My journey to become a high school educator has been an insightful one, inviting me to appreciate that the education profession is complex and constantly evolving. I am approaching my final placement as part of the Bachelor of Teaching/ Bachelor of Arts (Humanities) degree at Australian Catholic University, specialising in History and English. Throughout the …
Author Archives: holly192000
REFERENCES
Ablon, J. S., & Pollastri, A. R. (2018). The school discipline fix: changing behavior using the collaborative problem solving approach. WW Norton & Company. Australian Institute of Health and Welfare. (2021, June 25). COVID-19 and the impact on young people. AIHW. https://www.aihw.gov.au/reports/children-youth/covid-19-and-young-people Barkley, E.F., Major, C.H., & Cross, K.P. (2014). Collaborative Learning Techniques: A handbook …
ANXIETY IN THE ‘GROUP, COLLABORATIVE AND COOPERATIVE’ LEARNING SPACE
A. Introduction i. a section detailing your initial identification, investigation and justification of your chosen learning space, with a focus on the particular student cohort and educational need Anxiety is characterised by “persistent, excessive fear or worry in situations that are not threatening” (The National Alliance on Mental Illness, 2017). It can lead to increased …
Continue reading “ANXIETY IN THE ‘GROUP, COLLABORATIVE AND COOPERATIVE’ LEARNING SPACE”
ARTICLE 7 – CRITICAL & ANALYTICAL REFLECTIONS ABOUT ONLINE LEARNING
‘Learning to learn online’ has been a gradual, non-linear process. During the completion of the unit EDFD459, Learning Spaces, the educator and I have been “separated” by “time” and “distance” (Dempsey & Van Eck, 2002, p. 283), two key aspects which can influence investment in effective online learning. At first, I found myself within the …
Continue reading “ARTICLE 7 – CRITICAL & ANALYTICAL REFLECTIONS ABOUT ONLINE LEARNING”
ARTICLE 6 – CLASSROOM AND BEYOND
I believe that students’ capacity to involve themselves in effortful learning is influenced by the environment in which it takes place. Explore examples of programs ‘beyond’ the classroom: scienceworks, Sydney Opera House, Chau Chak Wing Museum Image 1 retrieved from: Read, M. A. (2010). Contemplating design: Listening to children’s preferences about classroom design. Creative Education, …
ARTICLE 5 – GROUP, COLLABORATIVE AND COOPERATIVE LEARNING SPACES
Within interactive learning spaces, students are granted opportunities to ‘grapple’ with content as a ‘community of learners’, developing valuable intrapersonal and interpersonal skills (Smith, 2003, Johnson et al., 1994). It is insufficient for educators to simply “transmit knowledge” (Bada & Olusegun, 2015, p.66) as students must be encouraged to develop social/cognitive skills through interaction. I …
Continue reading “ARTICLE 5 – GROUP, COLLABORATIVE AND COOPERATIVE LEARNING SPACES”
ARTICLE 4 – THE LIMINAL LEARNING SPACE
“Real learning requires stepping into the unknown, which initiates a rupture in knowing” (Schwartzman, 2010, p.38) This ‘rupture’ underpins the ‘liminal’ learning space. Learners are beckoned to accept that they are within the unknown and untether themselves from prior understandings. In order for change to be ‘transformative’ and ‘progressive’, learners experience a “deep, structural shift …
ARTICLE 3 – THE ONLINE LEARNING SPACE
Considering the “ubiquity and pervasiveness of digital technologies within contemporary society” (Framroze, 2017, p.2), it is no surprise that it is used as a tool within the realm of education to assist and enhance learning. It can act as a catalyst, promoting excitement and limiting disengagement through providing variation from the traditional ‘pen and paper’ …
ARTICLE 2 – THE PERSONAL LEARNING SPACE
Learning is a lifelong process, intrinsically connected to all human practices and therefore “when we fail to take control of our education, we fail to take control of our lives” (Hayes, 1998, p.14). Churchill et al. (2013) associate the term ‘learner’ with notions of ‘agency’ and ‘autonomy’, positioning learning as a student-centred ‘activity’. Within the …
ARTICLE 1 – LEARNING TO LEARN ONLINE
Greenhow et al. (2022) note that the rise of COVID-19 greatly impacted the form in which learning takes place, being that ‘face to face’ became ‘screen to screen’. Despite presenting opportunities to learn in a new manner, Martin et al. (2020) suggest that a lack of familiarity with online learning can decrease learner engagement as …
Holly’s Blog 