Abstract
Meanings Emerging in Practice (Part 2)publishes the second set of refereed papers from proceedings of the 3rd International Conference on Pedagogies and Learning, focused on 'meanings emerging in practice' as a lens for examining and evaluating multiple enactments of pedagogies and learning. Each of the seven articles in this title engages with a different theme nominated by the conference organisers as a useful means of identifying whether and how pedagogies and learning can be maximised through meanings emerging in practice. Drawing on concepts synthesised from personal pedagogy, reflective practice and cognitive theory, Lynch advocates the careful and systematic use of humour as an antidote to cognitive depletion and as a way of both facilitating effective reflection and (re)kindling irreverence and joy in academics' work. Star and McDonald identify successful pedagogical practices for diverse students in first year undergraduate study, which include constructive alignment, formative and developmental assessment, proactive and extensive scaffolding for student learning, and a central role for an active online community. Wang and Moore consider how exploring the learning style preferences of Chinese postgraduate students in Australian transnational programs can be considered one manifestation of the theme of developing the globalised learning environment. Bolt investigates problems and possibilities in integrating research, action and learning in the workplace in order to generate productive organisational change. Willis explores the challenge of pedagogical change by presenting a carefully considered meta-analysis of Assessment for Learning, particularly from the perspectives of teacher and student beliefs about learning and assessment. Sankey demonstrates e-learning and multimodalities with a richly illustrated account of 15
multimodal design heuristics. Danaher et al focus on constructing new futures for learning through ongoing critical reflection on challenges and opportunities in redesigning the further education and training teacher education programs. This book contributes in multiple ways and from several perspectives to extending our understandings of both international pedagogies and learning and meanings emerging in practice. It also seeks to encapsulate and synthesise a rich diversity of strategies, issues, concepts and arguments about educational philosophy, policy and practice that range broadly across contexts, countries and sectors.