D. Woodward, S. Booth, Sarah Redfearn, Elise C. Allen, D. Samarasinghe, Alexa Forbes
feature in their practices. All the participants found that knowledge construction happened most efficiently in social settings where experiences, reflection and critical analysis could be shared with others and provide foundations for new learning. Biculturalism and M ä ori models were also consistent themes, with the concepts of ako (to teach and to learn) and tuakana/teina (relationship; older expert guides a younger novice) informing practice. Constructivism theory, including the use of experiential learning (Knowles Kolb, 2015) and scaffolding 1966), and social constructivism, using Vygotsky’s (1978) zone of proximal development, are the key theories that inform these teaching practitioners. Humanism theory, supported by Te Whare Tapa Wh ä (Durie, 1998), informed teachers of health and the online Leadership for Change course. Social cognitive theory informed teaching in construction technology, using observation, imitation and modelling (Bonner et al., 2017). Each teacher was drawn to pedagogical theories and models depending on the ‘fit’ with their individual specialist areas. For example, Sarah was drawn to andragogy and the experiential learning cycle because it could be applied to clinical practice learners in occupational therapy.
以他们的实践为特色。所有的参与者都发现，知识建构在社会环境中最有效，在那里经验、反思和批判性分析可以与他人分享，并为新的学习提供基础。双文化主义和M ä ori模型也是一致的主题，有ako(教和学)和tuakana/teina(关系;年长的专家指导年轻的新手)告知实践。建构主义理论，包括使用体验式学习(Knowles Kolb, 2015)和脚手架1966)，以及社会建构主义，使用维果茨基(1978)的最近发展区，是指导这些教学实践者的关键理论。人文主义理论得到了the Whare Tapa Wh ä (Durie, 1998)的支持，为健康和在线领导力变革课程的教师提供了信息。社会认知理论通过观察、模仿和建模为建筑技术教学提供指导(Bonner et al.， 2017)。每个老师都被吸引到教学理论和模型取决于“适合”他们的个人专业领域。例如，Sarah被性学和体验式学习周期所吸引，因为它可以应用于职业治疗的临床实践学习者。
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tauparapara) as a prism for an autoethnographic discovery of professional practice through professional epochs of my life. It also uses footnotes as a way of bringing my bilingual scope into this narrative, at the same time considering the needs of non-bilingual and international readers. Metaphors (whakataukï) feature as a lens through which to accentuate learnings gained from my professional journey from darkness or uncertainty toward elucidation. Metaphorical sayings are also expressions that ‘restory’ elements of my practice in parallel with ancestral genres in the Mäori world. “A Chant to Ancestral Landscapes” 9 was composed while studying for the Bachelor of Te Reo Mäori. The chant is a collection of vignettes of Ngäti Awa ancestors told in poetry and traditional sayings. Each parable is grounded in wisdoms of foremothers and forefathers and together serve as character and performance blueprints for ensuing generations. A selection of photoscapes (photographed landscape portraits) feature as an elaboration of the artistic and poetic imagery presented here in order to convey my distinctive ancestral essence to my Scope audience.
{"title":"Mai te kore ki te ao mārmama. A journey from the darkness toward the light","authors":"V. Murray","doi":"10.34074/scop.6001009","DOIUrl":"https://doi.org/10.34074/scop.6001009","url":null,"abstract":"tauparapara) as a prism for an autoethnographic discovery of professional practice through professional epochs of my life. It also uses footnotes as a way of bringing my bilingual scope into this narrative, at the same time considering the needs of non-bilingual and international readers. Metaphors (whakataukï) feature as a lens through which to accentuate learnings gained from my professional journey from darkness or uncertainty toward elucidation. Metaphorical sayings are also expressions that ‘restory’ elements of my practice in parallel with ancestral genres in the Mäori world. “A Chant to Ancestral Landscapes” 9 was composed while studying for the Bachelor of Te Reo Mäori. The chant is a collection of vignettes of Ngäti Awa ancestors told in poetry and traditional sayings. Each parable is grounded in wisdoms of foremothers and forefathers and together serve as character and performance blueprints for ensuing generations. A selection of photoscapes (photographed landscape portraits) feature as an elaboration of the artistic and poetic imagery presented here in order to convey my distinctive ancestral essence to my Scope audience.","PeriodicalId":335540,"journal":{"name":"Scope: Contemporary Research Topics (Work-based Learning 1)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133866230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Otago Polytechnic’s Bachelor of Leadership for Change is an innovative leadership learning qualification that supports learners in their confidence and capabilities to make positive change in their communities and workplaces. This paper identifies learning from developmental evaluation of the first two years of delivery, sharing voices from a diverse community of learners and the responses of the staff team as they apply the heutagogy principles underpinning the programme. The programme’s successes and challenges highlight the transformative potential for culturally responsive, self-determined learning environments to nurture professional practitioners capable of navigating complex, disruptive times and situations.
{"title":"A self-determined learning environment supporting change-makers","authors":"M. Malcolm","doi":"10.34074/scop.6001004","DOIUrl":"https://doi.org/10.34074/scop.6001004","url":null,"abstract":"Otago Polytechnic’s Bachelor of Leadership for Change is an innovative leadership learning qualification that supports learners in their confidence and capabilities to make positive change in their communities and workplaces. This paper identifies learning from developmental evaluation of the first two years of delivery, sharing voices from a diverse community of learners and the responses of the staff team as they apply the heutagogy principles underpinning the programme. The programme’s successes and challenges highlight the transformative potential for culturally responsive, self-determined learning environments to nurture professional practitioners capable of navigating complex, disruptive times and situations.","PeriodicalId":335540,"journal":{"name":"Scope: Contemporary Research Topics (Work-based Learning 1)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115160107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper was born out of my experience working within the compulsory education sector seeking to decolonise/ transform the education system, and as a learner on the Bachelor of Leadership for Change programme. After facilitating a kaupapa Mäori learning experience as part of my third-year project for the Bachelor’s programme, an opportunity arose to advocate for a more fitting assessment – one that acknowledged mätauranga Mäori and the various forms within which this knowledge can be expressed, and to make space for indigenous ways of capturing learning.
{"title":"Oral assessment as a strategy for decolonising education","authors":"Tracy Te Wake","doi":"10.34074/scop.6001005","DOIUrl":"https://doi.org/10.34074/scop.6001005","url":null,"abstract":"This paper was born out of my experience working within the compulsory education sector seeking to decolonise/ transform the education system, and as a learner on the Bachelor of Leadership for Change programme. After facilitating a kaupapa Mäori learning experience as part of my third-year project for the Bachelor’s programme, an opportunity arose to advocate for a more fitting assessment – one that acknowledged mätauranga Mäori and the various forms within which this knowledge can be expressed, and to make space for indigenous ways of capturing learning.","PeriodicalId":335540,"journal":{"name":"Scope: Contemporary Research Topics (Work-based Learning 1)","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116486751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As the institutions of higher education strive to meet the challenges of a profoundly changing world (Friday & Halloran, 2020), questions about shape and purpose gain increasing urgency. The speed at which many institutions adjusted to the coronavirus pandemic sweeping the world in early 2020 illustrates that quick change is possible (Eisenstein, 2020; Hess, 2020). We have entered a new transformative age and, much like the industrial revolution before it, we can expect fundamental shifts in how we live, work and play (Friday & Halloran, 2020).
{"title":"Self-determined Learning as a Response to Disruption in Post-secondary Formal Education","authors":"Steve Henry","doi":"10.34074/scop.6001003","DOIUrl":"https://doi.org/10.34074/scop.6001003","url":null,"abstract":"As the institutions of higher education strive to meet the challenges of a profoundly changing world (Friday & Halloran, 2020), questions about shape and purpose gain increasing urgency. The speed at which many institutions adjusted to the coronavirus pandemic sweeping the world in early 2020 illustrates that quick change is possible (Eisenstein, 2020; Hess, 2020). We have entered a new transformative age and, much like the industrial revolution before it, we can expect fundamental shifts in how we live, work and play (Friday & Halloran, 2020).","PeriodicalId":335540,"journal":{"name":"Scope: Contemporary Research Topics (Work-based Learning 1)","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129441011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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