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Conclusion: Towards a transformative higher education pedagogy

Bozalek, V., Ng'ambi, D., Wood, D., Herrington, J.ORCID: 0000-0002-9960-4677, Hardman, J. and Amory, A. (2014) Conclusion: Towards a transformative higher education pedagogy. In: Activity Theory, Authentic Learning and Emerging Technologies. Routledge as part of the Taylor and Francis Group, pp. 234-241.

Link to Published Version: http://dx.doi.org/10.4324/9781315771823
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Abstract

This edited collection provides a vision for the reconceptualization of higher education pedagogy. It provides many examples of the use of CulturalHistorical Activity Theory (CHAT) as an analytical tool and heuristic for the design of authentic learning activities, through the effective use of emerging technologies. The use of CHAT is central to this vision, in particular, Engeström’s articulation of CHAT in his systems model has been exemplifi ed in the chapters of this edited collection, particularly in Part I, as well as in the case studies of effective practices that demonstrate expansive learning. The chapters on authentic learning (AL) in Part II, and related case studies, also show how CHAT can be used as a theoretical foundation underpinning the principles of AL. Thus, the interaction between CHAT and AL is well illustrated in the chapters of this edited collection. The usefulness of the principles of AL to evaluate and to inform the design of pedagogical practices is also illustrated with reference to a variety of disciplines (such as health science education, women’s and gender studies, entrepreneurship, and innovation), and across different higher education institutions in a range of locations.

Item Type: Book Chapter
Murdoch Affiliation: School of Education
Publisher: Routledge as part of the Taylor and Francis Group
URI: http://researchrepository.murdoch.edu.au/id/eprint/30443
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