关键词： Active learning   Education   Peer instruction   Peer learning   Pharmacy   Cooperative learning  

摘要： Introduction: As active learning is being encouraged in pharmacy education, valid active learning pedagogies should be investigated. Peer instruction pedagogy has yet to be explored in the pharmacy education setting. Peer instruction assesses student understanding of a topic through multiple choice questions called ConcepTests. When the class scores below a threshold, students are given time to discuss the ConcepTest. They are then given an opportunity to repeat the same ConcepTest. Methods: Peer instruction pedagogy was implemented in the 2017 fall semester of PHAR 6112: Introduction to Self-Care. Changes in student responses were recorded via Turning Technologies software to identify if peer instruction increased the number of students who answered ConcepTests correctly. Changes in responses were analyzed via a paired t-test and McNemar test. Students were also surveyed on their perceptions of the pedagogy. Results: A total of 51 questions proceeded through the entirety of the peer instruction algorithm. Peer instruction was associated with an increase in correct response (P < .001). Students' total number of correct responses to ConcepTest questions increased by an average of 16.1 (31.5%) following peer instruction (P < .001). Over 86% of students would recommend that other instructors use ConcepTests. Conclusions: Peer instruction resulted in an increase in correct responses to session ConcepTests. This pedagogy has potential as an active learning method to deliver pharmacy material.

关键词： Fixed mindset   Growth mindset   Leadership development   Mindsets  

摘要： In this paper we explore two contrasting approaches to understanding and employing mindsets in education and training: the growth and fixed mindset used in formal educational settings, and the mindsets typically used for leadership development for adults. These different bodies of work (here termed pedagogical and andragogical respectively) have largely remained distinct bodies of work. The paper sets out their respective contributions, similarities and differences. It demonstrates that the pedagogical mindsets are implied in the andragogical mindsets and argues that the andragogical approaches ? that typically require experienced participants, such as those on MBA programmes - are also of value for the younger (less experienced) learner. The paper also explores current developments in leadership theory that stress the need for a shift from competency and skill development, to mindset approaches in order to tackle the complexity of leadership challenges. Taken together, it argues that mindset approaches are highly relevant for tackling some of the managerial and leadership challenges we face and should be integrated into all levels of leadership development and not be reserved for the mature, experienced learner.

关键词： Walter benjamin   Post-critical pedagogy   Critical pedagogy   Political education  

摘要： Post-critical pedagogy, which offers a significant alternative to the dominant trends in contemporary philosophy of education, objects to seeing education as instrumental to other ends: it attempts to conceive of education as autotelic, namely as having intrinsic value. While there are good reasons for accepting the post-critical reservations with the instrumentalization of education, I argue that its autonomy is equally problematic, as it risks turning the philosophy of education-perhaps education itself-into a privileged activity, out of touch with the most important issues in the contemporary world. In this paper I offer post-critical pedagogy a way out of this dilemma, by drawing on Walter Benjamin's essay "The Work of Art in the Age of Its Technological Reproducibility". After presenting the thesis concerning the autonomy of art held by Benjamin's Frankfurt School friends, and pointing to the similarity between their view and that of post-critical pedagogy, I articulate six Benjaminian theses on post-critical pedagogy. Following Benjamin's claim that the technological reproducibility of art changes the way it is perceived as well as its political function, I argue that school is an educational technology that reproduces the world to the masses without an "aura", in a way that allows for political critique that does not reduce education to politics. Next, I highlight the importance of the school to post-critical pedagogy, and contribute to developing the critical-political aspect that remains essential to post-critical pedagogy. Finally, the Benjaminian perspective also makes it possible to reflect on the relation of digital technologies of reproduction to post-critical pedagogy.

关键词： Teacher mathematical and pedagogical discourses   Problematizing   Theory of commognition   History of mathematics   MathTASK   Mathematics teacher education  

摘要： We explore the conjecture that engaging teachers with activities which feature mathematical practices from the past (history-focused tasks) and in today's mathematics classrooms (mathtasks) can promote teachers' problematizing of mathematics and its pedagogy. Here, we sample evidence of discursive shifts observed as twelve mathematics teachers engage with a set of problematizing activities (PA) - three rounds of history-focused and mathtask combinations - during a four-month postgraduate course. We trace how the commognitive conflicts orchestrated in the PA triggered changes in the teachers' narratives about: mathematical objects (such as what a function is);how mathematical objects come to be (such as what led to the emergence of the function object);and, pedagogy (such as what value may lie in listening to students or in trialing innovative assessment practices). Our study explores a hitherto under-researched capacity of the commognitive framework to steer the design, evidence identification and impact evaluation of pedagogical interventions.

关键词： Flipped classroom   Online learning   Knowledge transfer   Self-regulated learning   Information literacy   Instructional design   Pedagogy  

摘要： Online curriculums increase self-regulatory learning behaviors among students and facilitate knowledge transfer essential for deep learning to take place. Additionally, threshold concepts are best taught using a format that is designed for repeated point-of-need access by students. Pairing flipped classroom pedagogy, in which students engage with content independently prior to a synchronous class, with online learning objects intentionally designed to promote self-regulatory learning behaviors helps to build a strong foundation of information literacy. This paper discusses the decision of one library to move its information literacy curriculum to a fully online format in order to more effectively teach information literacy threshold concepts to students at all levels of college. The online curriculum was designed using both synchronous and asynchronous models of instruction and built upon the library?s online learning pilot project with first year Communication Studies students. A highlevel analysis of effective online pedagogy is offered in conjunction with a detailed look at the online course and content development process, librarians? training requirements, and the communication strategies used to inform campus stakeholders of the curricular change.

关键词： Swedish YA novels   Sami   Cultural appropriation   Sami pedagogy   Arctic pedagogy  

摘要： This article highlights cultural appropriation in the literary representation of the Sami (the indigenous people of the European Arctic) in two Swedish YA series: theSopperoquartet by the Sami author Ann-Helen Laestadius, and theIdijarvitrilogy by Charlotte Cederlund, a non-Sami writer. Despite their different origins, the series are more similar than different in their portrayal of most aspects of Sami-Swedish relations. The discussion of cultural appropriations in the production and marketing of the series is contextualized within broader concerns, especially in relation to Sami and Arctic pedagogies. We begin by noting that both protagonists are initially marginalized in both the Swedish and the Sami contexts, but their ways of gaining agency are markedly different. Connecting these points to the authors' ethnic affiliation does not produce useful knowledge or knowledge that can be shared, two hallmarks of Sami and Arctic pedagogies. We argue that Sami and Arctic pedagogies provide more relevant tools for discussing cultural appropriation in relation to literature from the region than the currently dominant models derived from Anglophone contexts. Through our pedagogically inspired analyses of voice and agency in the two series, we endeavour to create a Nordic ethics of appropriation.

关键词： Design framework   Wicked problems   Novice designers   Design pedagogy  

摘要： Many design frameworks introduced to novices are not compatible with the behaviours and habits of mind of expert designers. This creates a barrier to effective practice, especially when novice designers tackle ill-defined, wicked problems. The W-model is a pedagogical framework that provides a prescriptive design model for novices, enabling them to effectively engage with ill-defined problems. Co-evolution of the problem and solution are mandated through rapid iterations of five design phases: define, ideate, synthesize, assess and reflect. The W-model was tested on pre-college novice designers who used this framework to solve a wicked problem. Results demonstrate that students using the W-model engaged in behaviours associated with informed designers, and were able to effectively and confidently tackle a real-world problem.

关键词： Demonstration   Teacher modelling   Design and technology   Initial teacher education   Teacher educator   Q Methodology  

摘要： This paper builds on a previous study of the 'demonstration' as a signature pedagogy in design and technology (D&T). The demonstration is a fundamental pedagogical tool in practical subjects, for the development of learners' procedural knowledge, from observation and imitation to autonomy and adaption of a technique. As such, it tends to align itself at the restrictive end of an expansive-restrictive pedagogical continuum. In the preceding study, a dialogue emerged around the role of the teacher as a "competent management of the learning experience", including teachers' competency and clarity of subject knowledge. The findings of this study highlight two similar, yet distinct, perspectives of the teacher as an expert and the teacher as a facilitator. This study continues a developing professional conversation around the nature of the demonstration, exploring a snapshot of teacher educators' subjective beliefs and values. The responses of the participants to a set of 62 statements, representing a range of potential opinions and perspectives, were deployed and analysed using Q Methodology. The sample is purposive and comprised of D&T teacher educators based in England. The study draws parallels with direct instruction and demonstration, and concludes that there different approaches to and ways of viewing demonstration. In addition, further consideration of the expansive-restrictive continuum as a framework for planning and evaluating learning in D&T may support theorisation of the subject, inculcation of theory and research informed practice.

关键词： Cultural competence   Learning   Simulation pedagogy   Health care education  

摘要： The objective of this literature review was to identify the current evidence available on the learning of cultural competence among health care students using simulation pedagogy. An integrative literature review was conducted systematically. The CINAHL, PubMed and ERIC databases were searched for articles published between 2009 and 2019, resulting in including 17 articles in the review. The data were analyzed using descriptive synthesis. The participants of most of the studies were nursing students. The used simulation methods included lowand high-fidelity simulations, standardized patients, virtual and video-streamed simulations and role-play. The educational contents involved assessing advanced communication skills or focusing on patients' socioeconomic, cultural and environmental needs in care. The learning outcomes included knowledge of cultural competence, culturally competent communication skills, culturally competent nursing skills, self-awareness of cultural diversity and self-efficacy in diverse cultural situations. A variety of simulation methods has been used in the cultural competence education and produced several learning outcomes, including an improved understanding of cross-cultural communication and encouragement to discuss various culturally bound health issues. Further research is needed to find an effective combination of teaching methods using innovative ways to foster learning cultural competence.

关键词： Low carbon transition   design education   knowledge production   interdisciplinary collaboration   sustainable development  

摘要： The integration of transformative pedagogies into curricula is recognized as a strategy to deal with the new demands of complexity in learning, which include equipping future professionals with the necessary knowledge and skills to transition to a low carbon built environment. It requires a dedicated interdisciplinary learning environment. Creating this environment remains a challenge due to the lack of a learning tool to facilitate an interdisciplinary approach. Perhaps due to this challenge, interdisciplinarity within the context of low carbon transition (LCT) in the built environment has not been sufficiently explored. This study deals with this gap in the literature by developing a pedagogical approach founded on the combined use of Grounded Theory Method, Cognitive Mapping Technique and Meaningful Learning Activities. This paper focuses on the testing phase of this approach, which engaged researchers, postgraduate and undergraduate students. The findings promote a transformative pedagogy to explore the socio-technical dimension of the LCT. They point out the type of interdisciplinarity, which we need to integrate into traditional curricula, moving from vocabulary construction at the undergraduate level to exploration of different perspectives at the postgraduate level. Recommendations on the ways in which this approach could become common practice are also made.