Performing Pedagogy and the re(construction) of global/local selves

The eighth chapter, written by Gayle Morris, is entitled “Performing pedagogy and the re (construction) of global/local selves.” Morris tackles a unique perspective with regard to globalization and education. A major characteristic of today’s globalized world is the diversity of people living within societies and communities. Classrooms in public schools and universities in the United States, Canada, Australia, and Britain are comprised of students from all parts of the world, a reality which is increasing the challenges faced by teachers and policy makers. Morris particularly discusses second language teaching and learning and the inadequacy of second language educators who are mostly approaching from “White/mainstream” positivist models and approaches to language teaching (p. 137). Morris highlights the “fixing” of immigrants and ethnic minority identity, and how the inefficient training of ESL teachers is affecting the global/ local selves of students. This chapter is invaluable contribution in this volume given the number of immigrants to western countries is on the rise.

Towards a cyberspatial pedagogy : exploring synchronous online learning potentials

It has been a quarter of a century since William Gibson (1984) coined the term cyberspace in his seminal science fiction novel Neuromancer. Subsequently, a proliferation of online teaching technologies have emerged supporting Virilio’s (1991) contention that, “time and space have ceased to function as meaningful dimensions to human thought and action.” The aim of this presentation is to discuss and demonstrate the innovative modification of an online, synchronous learning environment, Elluminate Live! (eLive), which allows participants to transcend the spatial dimension. Specifically, we present an example of good practice which aimed to enhance student engagement by implementing a structured online tutorial series which replicated the entire first year psychology on-campus tutorial series in the eLive environment. We discuss Student Evaluation of Teaching and Units (SETU) results which support the utility of this pedagogic strategy. Finally, we outline various challenges for the virtual teacher who wishes to implement a structured learning program in the eLive environment.
Gibson, W 1984, Neuromancer, Ace Books, New York, USA.
Virilio, P 1991, The aesthetics of disappearance, Semiotext(e), New York, USA.

Laptop computers as a mediating tool between teacher beliefs and pedagogy

This study focused on teachers of senior secondary classes and the impact on pedagogy of the use of laptop computers. It was found that in schools operating a mature laptop program, pedagogy was influenced by teacher beliefs, prevailing school culture, and the assessment requirements of students in their final year.

Architectural information

Through a study of architectural information as a complex system, a theoretical model relating critical information elements and project knowledge is proposed. The Project Specific Information model articulates distinct information integrities (intellectual, contextual, structural and spatial) that support the knowledge-based decision-making processes controlling information quality in architectural projects.

Complexity of data rich architectural environments

This research focused on developing a detailed understanding of current organisational interactions and information flows in a construction industry based field study of a refurbishment projects of a 100 year old warehouse building. From this, conclusions are then drawn regarding the application of information and communication technologies (ICT) to the industry.

Subject cultures and pedagogy : comparing mathematics and science

This research found that a teacher is both a member of a culture and an individual, building practice within parameters set by a dynamic and multifaceted subject culture. Feelings of competence and confidence grow as an aesthetic understanding of what it means to know, teach, and appreciate a subject.

Gilles Deleuze : the problem of aesthetic constructions with case studies on the architectural projects of Louis Kahn

Analyses the late aesthetic writings of philosopher Gilles Deleuze, arguing that : Deleuze continuously refers to modern art and architecture as models of modernist thinking; his method can serve in the analysis and creation of architecture; this can be demonstrated through analysis of the work of architect Louis Kahn.

Parametric modelling of architectural surfaces

Parametric modelling is gaining in popularity as both a fabrication and design tool, but its application in the architectural design industry has not been widely explored. Parametric modelling has the ability to generate complex forms with intuitively reactive components, allowing designers to express and fabricate structures previously too laborious and geometrically complex to realise. This alIows designers to address a project at both the macro and micro levels of resolution in the governing control surface and the individual repetitive component. This two level modelling control, of component and overall surface, can allow designers to explore new types of form generation subject to parametric constraints. Shading screens have been selected as the focus for this paper and are used as a medium to explore form generation within a given set of functional parameters. Screens can have many applications in a building but for the purpose of the following case studies, lighting quality and passive sun control are the main functional requirement. A set of screen components have been designed within certain shading parameters to create a generic component that can automatically adapt to any given climatic conditions. These will then be applied to surfaces of varying degrees of geometric complexity to be analysed in their ability to correctly tessellate and create a unified screening array true to the lighting requirements placed on the generic component.

Rudolf Steiner : occult crank or architectural mastermind?

Rudolf Steiner (1861-1925) saw architectural creation as a means of apprehending our place in the cosmos and his esoteric system of Anthroposophy aimed to demonstrate the correspondence between the spiritual and material worlds. Much of the literature available on Steiner tends to polarize him as either a creative genius or eccentric oddity, with architectural historians generally tending to adopt the latter view. Despite the fact that Steiner's architectural conceptions have remained marginal, the highly acclaimed works of many Anthroposophically inspired architects suggest that his gnostic perceptions may have something worthwhile to offer contemporary architecture.

Teaching and learning about force with a representational focus : pedagogy and teacher change

A large body of research in the conceptual change tradition has shown the difficulty of learning fundamental science concepts, yet conceptual change schemes have failed to convincingly demonstrate improvements in supporting significant student learning. Recent work in cognitive science has challenged this purely conceptual view of learning, emphasising the role of language, and the importance of personal and contextual aspects of understanding science. The research described in this paper is designed around the notion that learning involves the recognition and development of students’ representational resources. In particular, we argue that conceptual difficulties with the concept of force are fundamentally representational in nature. This paper describes a classroom sequence in force that focuses on representations and their negotiation, and reports on the effectiveness of this perspective in guiding teaching, and in providing insight into student learning. Classroom sequences involving three teachers were videotaped using a combined focus on the teacher and groups of students. Video analysis software was used to capture the variety of representations used, and sequences of representational negotiation. Stimulated recall interviews were conducted with teachers and students. The paper reports on the nature of the pedagogies developed as part of this representational focus, its effectiveness in supporting student learning, and on the pedagogical and epistemological challenges negotiated by teachers in implementing this approach.