Transformative Dialogues: teaching and learning eJournal
Volume 10, Issue 3, November 2017
Changes in our Understanding of Learning and Teaching
From andragogy to Indigenization; from action research to reflection, scholars of Teaching and Learning continue to analyze, adapt, and integrate new knowledge to help themselves teach more effectively and help their student to learn
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Editorial
Changes in our Understanding of Learning and Teaching - Balbir Gurm, Editor in Chief
Articles and Essays
Indigenous Knowledge as 21st Century Education: A Taxonomy of 21st Century Learning and Educational Leadership as Inuit Qaujimajatuqangit (IQ) - Susan Maureen Docherty-Skippen, Brock University, Erin D. Woodford, College of the Rockies and University of Prince Edward Island
Andragogical Design Thinking: A Transition to Anarchy in and Beyond the Classroom - Elizabeth Song Lockard, PhD, Chaminade University, Jace Hargis, PhD, University of California, San Diego
Promoting Meaningfulness by Coupling Bloom’s Taxonomy with Adult Education Theory: Introducing an Applied and Interdisciplinary Student Writing Exercise - Ann E. Williams, PhD, Georgia State University
Engaging Communities: Notes on an Interdisciplinary Research/Creation Seminar - Katy McCormick, Samantha Wehbi, Ryerson University
The Patient as Mentor: Transformative Experience in an Occupational Therapy Course - Meagan Troop, University of Waterloo, Anne O’Riordan, Queen’s University
Caring About Post-Secondary Student Self-care - Dr. Patricia Kostouros & Dr. Deb Bennett, Mount Royal University
Expanding student perspectives in an authentic learning environment - Gardner A. Lepp, Ph.D., Kerry K. Fierke, Ed.D. University of Minnesota
Action Research within Pre-Service Teacher Education - Thomas G. Ryan, Nipissing University, David C. Young, St. Francis Xavier University, Wendy L. Kraglund-Gauthier, St. Francis Xavier University
Process and Product: A Depiction of an Action Researcher’s Learning from Reflective Writing in an Asian University Setting - Mark Brooke, EdD, National University of Singapore
Practical Advice for Scaling Up Student Engagement Methods from Small to Large Classes - Fiona Rawle, University of Toronto Mississauga
Reflections
Professional Development as a Way Forward for Undergraduate Research in the Humanities - Gretchen Kreahling McKay, Ph.D., McDaniel College
Of waves and storms: Supporting colleagues adopting blended approaches in their teaching - Ron “Kim” Keamy, Victoria University
The Librarian -N.E. Williams, Spoon River College
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With grateful thanks to the Reviewers for this Issue:
Adrienne Huber, April McGrath, Darlene Willier, Deborah S. Kiceniuk, Fay Yokomizo Akindes, Jeanette McDonald, Jennifer Boman, Jennifer Miller, Jody D. Horn, June Kaminski, Karen Manarin, Laurel Tien, Margy MacMillan, Nancy Chick, Nanda Dimitrov, Patti Dygur, Renee Michael, Sarah E. Schoper, Stephanie Chu, Suzanne Le-May Sheffield, Alice Cassidy, Balbir Gurm, Alice Macpherson.
Contact Transformative Dialogues: td@kpu.ca
ISSN 1918-0853