Tag Archives: Collaborative learning

Digital video, presence and pedagogy

As universities face up to new economic conditions and technological developments, digital technologies and video in particular are seen as a means by which mass higher and pre-professional education can be “delivered” at comparatively low cost. The introduction of video is often accompanied by powerful rhetorics of “excellence”, “openness” and “student-centred learning” but these often simultaneously diminish the importance of pedagogy, reducing teachers to technicians and students to consumers of online content. In this paper I will draw on a series of recent research and development projects in UK higher education and discuss how Deleuzo-Guattarian perspectives on learning and design make it possible to use web technologies and digital video within novel and emancipatory pedagogies.

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A coterminous collaborative learning model: interconnectivity of leadership and learning

This qualitative ethnographic study examines a collaborative leadership model focused on learning and socially just practices within a change context of a wide educational partnership. The study analyzes a range of perspectives of novice teachers, mentor teachers, teacher educators and district superintendents on leadership and learning. The findings reveal the emergence of a coalition of leaders crossing borders at all levels of the educational system: local school level, district level and teacher education level who were involved in coterminous collaborative learning. Four categories of learning were identified as critical to leading a change in the educational system: learning in professional communities, learning from practice, learning through theory and research and learning from and with leaders. The implications of the study for policy makers as well as for practitioners are to adopt a holistic approach to the educational environment and plan a collaborative learning continuum from initial pre-service programs through professional development learning at all levels.

Article first published in “Brock Education”, V 21 (2012), n. 2, as open access article, distributed under the terms of the Creative Commons Attribution License.

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