Bringing the social into pedagogy: unsafe learning in an uncertain world

The paper describes a collaborative curriculum development project implemented over 3 years at 2 universities in the Western Cape Province of South Africa. The project involved a short module in which students in their fourth year of study interacted and learnt collaboratively across the boundaries of institution, discipline, race and social class, about the concepts of community, self and identity. The pedagogic approach adopted is described, as well as the responses of the students, and a brief reflection on some of the learning outcomes attained. The paper considers the learning processes which the curriculum development team experienced, and suggests that in order to facilitate learning for an ‘uncertain world’, the curriculum designers, too, need to engage in learning processes in which they make themselves vulnerable, mirroring some of the learning processes they expect the students to undergo.     

Promoting self-sustained learning in higher education: the ISEE framework

To equip graduates with the capability to meet complex demands of work and life, it is important that higher education teachers engage students in self-sustained learning – the persistent, self-initiated pursuit of expertise development in one's subject area. This requires building a positive synergy between learning and teaching, which implies various potential difficulties for teachers. Based on a critical analysis of these difficulties, it is proposed that self-sustained learning can be nurtured when teachers activate a form of dialogic reflective practice that prioritizes students’ subject expertise development. Relevant strategies are suggested and potential difficulties in implementing them are examined. These strategies are synthesized as the ISEE framework: (1) employing Inquiry-based Scaffolding Tasks to motivate students’ learning interests and scaffold their progress; (2) encouraging Engaging Classroom Dialogs to help students’ development of subject expertise and an active learner identity; and (3) using Engaged Critical Reflections to build close and trusting teacher–student relationships.     

Collaborative course design: changing the process,acknowledging the context,and implications for academic development

This research study describes the experiences and perceptions of an instructor and an instructional design specialist who collaborated on the design and implementation of a university course using a new course design process. Findings uncovered differences between an informal collaboration process and the adaptation of that process for implementation in a classroom setting. Recommendations support the concepts of a long‐term collaboration, consideration of classroom constraints, and the importance of course participant voices and perspectives. Thoughtful consideration of the interaction of the design and implementation processes and commitment to continual course design collaboration can have positive implications for academic development.

Cette étude décrit les expériences et perceptions d’un enseignant et d’un spécialiste du design pédagogique ayant collaboré au design et à la mise en ?uvre d’un cours universitaire à l’aide d’un nouveau processus de développement de cours. L’étude a permis de mettre en lumière les différences entre un processus informel de collaboration et l’adaptation de ce processus de façon à le mettre en ?uvre dans le contexte d’une classe. Les recommandations présentées soutiennent les concepts de collaboration à long terme, la considération des contraintes de classe, et l’importance de la voix et de la perspective des participants au cours. Une réflexion approfondie de l’interaction entre les processus de design et de mise en ?uvre, de même qu’un engagement à l’égard d’une collaboration continue en matière de design pédagogique peuvent avoir des implications positives sur les expériences de développement pédagogique.     

Examining peer acceptance in verbal and non-verbal interaction during computer-supported collaborative learning: implications for inclusion

This paper discusses the results of peer acceptance in a study investigating the interactions of pairs of disabled and non-disabled pupils working together on computer-based tasks in mainstream primary schools in Cyprus. Twenty dyads of pupils were observed and videotaped while working together at the computer. Data analyses were based on the collaborative nature of events for the non-verbal interaction and the functional–structural approaches for the verbal interaction. Findings gave an important insight into the interactions among disabled and non-disabled pupils working together at the computer, indicating that peer (non)acceptance came through: (1) response to the peer, articulated through verbal moves that included reply, feedback, evaluation, agree and justify, in both collaborative and non-collaborative events; (2) peer involvement, reflected in requesting involvement of the peer, mainly in collaborative and socio-emotional positive events; (3) individualistic behaviour, present through ignoring the peer in situations of on-and off-task non-collaboration; and (4) peer rejection, containing reaction and protest towards the peer in non-collaborative on-and off-task events as well as socio-emotional negative situations.     

Collaborative Mentorship: A Mentoring Approach to Support and Sustain Teachers for Equity and Diversity

In this article, I propose collaborative mentorship (CM) as a mentoring approach to support and sustain teachers in diversity and equity education. CM is theorized as a mentoring relationship grounded in critical dialog between mentor and mentee. Drawing on research conducted in a culturally, racially, linguistically, and socially diverse secondary school in Southern Ontario, Canada, this article examines tensions teachers experience with equity and diversity and the knowledge base necessary for such a mentoring approach. As the schools become more diverse, it is vital that teachers seek out new approaches that respond to the changing social contexts. The findings of my research have implications for teacher professional development and teacher training in discovering new ways to support in diverse classrooms.     

创新环境下的信息资源配置研究进展与热点问题

信息化与科技创新的有机融合是世界各国提升国家竞争优势和国际地位的必然选择。信息社会中,创新活动的开展离不开信息资源的支撑与保障,需要进行合理的信息资源配置。在这一背景下,创新理论与传统信息资源配置理论不断融合,有力推动了传统配置理论的深化与拓展。本文从研究范围和研究视角两个维度分析了创新环境下的信息资源配置理论研究进展,以多元化创新需求为导向,探讨了新的信息资源配置理论的研究热点。     

基于全生命周期的广西北部湾经济区协同物流分析

根据广西北部湾经济区全生命周期协同物流的发展需求,对区域优势、物流环境和协同物流发展趋势进行分析.指出全生命周期协同物流发展的目标与思路、体系结构、评估模块的实现技术与方法,提出运用迭代因子生命周期分析算法和区域物流的优化组合,构建商业联盟式的、服务于中国-东盟自由贸易区的全生命周期协同物流体系,给物流供应链管理带来管理模式的变革,从单纯的价值链向协同一体化敏捷柔性的以客户为导向的管理模式转变.     

企业组织与技术的协同创新研究

应用纵向文献计量分析组织与技术的协同创新关系,将其划分为三种类型:组织主导型、技术主导型以及组织与技术平衡型,阐释二者协同创新过程中的内生性、历史件和复杂性特征;采用数据包络分析模型对二者协同创新有效性进行评价,并以黑龙江10家医药制造企业为案例测评相对协同创新效度,研究结果表明采用二次相对协同创新效度测评方法能够更为客观和全面地评价企业的组织与技术协同创新的有效性.