual skills, and ways in which speculative practices blur borders between learning and research. These insights have been inspirational for my own team’s experiments with speculative methods.”—Ylva Lindberg, Jönköping University, Sweden, for Postdigital Science and Education“This is an incredibly important book . . . about the future of education [and] how we can think differently about what education is for and how we deliver it.”—Dave O’Brien, Professor of Cultural and Creative Industries, University of Manchester, UKTable of ContentsPart 1: Understanding learning futures 1. Introduction 2. How learning futures are made 3. Complexity, emergence and learning futures 4. Speculative approaches to research and teaching Part 2: Speculative objects to think with 5. Teaching at scale, automation and a speculative teacherbot 6. Working with digital futures for learning through student-generated open educational resources 7. Artcasting and digital cultural heritage engagement futures 8. Telling data stories to explore the future of surveillance Part 3: Keeping learning futures moving 9. Speculative methods and digital futures research 10. Speculative pedagogies and teaching 11. Keeping learning futures moving

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Book SynopsisThis book contributes to a larger global call to radically re-create ourselvesto transform our fear and alienation from art, Nature, and ourselves. With compassion and grace, the co-authors outline how everyone may access the gift of Spontaneous Creation-Making and change dominant narratives of individualism. Discovering interconnectivity through art-care we can dream courageously together into the unknown possibilities of a precarious future.Art-care, as coined by the co-authors, is a matrixial form of communicaring through art and reverence. This theoretically informed and practice-based book bridges the individual with the communal in Creation-centred ways that interweave the many parts with the whole. It provides examples of teachings, practices and spontaneous creations of makers that will benefit those who want to integrate art-care into individual practices or group facilitation. This book benefits socially engaged artists, arts-based reseTrade ReviewHow lovely and inspiring to read this remarkable work of art / artistry, creativity, community and consciousness of connecting and interconnectivity. This work offers an aesthetic / creative, emancipatory caring pathway for human healing during and after a pandemic crisis. This book invites and evokes fresh new insights, where wisdom is discovered and co-created from within and among circles of caring. Jean Watson, PhD, RN, AHN-BC, FAAN, LL (AAN)Founder Watson Caring Science InstituteDistinguished Prof/Dean Emerita University of Colorado Denver, College of NursingThis engaging book both describes and performs a group’s artistic journey during the challenging times of COVID. Experiential, communal, playful, and moving, the book points at possibilities and opportunities for aesthetic explorations and artistry within a special space. Co-inquiry through Spontaneous Creation-Making offers everyone a compelling journey of art-making, aesthetic explorations, along with ideas for facilitation and communal care serving the future.Liora Bresler, Ph.D. Professor Emerita, University of Illinois, College of Education & School of Art and Design, Urbana-ChampaignBickel and Fisher present us with a guidebook for connection and healing through the practice of spontaneous art-making, a practice they themselves have been involved with for many years. This is a hopeful book based on their experiences—art not as escape but as engagement both with ourselves and those around us. Caring, compassion, community: these are the roads the world always needs more of, and this book offers a unique way of starting the journey.Eva Tihanyi, author of The Largeness of Rescue, Flying Underwater: Poems New and Selected, and Truth and Other Fictions.I am very impressed by Barbara Bickel and Michael Fisher’s articulation of the art process, community, and especially their collaborative spirit! They are both so very inspiring! Their book feeds the soul with artistic methods and prompts that reawaken the senses through play and observation.Dr. Katrina Plato, registered art therapist and educatorThis book weaves together theories, practices, images, text-based forms, and 30 years of work to offer insights into creative communal practices that co-authors Bickel and Fisher call Spontaneous Creation-Making (SCM). Through this compelling and timely guidebook we are invited to enter sacred, mysterious and playful borderspaces that lead us to deeper understandings and more nuanced explorations of art-care methods but also, for example, of community, creativity, healing/wholism, (un)learning, and inquiry. This is an important resource for anyone who is interested in engaging with and/or facilitating spontaneous creation-making processes, even in virtual contexts. This book is a gift! Kathy Mantas, PhD. Professor, Schulich School of Education, Nipissing University, Ontario, CanadaTable of ContentsForeword: Bracha L. Ettinger; Preface; PART 1: Communidreaming on Theory; 1: Introduction: Art-as-Process; 2: Care-in-the-Making; 3: Creativity-in-Communion; 4: A Story of Collaboration: Spontaneous Creation-Making; 5: Art-Care and Spiritual Activism in a Time of Crisis; 6: Beyond Method: Matrixial Mediators; 7: Birthing a Matrixial Gift Economy; 8: Matrixial Time Freedom; PART 2: Spontaneous Creating on Practice; 9: Spontaneous Creation-Making: Communal Rituals and Expanding Imaginaries; 10: Spontaneous Creation-Making: Orienting Intentions and Body Grounding; 11: Spontaneous Creation-Making: Responding and Closing the Circle; PART 3: Gestating on Service; 12: Nurturing a Communal Art-Care Practice; 13: An Arts-Based Reenchantment: Following Nature; 14: Afterword: Forging New Intersections by Geraldine Burke; 15: A Turnabout Postscript; Appendix 1: Thirteen Matrixial Aesthetic Practices; Appendix 2: Facilitating Art-Care Online; Appendix 3: A-D-ness Model by R. Michael Fisher; Appendix 4: Excerpt from Opening Doors: A Guidebook to Spontaneous Creation-Making; Appendix 5: Participant-Informed Research Creation Consent Form

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Book SynopsisShould academic careers always unfold in exactly the same way? Is there one best way of being an academic? This book says no. Assumptions about who academics are and what they should do are becoming increasingly narrow and focused on achieving so-called excellence' in teaching and research above anything else. This book problematises this and explores the scope for doing academic careers differently. Authors paint individual or group portraits of their academic careers, working with metaphors which challenge the dominant discourses of how academic careers should be led. From rejecting the pressure to focus on one big thing', to prioritising nurture and care, transcending disciplinary boundaries, reshaping own daily practice, connecting with communities, and being academics outside academia, the chapters in this book offer those considering, starting, or developing an academic career a treasure trove of many alternative possibilities. Presented as a portrait gallery thrTrade Review"This book is wonderfully refreshing and very inspiring. It is vital reading for any of us who have felt we are invisible, on the margins or do not comfortably belong in the academy. Reading this book assures me I am not alone in how I have experienced my academic life and it inspires me to authentically own my professional path." Hannah Rumble, Centre for Death and Society, University of Bath, UK"Academic careers have a long-lasting history with very deep roots. Over the last fifteen years, academic careers have changed immensely, and few of us have discussed these changes. That is why this is a welcomed book analyzing different sides, dimensions and contexts of academic careers. It brings a collection of very thought-provoking and inspiring chapters written by some outstanding academics. This is a must-read book for new and experienced academics. More importantly, it inspires new futures." Rafael Alcadipani, FGV-EAESP, Brazil"Doing Academic Careers Differently challenges linear accounts of the academic career and it rebukes the hegemonic moves that push academics into impossible, unsustainable, unhealthy conduct, values, and practices. By collaborating, theorizing, and writing differently 79 academics from 21 countries tell stories with images, poetry, prose, interviews, and essays on contemporary academic lives. The stories thrive on complexity, difference, dialogue, creativity, divergence, and ambiguity. Robinson, Bristow, and Ratle beautifully curate the emerging richness in this book that becomes an enthralling and contemplative new archive of academics' lives where finally alternative voices, knowledges, and experiences can be heard over the conformism and pain of career as individual/ individualizing competition and instrumentality. The book offers a refreshing, powerful, and life-affirming read." Alessia Contu, UMass Boston, USA"Many academics lose their sense of direction in a university environment that prioritises journal rankings and other forms of ‘excellence’. It is easy to end up believing that there is only one kind of academic career – the type that is laid out by performance management systems. The enthralling stories of struggle, hope, and leap of faiths shared in this timely book demonstrate the narrowness of this perspective and offer a powerful reminder of the many different ways in which one can be an academic. Doing Academic Careers Differently is essential reading for anyone pursuing or considering an academic career today." Sverre Spoelstra, Associate Professor in Leadership and Strategy, Copenhagen Business School, Denmark."A courageous book that inspires, surprises, awes, and eventually heals. Creatively and thoughtfully written and curated, this book restores hope in academics despite the brute corporatization contemporary academia has subjected them to. I felt such longing to walk through such a place as I read through this beautiful manuscript." Ghazal M. Zulfiqar, Lahore University of Management Sciences, Pakistan"The most creative inspiring enjoyable exhilarating academic work of art on academia I have ever come across. These playful, sardonic, ironic and heartful stories are in a garden of delights that will provide a wonderful learning experience as well as a rigorous piece of research" Damian Ruth, Massey Business School, New Zealand.Table of ContentsIntroduction: entrance hall and cloakroom Alexandra Bristow, Olivier Ratle, Sarah Robinson The Meandering Gallery Curated by Alexandra Bristow 1. I hope your journey is a long one: a guide to meandering careers Alexandra Bristow 2. Meandering academics Linda M. Sama, Mark Egan, Victor Friedman, David Jones, Nicholas Rhew, and Sarah Robinson 3. The all-over-the-place academic: how to fit in an academic niche but also be free to pursue new and exciting research ideas Lucas Lauriano 4. A pebble skipper’s tale Mark Saunders 5. The general academic Rweyemamu Alphonce Ndibalema, Essa Bah, and Sophia Ndibalema Against Careerism Curated by Sarah Robinson 6. On ducks and vocations: notes against careerism Sarah Robinson 7. Careering through my career: how I failed to become a business school Dean Mark Learmonth 8. Ducks at the university? Two connected biographies in seven images Jesús Rodríguez Pomeda 9. Excellence and disruption: a mid-career dialogue Eugenie Hunsicker and Clare Hutton 10. Collectively creating conditions that nurture: the bushland as metaphor for the academic ecosystem Sumati Ahuja, Mihajla Gavin, Simone Grabowski, Najmeh Hassanli, Anja Hergesell, Walter Jarvis, Pavlina Jasovska, Ece Kaya, Alice Klettner, Helena Liu, Jennie Small, Christopher N. Walker, and Ruth Weatherall Navigating Belonging Curated by Sarah Robinson 11. Across hostile waters to brave new lands? Notes on navigating academic belonging Sarah Robinson 12. The collective academic: a conversation across worlds Jurdene Coleman, Mac Benavides, Aliah Mestrovich Seay, and Tess Hobson 13. Before you decolonize, let me into the game: virtue, a key to unbridling the shackles of oppression Armand Bam 14. How to become an academic, and alienate people: the working-class academic Suzanne Albary 15. The back-door academic Sarah Stookey 16. The ingenuous communitarian Emma Newport 17. The journey of a surprised academic Laurie DiPadova-Stocks 18. The self-made academic: From business to a business school Adrian Zicari Nurturing Careers Curated by Olivier Ratle 19. Nurturing careers: on the importance of care and relationships Olivier Ratle 20. The permaculture academic Maribel Blasco 21. A room for three: living academic, feminist lives (or the unfinished reading of A room of one’s own) Jenny Helin, Nina Kivinen, and Alison Pullen 22. The non-conformist Academic: professor, parent, provider Mary Godwyn 23. The mom academic (fragmentation) Elizabeth Siler The Hall of Mirrors Curated by Sarah Robinson 24. Mirroring academia: reflections from a hall of mirrors Sarah Robinson 25. Reflections, distortions - the mirrored academic Victoria Pagan 26. Academic misfits Magnus Hoppe, Anton Hasselgren, Fatemeh Seifan, Steffi Siegert, and Serdar Temiz 27. Becoming a (never) good enough critical scholar? On precarious academic subjectification processes Mie Plotnikof 28. The art of being a reflexive academic: painting a never-complete self-portrait Russ Vince 29. The poetic academic - [un]grounding the writing self Friederike Landau-Donnelly 30. I am you, as you are me: academic lives as a mirror of ourselves Oscar Javier Montiel Méndez, Duncan Pelly, and Araceli Almaraz The Transgressive Gallery Curated by Alexandra Bristow 31. In the garden of dreams: a guide to transgressive careers Alexandra Bristow 32. Seek & destroy - from transgression to contestation. And back Sophie Del Fa 33. Meeting the threads that pull: a feminist declaration of consequence towards academia Camila Fredes Ortiz 34. The absurd academic Jaime Andrés Bayona 35. Crafting a career in ‘academic journalism’ Todd Bridgman 36. Blinds and bananas: metaphor in the margins Stephen Linstead 37. A clown's tale Ralf Wetzel The late entrance Curated by Olivier Ratle 38. The late entrance: muddy water and dry grass? Olivier Ratle 39. Late portrait arrival Catherine Heggerud 40. Disturbing bodies? Prospective and retrospective second-careering within the doctoral candidature Margaret Ying Wei Lee, Olivia Davies, and Kathleen Riach 41. Better late than never: the ‘up the hill backwards’ academic Mark Stringer Living Precariously Gallery Curated by Olivier Ratle 42. Living precariously and overcoming the odds Olivier Ratle 43. The happy and smiling, but inwardly crumbling gig academic: reflections on early career precarity and anxiety Emily Yarrow 44. The ‘sack-race’ academic: a post-socialist portrait of a single mother facing social expectations and the trade-offs of an academic career path Gabriella Kiss 45. Re-imagining the dialectic of work and motherhood in academia Chrysavgi Sklaveniti 46. Waiting for Godot: the impaired academic Garance Marechal 47. Some counsel to doctoral students from a naïve and shell-shocked academic Ann Armstrong 48. ‘Why even bother?’ The defiant practice of the independent scholar Molly Hand The Haunted Gallery Curated by Alexandra Bristow 49. A guide to haunting careers: the realm of academic ghosts Alexandra Bristow 50. Higher Education in India: the academic outsider and the lived experiences of a reclusive rebel Subir Rana 51. Morals of the demoralised: The non-collaborative academic Alexia Cameron 52. Doing philosophy differently: learning to fight gender-bias by giving up on stereotypical academic norms Tone Grosen Dandanell 53. Being an academic ghostwriter: be(com)ing me(thodology) Martha Emilie Ehrich 54. Unwaged and repurposed: transitions from accidental to non-institutionalised academic Ruth Slater 55. The redundant academic: am I academic, or am I still an academic? Mark Hughes Exit via the gift shop Olivier Ratle, Sarah Robinson, Alexandra Bristow

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Book SynopsisShould academic careers always unfold in exactly the same way? Is there one best way of being an academic? This book says no. Assumptions about who academics are and what they should do are becoming increasingly narrow and focused on achieving so-called excellence' in teaching and research above anything else. This book problematises this and explores the scope for doing academic careers differently. Authors paint individual or group portraits of their academic careers, working with metaphors which challenge the dominant discourses of how academic careers should be led. From rejecting the pressure to focus on one big thing', to prioritising nurture and care, transcending disciplinary boundaries, reshaping own daily practice, connecting with communities, and being academics outside academia, the chapters in this book offer those considering, starting, or developing an academic career a treasure trove of many alternative possibilities. Presented as a portrait gallery thrTrade Review"This book is wonderfully refreshing and very inspiring. It is vital reading for any of us who have felt we are invisible, on the margins or do not comfortably belong in the academy. Reading this book assures me I am not alone in how I have experienced my academic life and it inspires me to authentically own my professional path." Hannah Rumble, Centre for Death and Society, University of Bath, UK"Academic careers have a long-lasting history with very deep roots. Over the last fifteen years, academic careers have changed immensely, and few of us have discussed these changes. That is why this is a welcomed book analyzing different sides, dimensions and contexts of academic careers. It brings a collection of very thought-provoking and inspiring chapters written by some outstanding academics. This is a must-read book for new and experienced academics. More importantly, it inspires new futures." Rafael Alcadipani, FGV-EAESP, Brazil"Doing Academic Careers Differently challenges linear accounts of the academic career and it rebukes the hegemonic moves that push academics into impossible, unsustainable, unhealthy conduct, values, and practices. By collaborating, theorizing, and writing differently 79 academics from 21 countries tell stories with images, poetry, prose, interviews, and essays on contemporary academic lives. The stories thrive on complexity, difference, dialogue, creativity, divergence, and ambiguity. Robinson, Bristow, and Ratle beautifully curate the emerging richness in this book that becomes an enthralling and contemplative new archive of academics' lives where finally alternative voices, knowledges, and experiences can be heard over the conformism and pain of career as individual/ individualizing competition and instrumentality. The book offers a refreshing, powerful, and life-affirming read." Alessia Contu, UMass Boston, USA"Many academics lose their sense of direction in a university environment that prioritises journal rankings and other forms of ‘excellence’. It is easy to end up believing that there is only one kind of academic career – the type that is laid out by performance management systems. The enthralling stories of struggle, hope, and leap of faiths shared in this timely book demonstrate the narrowness of this perspective and offer a powerful reminder of the many different ways in which one can be an academic. Doing Academic Careers Differently is essential reading for anyone pursuing or considering an academic career today." Sverre Spoelstra, Associate Professor in Leadership and Strategy, Copenhagen Business School, Denmark."A courageous book that inspires, surprises, awes, and eventually heals. Creatively and thoughtfully written and curated, this book restores hope in academics despite the brute corporatization contemporary academia has subjected them to. I felt such longing to walk through such a place as I read through this beautiful manuscript." Ghazal M. Zulfiqar, Lahore University of Management Sciences, Pakistan"The most creative inspiring enjoyable exhilarating academic work of art on academia I have ever come across. These playful, sardonic, ironic and heartful stories are in a garden of delights that will provide a wonderful learning experience as well as a rigorous piece of research" Damian Ruth, Massey Business School, New Zealand.Table of ContentsIntroduction: entrance hall and cloakroom Alexandra Bristow, Olivier Ratle, Sarah Robinson The Meandering Gallery Curated by Alexandra Bristow 1. I hope your journey is a long one: a guide to meandering careers Alexandra Bristow 2. Meandering academics Linda M. Sama, Mark Egan, Victor Friedman, David Jones, Nicholas Rhew, and Sarah Robinson 3. The all-over-the-place academic: how to fit in an academic niche but also be free to pursue new and exciting research ideas Lucas Lauriano 4. A pebble skipper’s tale Mark Saunders 5. The general academic Rweyemamu Alphonce Ndibalema, Essa Bah, and Sophia Ndibalema Against Careerism Curated by Sarah Robinson 6. On ducks and vocations: notes against careerism Sarah Robinson 7. Careering through my career: how I failed to become a business school Dean Mark Learmonth 8. Ducks at the university? Two connected biographies in seven images Jesús Rodríguez Pomeda 9. Excellence and disruption: a mid-career dialogue Eugenie Hunsicker and Clare Hutton 10. Collectively creating conditions that nurture: the bushland as metaphor for the academic ecosystem Sumati Ahuja, Mihajla Gavin, Simone Grabowski, Najmeh Hassanli, Anja Hergesell, Walter Jarvis, Pavlina Jasovska, Ece Kaya, Alice Klettner, Helena Liu, Jennie Small, Christopher N. Walker, and Ruth Weatherall Navigating Belonging Curated by Sarah Robinson 11. Across hostile waters to brave new lands? Notes on navigating academic belonging Sarah Robinson 12. The collective academic: a conversation across worlds Jurdene Coleman, Mac Benavides, Aliah Mestrovich Seay, and Tess Hobson 13. Before you decolonize, let me into the game: virtue, a key to unbridling the shackles of oppression Armand Bam 14. How to become an academic, and alienate people: the working-class academic Suzanne Albary 15. The back-door academic Sarah Stookey 16. The ingenuous communitarian Emma Newport 17. The journey of a surprised academic Laurie DiPadova-Stocks 18. The self-made academic: From business to a business school Adrian Zicari Nurturing Careers Curated by Olivier Ratle 19. Nurturing careers: on the importance of care and relationships Olivier Ratle 20. The permaculture academic Maribel Blasco 21. A room for three: living academic, feminist lives (or the unfinished reading of A room of one’s own) Jenny Helin, Nina Kivinen, and Alison Pullen 22. The non-conformist Academic: professor, parent, provider Mary Godwyn 23. The mom academic (fragmentation) Elizabeth Siler The Hall of Mirrors Curated by Sarah Robinson 24. Mirroring academia: reflections from a hall of mirrors Sarah Robinson 25. Reflections, distortions - the mirrored academic Victoria Pagan 26. Academic misfits Magnus Hoppe, Anton Hasselgren, Fatemeh Seifan, Steffi Siegert, and Serdar Temiz 27. Becoming a (never) good enough critical scholar? On precarious academic subjectification processes Mie Plotnikof 28. The art of being a reflexive academic: painting a never-complete self-portrait Russ Vince 29. The poetic academic - [un]grounding the writing self Friederike Landau-Donnelly 30. I am you, as you are me: academic lives as a mirror of ourselves Oscar Javier Montiel Méndez, Duncan Pelly, and Araceli Almaraz The Transgressive Gallery Curated by Alexandra Bristow 31. In the garden of dreams: a guide to transgressive careers Alexandra Bristow 32. Seek & destroy - from transgression to contestation. And back Sophie Del Fa 33. Meeting the threads that pull: a feminist declaration of consequence towards academia Camila Fredes Ortiz 34. The absurd academic Jaime Andrés Bayona 35. Crafting a career in ‘academic journalism’ Todd Bridgman 36. Blinds and bananas: metaphor in the margins Stephen Linstead 37. A clown's tale Ralf Wetzel The late entrance Curated by Olivier Ratle 38. The late entrance: muddy water and dry grass? Olivier Ratle 39. Late portrait arrival Catherine Heggerud 40. Disturbing bodies? Prospective and retrospective second-careering within the doctoral candidature Margaret Ying Wei Lee, Olivia Davies, and Kathleen Riach 41. Better late than never: the ‘up the hill backwards’ academic Mark Stringer Living Precariously Gallery Curated by Olivier Ratle 42. Living precariously and overcoming the odds Olivier Ratle 43. The happy and smiling, but inwardly crumbling gig academic: reflections on early career precarity and anxiety Emily Yarrow 44. The ‘sack-race’ academic: a post-socialist portrait of a single mother facing social expectations and the trade-offs of an academic career path Gabriella Kiss 45. Re-imagining the dialectic of work and motherhood in academia Chrysavgi Sklaveniti 46. Waiting for Godot: the impaired academic Garance Marechal 47. Some counsel to doctoral students from a naïve and shell-shocked academic Ann Armstrong 48. ‘Why even bother?’ The defiant practice of the independent scholar Molly Hand The Haunted Gallery Curated by Alexandra Bristow 49. A guide to haunting careers: the realm of academic ghosts Alexandra Bristow 50. Higher Education in India: the academic outsider and the lived experiences of a reclusive rebel Subir Rana 51. Morals of the demoralised: The non-collaborative academic Alexia Cameron 52. Doing philosophy differently: learning to fight gender-bias by giving up on stereotypical academic norms Tone Grosen Dandanell 53. Being an academic ghostwriter: be(com)ing me(thodology) Martha Emilie Ehrich 54. Unwaged and repurposed: transitions from accidental to non-institutionalised academic Ruth Slater 55. The redundant academic: am I academic, or am I still an academic? Mark Hughes Exit via the gift shop Olivier Ratle, Sarah Robinson, Alexandra Bristow

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Book SynopsisAdvanced Instructional Design Techniques provides comprehensive coverage of advanced topics in instructional design and development. This ideal resource for upper-level graduate coursework presents a thorough overview of theoretical foundations that support learning design beyond basic information processing and behaviorist principles, along with innovative strategies and problem-solving techniques to support designing for complex situations. Twelve wide-ranging chapters cover challenging topics such as needs assessment, sustainability, ethics, cognitive load, and more. Emphasizing reflective practice and decision-making in design environments, the book attends to the models and constructs that support context-specific instructional design across learning and training, from higher education and K-12 schooling to business and industry training to health care and public-sector services.Table of Contents1. Toward the Development of Expertise in Instructional Design 2. Decision-Making Strategies to Support Managing the Design Space 3. Reconsidering Needs Assessment in Instructional Design 4. Leveraging Learner Analysis to Foster Critical Consciousness 5. Developing a Localization of Context to Support Transfer of Learning 6. Fostering Knowledge Acquisition Through Authentic Learning 7. Instructional Strategies that Promote Generative Learning 8. Scaffolding Instruction to Support Self-Regulation of Learners 9. Motivational Design Practices to Support Knowledge Acquisition 10. Attending to Infrastructure for Implementation 11. Assessing the Sustainability of Instruction 12. Ethical Considerations in Instructional Design

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Book SynopsisSkills in Neighbourhood Work is a practice textbook. It explains the skills, knowledge and techniques needed by community workers and other practitioners to work effectively in and with communities. While the principles and methods it describes have stood the test of time, the political, economic and social changes which have taken place since the book was first published have made new editions essential. Rewritten and updated to include new practice examples, this fifth edition retains all the practical information needed by the student or practitioner but sets it in the contemporary context. Including a European perspective and views from North America and Australia, it covers:Starting, supporting and ending work with community groupsEvaluationData collectionGoals and prioritiesMaking contactsGroup work Helping groups work with other organisations.This invaluable textbook is essential reading for students and Table of Contents1.Key ideas about neighbourhood work. 2.Thinking about evaluation. 3.Entering the neighbourhood. 4.Getting to know the neighbourhood. 5.What next? Needs, goals and roles. 6.Making contacts and bringing people together. 7.Forming and building organisations. 8.Helping to clarify goals and priorities. 9.Keeping the organisation going. 10. Dealing with friends and enemies. 11.Leavings and endings.

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Book SynopsisConstructing Online Work-Based Learning Placements offers a step-by-step approach to understanding and applying the principles of design and delivery in online work-based learning (WBL) placements for students. A crucial component of employability strategies for higher education students, WBL placements are increasingly in need of adaptation to respond to today's rapidly expanding online work environments. This evidence-based book explores the emergent properties and additional value that online WBL placements provide to student learning and employability prospects, focusing on effective pedagogy, design, planning and implementation. The book also presents the Peer Enhanced e-Placement (PEEP), a pioneering, positively evaluated and award-winning online WBL placement model that is underpinned by pedagogical research and theory. The PEEP has been adapted and adopted by numerous higher education teams organising online WBL placements, and the case example included in these pagesTrade Review'This is a timely addition to the discourse on employability, written in an engaging and accessible way. The book provides an important resource to practitioners, academics, and pracademics alike to enhance the success of their WBL offer. It offers a clear link between theory and practice, culminating in a workbook that provides a thoughtful and considered level of practical support, submersing the reader into genuine action to develop online WBL placements.'—Stuart Norton, Senior Adviser in Learning and Teaching for Advance HE, UK'Work Based Learning (WBL) and the development of employability skills have been growing, sometimes quietly, as an academic topic for decades. This book shines a spotlight on WBL as a key part of the curriculum, highlighting the body of knowledge that underpins and endorses what is often an undervalued subject area and focuseing on an outstanding example of (to paraphrase Plato) ‘need being the creator’. COVID-19 was the experiment that no one wanted. The higher education sector and, in particular, WBL were hit significantly, with the cancellation of work placements across all disciplines. This was a major blow to the students who relied on these experiences to embed their theoretical knowledge in practice and to gain the essential employability skills that employers want. In such a challenging time, creative approaches were needed to ensure that the students gained essential skills, and PEEP was born. If you want to gain a deeper understanding of WBL and its evolution and importance in higher education; to reinforce or endorse an argument for the development of WBL; or to develop online learning placements using a toolkit, then look no further. This book has it all.'—Francesca Walker-Martin, Reader in Work Based Learning at the University of Central Lancashire, UK, and Chair of ASET, the Work Based Learning and Placement Learning Association'If you want to know about approaches to design pedagogies, assessment, and implementation to support online work-based learning placements, this book is for you. I recommend this book because it is timely and significant in the post-COVID context. Professor Lisa Taylor has comprehensively discussed models, strategies, and pedagogical and assessment activities to support relevant stakeholders to better engage with online work-based learning placements and enhance students’ employability.'—Thanh Pham, Senior Lecturer in Graduate Employability, Globalisation, and Intercultural Education in the School of Education, Culture, and Society at Monash University, Australia'High quality work-based learning placements are essential to ensure optimal preparation of students for their ‘life-wide and life-long employability journeys’. This robustly evidenced resource offers the pedagogical and organisational principles to be considered in the design and delivery of work-based learning placement opportunities. It offers a vital underpinning to the transformation of learning and online learning opportunities seen in recent years and is transferable across all sectors. This resource has broad value to work-based educators and academics innovating and pushing the boundaries of work-based learning opportunities across the globe, and its sound pedagogical underpinning to virtual learning opportunities will ensure sustained efficacy, value, and uptake. I congratulate and thank the authors for their invaluable and courageous leadership during the COVID-19 pandemic, driving online work-based learning opportunities with sound pedagogical foundations, academic support, and evaluation to sustain the transformation to modern work-based learning.'—Beverley Harden, MBE, National AHP Lead, Deputy Chief AHP (England), and Multi-Professional Advanced & Consultant Practice Lead at Health Education England, and Visiting Professor at the University of Winchester, UK'The global higher education sector has had to find innovative and, in most cases, technology-enabled ways of teaching and ensuring that students continue to gain real-world work experiences during the COVID-19 pandemic Higher education institutes are increasingly under pressure to provide high-quality work-based learning opportunities for students through innovative means to support development of their GPS (global professional skills) and improve their long-term employment outcomes through assessment by employers regardless of their location. This book is a potential game-changer for institutions looking to develop high-quality online work placements for students, providing a practical and rigorous end-to-end framework covering access, quality, scale, technology, curriculum, paedology, and assessment. It will support faculty, students, and employers in delivering a sustainable, innovative, and high-quality online learning experience that is outcomes-focused and enhances student employability—an increasingly critical aspect of higher education.'—Cameron Mirza, Chief of Party for USAID Pre-Service Teacher Education in Jordan and Board Member for the Global Impact InitiativeTable of ContentsForeword by Sophie Milliken, MBEPreface About the AuthorChapter 1: Work-Based Learning Placements Within Higher EducationChapter 2: Online Learning in a World of ‘Place’ by Gilly SalmonChapter 3: Employability and the Online Work-Based Learning EnvironmentChapter 4: Peer Group LearningChapter 5: Reflection to Support LearningChapter 6: Leaning Outcomes and AssessmentChapter 7: Feedback and SupervisionChapter 8: Theory into Practice – A Case Example: The Peer Enhanced e-Placement (PEEP)Chapter 9: Workbook – Reflection, Consolidation, Design, and Delivery of an Online Work-Based Learning PlacementIndex

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Book SynopsisThis book analyzes the deep historical and theoretical roots of self-directed learning models in order to put forward a new conceptual understanding of self-directed learning.It utilizes philosophical methods to present arguments, both historical and contemporary, in favor of shifting education toward self-directed models and away from a view of education that places teachers, administration, curriculum, and standards at the center of the learning endeavor. This book demonstrates that self-directed learning has proven to be effective in numerous contexts and builds on this history to present a new philosophy of education termed Eudemonic Self-Directed Learning, for individual and societal flourishing. Exploring exemplars from different cultural and historical settings to inform post-pandemic pedagogies and policies, this book will appeal to scholars and researchers of the history and philosophy of education, with interests in self-directed learning and itTable of ContentsPart I: Whose Education Is It Anyway? 1. The Other Pandemic: Dependent Learners in the Age of Autonomy Part II: A Brief History of Self-Directed Learning: Looking Back to Move Forward: Tracing Self-Directed Learning Through Western Civilization 2. "All Men by Nature Desire to Know": Aristotle’s First Premise, Natural Curiosity, and the Rise of the Sophists 3. Learning to Do, Learning to Learn: Apprenticeships and the Printing Press 4. Rousseau, Pestalozzi, and Froebel: Nature, Freedom, and Play 5. The Great Equalizer: Horace Mann, the Chautauqua Movement, and W.E.B. Du Bois 6. Dewey, Montessori, and Progressive Reformers 7. Education as Revolutionary: Summerhill, Sudbury, Free Schools, and Citizenship Schools 8. Illich and Holt: Deschooling, Homeschooling, and Unschooling 9. The Field of Self-Directed Learning Part III: Exploring Self-Directed Learning Environments 10. Ready to Learn: The Skills of Self-Directed Learning 11. Experience and Environment: The Role of School in Self-Directed Learning 12. Where’s the Teacher?: Guides, Facilitators, and the Role of Adults in Self-Directed Learning 13. Equity, Freedom, and Responsibility 14. "Staying Competitive": Self-Directed Learning and Market Forces Part IV: Eudaimonia and Democratic Schooling 15. Learning as a Pursuit of Happiness: Education for Individual Flourishing 16. Learning to Live Together: Self-Directed Learning and Social Responsibility 17. Bringing It Together: Learning for the Self and the Other 18. Eudemonic Self-Directed Learning Part V: The Future of Education 19. A Summary of Arguments and Implications for Future Research

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Book SynopsisThis book defines and examines the needs of the marginalized student and presents a theoretically grounded model to guide institutions of higher education toward developing new and more effective programmatic responses. Taking the implementational experience of the University of the Free State (UFS) in Bloemfontein, South Africa, as a case study, it investigates the experience of students who present problems of learning and inadequate preparation for sustained performance, including learning disabilities, lack of study skills, motivational factors, and cultural support systems. Further, it identifies the pressure for institutions to be responsive to social and political pressures to accommodate the needs of students previously excluded from participation in higher educational or vocational training opportunities. In addressing this timely area of development, the authors formulate a unique conceptual foundation for the consideration of a new paradigm, based on cognitive and biosocial theories: those of the theory of structural cognitive modifiability and mediated learning experience and of Feuerstein and Bronfenbrennerâs ecosystem structural orientation. Innovative, applicational, and optimistic in nature, this book will appeal to scholars, researchers, administrators, and postgraduate level students working across the fields of higher education, educational psychology, and student counseling.

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Book SynopsisDrawing on research and practice, this key text provides a rich, detailed, and accessible guide to Communities of Practice (CoPs) theory and how to implement it within higher education. It takes a detailed look at how the theory is constructed, the research that it rests on, and the ways that it has been used and can be used in the future.Beginning by introducing CoP theory and the theory of learning that accompanies it, this book provides empirical examples of CoP research to illustrate how CoPs form and work within higher education. It also explores how different CoPs work together and can learn from each other. The key topics explored in the book allow the reader to critically understand how CoP theory can be used in higher education to enhance an understanding of how students, staff, and organisations learn.Ideal reading for those researching higher education practices or undertaking higher education teaching qualifications as well as those currently teaching, this

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Book SynopsisHigh-Impact Design for Online Courses introduces higher education professionals to an eight-step course design model, HIDOC, that leverages the unique considerations of online and hybrid modalities at each stage in the process. Though relevant to and informed by instructional designers and educational technologists, this book is specifically geared toward faculty who lack the administrative and technical supports they need to thrive in the new normal. Each chapter includes step-by-step guidance on learner analysis, course structure, appropriate activities and assessments, continuous improvement, and other key elements of a successful digital course. Teachers across disciplines and levels of experience will come away newly inspired and motivated with fresh insights into planning and drafting, practical tips for pedagogy and design, opportunities for self-reflection and course revision, and implications for learner-centered delivery.Trade Review“HIDOC is a must-read for educators who are passionate about harnessing the full potential of online education and ushering in a new era of inspired and effective learning.”— Katie Linder, Ph.D., Associate Vice Chancellor for Academic Innovation and Strategy, University of Colorado Denver, USA “These authors deeply understand the challenges faced by faculty and IDs in creating an engaging and impactful course, and a genuine feeling of support is palpable as you work through the steps they have laid out for you.”— Deb Adair, Ph.D., Chief Executive Officer, Quality Matters “HIDOC is thoughtful, pragmatic, and supported by theory. It is a design model that many will find valuable, whether they have the affordance of working with Learning Designers or are tasked with designing online learning experiences on their own.”— Rick Shearer, D.Ed., Owner of Distance Education Systems; Director of Research and Development (retired), World Campus, The Pennsylvania State University, USA“HIDOC is a must-read for educators who are passionate about harnessing the full potential of online education and ushering in a new era of inspired and effective learning.”— Katie Linder, Ph.D., Associate Vice Chancellor for Academic Innovation and Strategy, University of Colorado Denver, USA “These authors deeply understand the challenges faced by faculty and IDs in creating an engaging and impactful course, and a genuine feeling of support is palpable as you work through the steps they have laid out for you.” — Deb Adair, Ph.D., Chief Executive Officer, Quality Matters “HIDOC is thoughtful, pragmatic, and supported by theory. It is a design model that many will find valuable, whether they have the affordance of working with Learning Designers or are tasked with designing online learning experiences on their own.” — Rick Shearer, D.Ed., Owner of Distance Education Systems; Director of Research and Development (retired), World Campus, The Pennsylvania State University, USATable of ContentsSection I - Designing Your Course with HIDOC 1. Learner Analysis 2. Learning Outcomes 3. Course Structure 4. Assessments & Activities 5. Instructional Materials 6. Technology & Tools 7. Online Learner Support 8. Continuous Improvement 9. Bonus Chapter - Design Execution 10. Design Doc Library Section II – HIDOC in Action: Course Design Cases 11. Case Studies

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Book SynopsisThis edited collection focuses on digital empowerment for displaced people from migrant and refugee backgrounds, exploring the intersections of digital technologies, settlement, education and global migration. The book adopts a strengths-based and inclusive approach to understand what digital empowerment means and how it can be applied in a range of community and educational settings.The ten chapters bring attention to the need for innovative approaches and educational strategies that promote digital empowerment for people from refugee and migrant backgrounds, with application to finding employment, furthering education, building community, and accessing social support services. The text also considers what is necessary for effective digital empowerment, highlighting how existing personal resources can be utilised, in conjunction with technologies, to build capacity, enhance community networks and preserve cultural connections. By adopting a strengths-based perspective, the w

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Book SynopsisAs experts in both applied theatre and education, Au Yi-Man and John OâToole outline how applied theatre techniques can be used to support workers in the human services to develop crucial skills such as resilience, imagination, critical thinking, and reflection.Highlighting under-emphasised skills and qualities in the human services professions, this book combines theory with context-specific practice to support capacity building across sectors. Drawing on a detailed study of NGO workers learning to use applied theatre techniques in professional development, the book offers insight into the learning and experiences of the participants and how these can be applied to future training programs. The book also provides a deeper understanding of how adult learners, from different backgrounds and levels of experience, approach their professional training. Rich with resources, the book features complete course examples, including theatre of the oppressed, process drama, and education

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Book SynopsisApproaches to Work-Based Learning in Higher Education provides a comprehensive introduction to the delivery of university-level work-based learning (WBL) for educators and policymakers. The contributing authors draw from their wealth of experience of developing apprenticeships, placement programmes and other work-based learning opportunities, advising on best practice when delivering learning in partnership with industry.Supported by a unique balance of practical and theoretical insight, including international perspectives on how common challenges may be addressed, this essential volume explores the following key themes: Pedagogies â this section outlines established best practice in delivery of WBL for higher education and offers suggestions for how readers may continue to develop and improve their provision. Projects â this section covers a range of approaches to work-based learning within higher education and explores examples of this in practice, including live briefs, work placements and industrial project-based learning. Apprenticeships â this section focuses specifically on work-based degree programmes, covering their design, delivery, implementation and assessment. A must-read for anyone working within higher education policy or practice, this book provides readers with the tools to successfully navigate work-based learning, as well as strategies for ensuring and enhancing the quality of the learning experience.

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Adult Education and Lifelong Learning is regarded as one of the most widely used textbooks about adult education.Now part of the Routledge Education Classic Edition series, this key title combines the practical and philosophical to cover all areas related to the topic, including how we understand people as learners, how to teach adults, curriculum planning, distance education and assessment. It doesn't shy away from complexity and asks difficult questions to provoke the reader into thinking about what lifelong learning really means. Not your basic how-to' book, it combines practice with theory and points the way to further studies and engagement in the field.With a new introduction by Professor Sam Duncan to contextualise the work, this is a must-read text for all education students as well as practitioners and researchers in adult education and lifelong learning.

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Book SynopsisListeningthe most underrated skill in educationListeningthe process of actively receiving, constructing meaning from, and responding to spoken or non-verbal messagesis essential for teaching and learning. How can we check for understanding and ensure that students' contributions are heard and understood by peers and teachers?InLearning to Listen and Listening to Learn, bestselling authors and internationally respected educators John Hattie and Lyn Sharratt demonstrate how listening can foster positive relationships, trust, and understanding while enhancing student learning. With a wealth of research to guide educators through the process of infusing active, sensitive, and empathetic listening skills into the classroom and school culture, this important guide includes: The Visible CLARITY 5-Ear Listening Model Reflection prompts and mantras to help reinforce key learnings from each chapter Guidance on how to assess and enhance leaders', teachers', and students' listening skills When we value every student's voice, we create an inclusive environment that encourages diverse perspectives, fosters equity, and develops accurate listening, empowering students to articulate their thoughts and enhancing skills they will use for their lifetimes.

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