Transformative Dialogues - Volume 10 Issue 3

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

These articles are available as .pdf files.
You can download the .pdf reader from:


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



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


Copyright remains with the creator(s) except for this particular electronic publication.

Permission is granted to Share - to copy, distribute and transmit the work under the following conditions:
Attribution - You must attribute the work in the manner specified by the author (but not in any way that suggests that they endorse you or your use of the work);
Non-commercial - You may not use this work for commercial purposes;
No Derivative Works - You may not alter, transform, or build upon this work.

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:

ISSN 1918-0853