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Volume 8 (2021): Issue 1 (December 2021)

Volume 7 (2020): Issue 1 (December 2020)

Volume 6 (2019): Issue 1 (December 2019)

Volume 5 (2018): Issue 1 (December 2018)

Volume 4 (2017): Issue 1 (December 2017)

Volume 3 (2016): Issue 2 (December 2016)

Volume 3 (2016): Issue 1 (July 2016)

Volume 2 (2015): Issue 2 (December 2015)

Volume 2 (2015): Issue 1 (July 2015)

Volume 1 (2014): Issue 1 (September 2014)

Journal Details
Format
Journal
eISSN
2353-5415
First Published
29 Sep 2014
Publication timeframe
2 times per year
Languages
English

Search

Volume 1 (2014): Issue 1 (September 2014)

Journal Details
Format
Journal
eISSN
2353-5415
First Published
29 Sep 2014
Publication timeframe
2 times per year
Languages
English

Search

6 Articles
access type Open Access

Foreword

Published Online: 29 Sep 2014
Page range: -

Abstract

<p/></abstract></div><div></div></div></div></div><div class="ArticleTiles_article-tile__3FGmy"><div class="ArticleTiles_article-tile-top__1j9kC"><dl><dt class="no-seperator"></dt><dd class="m-0"><img width="16" height="25" src="/Open_Access_logo_PLoS_transparent.svg" alt="access type"/><span class="open-access"> Open Access</span></dd></dl><h4 class="PTSerifCaption-Regular"><a href="/article/10.2478/ijtr-2014-0001"><article-title>Vanishing Point - or Meeting in the Middle? Student/Supervisor Transformation in a Self-Study Thesis</article-title></a></h4><div class="fw-500"><div class="Article_author-popup__1C51E"><div class="d-none d-md-block" style="display:flex" aria-describedby="popup-21343570"><a href="#" class="fw-500 color-blue">Dee Pratt</a><span style="color:#000000"> <!-- -->and</span></div><div class="d-md-none" style="display:flex" aria-describedby="popup-21343571"><a href="#" class="fw-500 color-blue">Dee Pratt</a><span style="color:#000000"> <!-- -->and</span></div></div><div class="Article_author-popup__1C51E"><div class="d-none d-md-block" style="display:flex" aria-describedby="popup-21343572"><a href="#" class="fw-500 color-blue">Beth Peat</a><span style="color:#000000"></span></div><div class="d-md-none" style="display:flex" aria-describedby="popup-21343573"><a href="#" class="fw-500 color-blue">Beth Peat</a><span style="color:#000000"></span></div></div></div><span class="fw-500" style="margin-top:10px;display:inline-block;line-height:26px">Published Online<!-- -->: <!-- -->29 Sep 2014</span><br/><span class="fw-500" style="margin-top:10px;margin-bottom:15px;display:inline-block;line-height:26px">Page range:<!-- --> <!-- -->1 - 24</span><div class="d-sm-flex"><div class="flex-grow-1"><div class="Buttons_buttonGroupContainer__3PaDr"><div class="Buttons_submenu-group__38pTD"><button class="Buttons_seriesProductButtons__rgOwP seriesProductButtons" aria-describedby="popup-21343574"><svg aria-hidden="true" focusable="false" data-prefix="fas" data-icon="download" class="svg-inline--fa fa-download fa-w-16 " role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 512 512"><path fill="currentColor" d="M216 0h80c13.3 0 24 10.7 24 24v168h87.7c17.8 0 26.7 21.5 14.1 34.1L269.7 378.3c-7.5 7.5-19.8 7.5-27.3 0L90.1 226.1c-12.6-12.6-3.7-34.1 14.1-34.1H192V24c0-13.3 10.7-24 24-24zm296 376v112c0 13.3-10.7 24-24 24H24c-13.3 0-24-10.7-24-24V376c0-13.3 10.7-24 24-24h146.7l49 49c20.1 20.1 52.5 20.1 72.6 0l49-49H488c13.3 0 24 10.7 24 24zm-124 88c0-11-9-20-20-20s-20 9-20 20 9 20 20 20 20-9 20-20zm64 0c0-11-9-20-20-20s-20 9-20 20 9 20 20 20 20-9 20-20z"></path></svg>Download</button></div><div class="Buttons_submenu-group__38pTD"><button class="Buttons_seriesProductButtons__rgOwP seriesProductButtons" aria-describedby="popup-21343575"><svg aria-hidden="true" focusable="false" data-prefix="fas" data-icon="download" class="svg-inline--fa fa-download fa-w-16 " role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 512 512"><path fill="currentColor" d="M216 0h80c13.3 0 24 10.7 24 24v168h87.7c17.8 0 26.7 21.5 14.1 34.1L269.7 378.3c-7.5 7.5-19.8 7.5-27.3 0L90.1 226.1c-12.6-12.6-3.7-34.1 14.1-34.1H192V24c0-13.3 10.7-24 24-24zm296 376v112c0 13.3-10.7 24-24 24H24c-13.3 0-24-10.7-24-24V376c0-13.3 10.7-24 24-24h146.7l49 49c20.1 20.1 52.5 20.1 72.6 0l49-49H488c13.3 0 24 10.7 24 24zm-124 88c0-11-9-20-20-20s-20 9-20 20 9 20 20 20 20-9 20-20zm64 0c0-11-9-20-20-20s-20 9-20 20 9 20 20 20 20-9 20-20z"></path></svg>Download</button></div></div><div class="Buttons_submenu-group__38pTD"><button class="Buttons_seriesProductButtons__rgOwP" aria-describedby="popup-21343577"><svg aria-hidden="true" focusable="false" data-prefix="fas" data-icon="quote-right" class="svg-inline--fa fa-quote-right fa-w-16 " role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 512 512"><path fill="currentColor" d="M464 32H336c-26.5 0-48 21.5-48 48v128c0 26.5 21.5 48 48 48h80v64c0 35.3-28.7 64-64 64h-8c-13.3 0-24 10.7-24 24v48c0 13.3 10.7 24 24 24h8c88.4 0 160-71.6 160-160V80c0-26.5-21.5-48-48-48zm-288 0H48C21.5 32 0 53.5 0 80v128c0 26.5 21.5 48 48 48h80v64c0 35.3-28.7 64-64 64h-8c-13.3 0-24 10.7-24 24v48c0 13.3 10.7 24 24 24h8c88.4 0 160-71.6 160-160V80c0-26.5-21.5-48-48-48z"></path></svg>Cite</button></div></div></div></div><div class="ArticleTiles_article-expand__22uUu w-100 d-visible-xs-inline-block d-sm-none anchor-unstyled"><a aria-expanded="false" aria-controls="article-list-mobile605ae042818e7720e07b9752" data-toggle="collapse" href="#article-list-mobile605ae042818e7720e07b9752" class="w-100"><svg aria-hidden="true" focusable="false" data-prefix="fas" data-icon="chevron-down" class="svg-inline--fa fa-chevron-down fa-w-14 " role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 448 512"><path fill="currentColor" d="M207.029 381.476L12.686 187.132c-9.373-9.373-9.373-24.569 0-33.941l22.667-22.667c9.357-9.357 24.522-9.375 33.901-.04L224 284.505l154.745-154.021c9.379-9.335 24.544-9.317 33.901.04l22.667 22.667c9.373 9.373 9.373 24.569 0 33.941L240.971 381.476c-9.373 9.372-24.569 9.372-33.942 0z"></path></svg></a></div><div id="article-list-mobile605ae042818e7720e07b9752" class="collapse"><div class="ArticleTiles_abstractContent__YS1m4 ArticleTiles_abs-content__1xG1J"><h4 class="PTSerifCaption-Regular">Abstract</h4><div class="mb-4"><abstract><title style='display:none'>Abstract

This account explores the divergent perspectives of supervisor and student interacting in self-study research, showing how both participants were transformed by the experience. Although both supervisor and student had faced similar problems as mature students engaging in doctoral study, and both possessed strong convictions about their chosen paths, their focus was very different. The student, being visually creative, was investigating the value of integrated arts as a transformational learning medium; the supervisor, from a linguistics background, was focused on exploring the nature of written communication. The supervisor/student relationship comprises a complex nexus of interconnections between persons, material objects, times and places: it is never static, but always emerging, with the relationship often ending up being more collegial than at first, as with the authors of this paper. In the counterpoint dialogue presented by student and supervisor, it can be seen that both learned from each other: the student, the rigours of structuring a passionate argument intellectually; the supervisor, to express an intellectual argument more personally. Both authors were transformed by the supervisor/student interaction: the supervisor, in rediscovering the value of interpersonal communication; the student, in mastering a research approach which did justice to her belief in the creative power of the arts. The value of engaging with perspectives which initially appear to be irreconcilable is not just to ‘learn new things’, but to push the inner limits of our perspectives, transforming not only the ways in which we perceive things, but the ways in which we learn.

Keywords

  • self-study
  • autoethnography
  • living theory
  • supervision
  • perspectives
  • transformation
access type Open Access

What can the ‘Transpersonal’ Contribute to Transformative Research?

Published Online: 29 Sep 2014
Page range: 25 - 44

Abstract

Abstract

Since Mezirow, there has been considerable research into transformative learning. However the research methods generally used have been of the same kind that are drawn on to inquire into any area of interest. A key aim of this journal is to explore the transformative possibilities of research, and in the process to investigate creative methods which are expanding and transforming our understanding of what constitutes valid research in a postmodern world. In this context, where the assumptions and worldview of classical Newtonian science are being fundamentally challenged, the idea of the ‘transpersonal’ is receiving increasing attention, particularly within the field of psychology. This paper explains the origins of interest in the transpersonal, and provides an introduction to some emerging research methods which accept the idea of the transpersonal as valid. It concludes with the recognition that for many it will require a transformative shift in thinking and beliefs to accept a transpersonal worldview. However recent findings suggest that engaging in research which is accepting of this worldview can be truly transformative in its outcomes for the researcher, the research participants, and for the reader.

Keywords

  • transformative research
  • transpersonal
  • transformative learning
access type Open Access

Developing Researcherly Dispositions in an Initial Teacher Education Context: Successes and Dilemmas

Published Online: 29 Sep 2014
Page range: 45 - 62

Abstract

Abstract

Douglas and Ellis (2011, p. 175) suggest that institutionally universities and schools are required to work with different conceptual tool-kits. Seeking to minimise the potential standoff between academic and practitioner knowledge, and, therefore, to enhance the learning of student teachers, means, they suggest, rethinking both the social relationships and the processes of abstracting knowledge from experience. Lingard and Renshaw (2010) advocate that all education practitioners, policy makers and teachers, should have a researcherly disposition, be interested in research and knowledge production and see themselves as participants in the field of educational research broadly defined.

Keywords

  • self-study action research
  • living theory
  • transformative learning
  • professional development
access type Open Access

Researching Our Own Practice: An Individual Creative Process and a Dialogic-Collaborative Process: Self Knowledge is the Beginning of Wisdom. Krishnamurti (1991, p. 196)

Published Online: 29 Sep 2014
Page range: 63 - 74

Abstract

Abstract

In this paper, we explain how our individual PhD enquiries (Farren, 2006; Crotty, 2012) have informed the philosophical underpinnings of our postgraduate programmes. The approach used to ensure validity and rigour in the research process is presented. We report on the development of the International Research Centre for e-Innovation and Workplace Learning and its collaboration in European projects such as Pathway to Inquiry Based Learning, Inspiring Science Education (ISE) and the African based Global e-Schools and Communities Initiative (GeSCI) project Leadership Development in ICT and the Knowledge Society. Our claim is that researching our own practice can be a transformative experience for the practitioner-researcher who is committed to generating knowledge that has personal, professional and social value.

Keywords

  • Action research
  • Inquiry learning
  • e-learning
  • reflective practice
  • collaboration
access type Open Access

Promoting a Creative Educational Entrepreneurial Approach in Higher Education

Published Online: 29 Sep 2014
Page range: 75 - 100

Abstract

Abstract

In this article, I communicate and explain what it means for me to have an educational entrepreneurial approach to teaching and research. The communication of what I value requires that I move beyond text-based accounts to include multimedia forms of representation (Eisner, 1997). This explanation includes a responsibility for students and acknowledging my values of passion and care, safety, creativity and excellence within my practice. The paper presents how students on the Masters in Education and Training Management (eLearning) (MEME) programme are prepared for the dissertation practicum journey. The students who complete this form of dissertation are required to present their work at a platform presentation that involves the demonstration of scholarly work using different forms of media.

Keywords

  • Educational Entrepreneurship
  • Multimodal
  • Multimedia
  • Masters Supervision
  • Video
  • Action research
6 Articles
access type Open Access

Foreword

Published Online: 29 Sep 2014
Page range: -

Abstract

<p/></abstract></div><div></div></div></div></div><div class="ArticleTiles_article-tile__3FGmy"><div class="ArticleTiles_article-tile-top__1j9kC"><dl><dt class="no-seperator"></dt><dd class="m-0"><img width="16" height="25" src="/Open_Access_logo_PLoS_transparent.svg" alt="access type"/><span class="open-access"> Open Access</span></dd></dl><h4 class="PTSerifCaption-Regular"><a href="/article/10.2478/ijtr-2014-0001"><article-title>Vanishing Point - or Meeting in the Middle? Student/Supervisor Transformation in a Self-Study Thesis</article-title></a></h4><div class="fw-500"><div class="Article_author-popup__1C51E"><div class="d-none d-md-block" style="display:flex" aria-describedby="popup-21343611"><a href="#" class="fw-500 color-blue">Dee Pratt</a><span style="color:#000000"> <!-- -->and</span></div><div class="d-md-none" style="display:flex" aria-describedby="popup-21343612"><a href="#" class="fw-500 color-blue">Dee Pratt</a><span style="color:#000000"> <!-- -->and</span></div></div><div class="Article_author-popup__1C51E"><div class="d-none d-md-block" style="display:flex" aria-describedby="popup-21343613"><a href="#" class="fw-500 color-blue">Beth Peat</a><span style="color:#000000"></span></div><div class="d-md-none" style="display:flex" aria-describedby="popup-21343614"><a href="#" class="fw-500 color-blue">Beth Peat</a><span style="color:#000000"></span></div></div></div><span class="fw-500" style="margin-top:10px;display:inline-block;line-height:26px">Published Online<!-- -->: <!-- -->29 Sep 2014</span><br/><span class="fw-500" style="margin-top:10px;margin-bottom:15px;display:inline-block;line-height:26px">Page range:<!-- --> <!-- -->1 - 24</span><div class="d-sm-flex"><div class="flex-grow-1"><div class="Buttons_buttonGroupContainer__3PaDr"><div class="Buttons_submenu-group__38pTD"><button class="Buttons_seriesProductButtons__rgOwP seriesProductButtons" aria-describedby="popup-21343615"><svg aria-hidden="true" focusable="false" data-prefix="fas" data-icon="download" class="svg-inline--fa fa-download fa-w-16 " role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 512 512"><path fill="currentColor" d="M216 0h80c13.3 0 24 10.7 24 24v168h87.7c17.8 0 26.7 21.5 14.1 34.1L269.7 378.3c-7.5 7.5-19.8 7.5-27.3 0L90.1 226.1c-12.6-12.6-3.7-34.1 14.1-34.1H192V24c0-13.3 10.7-24 24-24zm296 376v112c0 13.3-10.7 24-24 24H24c-13.3 0-24-10.7-24-24V376c0-13.3 10.7-24 24-24h146.7l49 49c20.1 20.1 52.5 20.1 72.6 0l49-49H488c13.3 0 24 10.7 24 24zm-124 88c0-11-9-20-20-20s-20 9-20 20 9 20 20 20 20-9 20-20zm64 0c0-11-9-20-20-20s-20 9-20 20 9 20 20 20 20-9 20-20z"></path></svg>Download</button></div><div class="Buttons_submenu-group__38pTD"><button class="Buttons_seriesProductButtons__rgOwP seriesProductButtons" aria-describedby="popup-21343616"><svg aria-hidden="true" focusable="false" data-prefix="fas" data-icon="download" class="svg-inline--fa fa-download fa-w-16 " role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 512 512"><path fill="currentColor" d="M216 0h80c13.3 0 24 10.7 24 24v168h87.7c17.8 0 26.7 21.5 14.1 34.1L269.7 378.3c-7.5 7.5-19.8 7.5-27.3 0L90.1 226.1c-12.6-12.6-3.7-34.1 14.1-34.1H192V24c0-13.3 10.7-24 24-24zm296 376v112c0 13.3-10.7 24-24 24H24c-13.3 0-24-10.7-24-24V376c0-13.3 10.7-24 24-24h146.7l49 49c20.1 20.1 52.5 20.1 72.6 0l49-49H488c13.3 0 24 10.7 24 24zm-124 88c0-11-9-20-20-20s-20 9-20 20 9 20 20 20 20-9 20-20zm64 0c0-11-9-20-20-20s-20 9-20 20 9 20 20 20 20-9 20-20z"></path></svg>Download</button></div></div><div class="Buttons_submenu-group__38pTD"><button class="Buttons_seriesProductButtons__rgOwP" aria-describedby="popup-21343618"><svg aria-hidden="true" focusable="false" data-prefix="fas" data-icon="quote-right" class="svg-inline--fa fa-quote-right fa-w-16 " role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 512 512"><path fill="currentColor" d="M464 32H336c-26.5 0-48 21.5-48 48v128c0 26.5 21.5 48 48 48h80v64c0 35.3-28.7 64-64 64h-8c-13.3 0-24 10.7-24 24v48c0 13.3 10.7 24 24 24h8c88.4 0 160-71.6 160-160V80c0-26.5-21.5-48-48-48zm-288 0H48C21.5 32 0 53.5 0 80v128c0 26.5 21.5 48 48 48h80v64c0 35.3-28.7 64-64 64h-8c-13.3 0-24 10.7-24 24v48c0 13.3 10.7 24 24 24h8c88.4 0 160-71.6 160-160V80c0-26.5-21.5-48-48-48z"></path></svg>Cite</button></div></div><a class="ArticleTiles_article-preview__mi58k" aria-expanded="false" aria-controls="article-list-pc605ae042818e7720e07b9752" data-toggle="collapse" href="#article-list-pc605ae042818e7720e07b9752">Article Preview<div class="ArticleTiles_article-expand-circle__RIqxA"><svg aria-hidden="true" focusable="false" data-prefix="fas" data-icon="chevron-down" class="svg-inline--fa fa-chevron-down fa-w-14 " role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 448 512"><path fill="currentColor" d="M207.029 381.476L12.686 187.132c-9.373-9.373-9.373-24.569 0-33.941l22.667-22.667c9.357-9.357 24.522-9.375 33.901-.04L224 284.505l154.745-154.021c9.379-9.335 24.544-9.317 33.901.04l22.667 22.667c9.373 9.373 9.373 24.569 0 33.941L240.971 381.476c-9.373 9.372-24.569 9.372-33.942 0z"></path></svg></div></a></div></div><div class="ArticleTiles_article-expand__22uUu w-100 d-visible-xs-inline-block d-sm-none anchor-unstyled"><a aria-expanded="false" aria-controls="article-list-pc605ae042818e7720e07b9752" data-toggle="collapse" href="#article-list-pc605ae042818e7720e07b9752" class="w-100"><svg aria-hidden="true" focusable="false" data-prefix="fas" data-icon="chevron-down" class="svg-inline--fa fa-chevron-down fa-w-14 " role="img" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 448 512"><path fill="currentColor" d="M207.029 381.476L12.686 187.132c-9.373-9.373-9.373-24.569 0-33.941l22.667-22.667c9.357-9.357 24.522-9.375 33.901-.04L224 284.505l154.745-154.021c9.379-9.335 24.544-9.317 33.901.04l22.667 22.667c9.373 9.373 9.373 24.569 0 33.941L240.971 381.476c-9.373 9.372-24.569 9.372-33.942 0z"></path></svg></a></div><div id="article-list-pc605ae042818e7720e07b9752" class="collapse"><div class="ArticleTiles_abstractContent__YS1m4 ArticleTiles_abs-content__1xG1J"><h4 class="PTSerifCaption-Regular">Abstract</h4><div class="mb-4"><abstract><title style='display:none'>Abstract

This account explores the divergent perspectives of supervisor and student interacting in self-study research, showing how both participants were transformed by the experience. Although both supervisor and student had faced similar problems as mature students engaging in doctoral study, and both possessed strong convictions about their chosen paths, their focus was very different. The student, being visually creative, was investigating the value of integrated arts as a transformational learning medium; the supervisor, from a linguistics background, was focused on exploring the nature of written communication. The supervisor/student relationship comprises a complex nexus of interconnections between persons, material objects, times and places: it is never static, but always emerging, with the relationship often ending up being more collegial than at first, as with the authors of this paper. In the counterpoint dialogue presented by student and supervisor, it can be seen that both learned from each other: the student, the rigours of structuring a passionate argument intellectually; the supervisor, to express an intellectual argument more personally. Both authors were transformed by the supervisor/student interaction: the supervisor, in rediscovering the value of interpersonal communication; the student, in mastering a research approach which did justice to her belief in the creative power of the arts. The value of engaging with perspectives which initially appear to be irreconcilable is not just to ‘learn new things’, but to push the inner limits of our perspectives, transforming not only the ways in which we perceive things, but the ways in which we learn.

Keywords

  • self-study
  • autoethnography
  • living theory
  • supervision
  • perspectives
  • transformation
access type Open Access

What can the ‘Transpersonal’ Contribute to Transformative Research?

Published Online: 29 Sep 2014
Page range: 25 - 44

Abstract

Abstract

Since Mezirow, there has been considerable research into transformative learning. However the research methods generally used have been of the same kind that are drawn on to inquire into any area of interest. A key aim of this journal is to explore the transformative possibilities of research, and in the process to investigate creative methods which are expanding and transforming our understanding of what constitutes valid research in a postmodern world. In this context, where the assumptions and worldview of classical Newtonian science are being fundamentally challenged, the idea of the ‘transpersonal’ is receiving increasing attention, particularly within the field of psychology. This paper explains the origins of interest in the transpersonal, and provides an introduction to some emerging research methods which accept the idea of the transpersonal as valid. It concludes with the recognition that for many it will require a transformative shift in thinking and beliefs to accept a transpersonal worldview. However recent findings suggest that engaging in research which is accepting of this worldview can be truly transformative in its outcomes for the researcher, the research participants, and for the reader.

Keywords

  • transformative research
  • transpersonal
  • transformative learning
access type Open Access

Developing Researcherly Dispositions in an Initial Teacher Education Context: Successes and Dilemmas

Published Online: 29 Sep 2014
Page range: 45 - 62

Abstract

Abstract

Douglas and Ellis (2011, p. 175) suggest that institutionally universities and schools are required to work with different conceptual tool-kits. Seeking to minimise the potential standoff between academic and practitioner knowledge, and, therefore, to enhance the learning of student teachers, means, they suggest, rethinking both the social relationships and the processes of abstracting knowledge from experience. Lingard and Renshaw (2010) advocate that all education practitioners, policy makers and teachers, should have a researcherly disposition, be interested in research and knowledge production and see themselves as participants in the field of educational research broadly defined.

Keywords

  • self-study action research
  • living theory
  • transformative learning
  • professional development
access type Open Access

Researching Our Own Practice: An Individual Creative Process and a Dialogic-Collaborative Process: Self Knowledge is the Beginning of Wisdom. Krishnamurti (1991, p. 196)

Published Online: 29 Sep 2014
Page range: 63 - 74

Abstract

Abstract

In this paper, we explain how our individual PhD enquiries (Farren, 2006; Crotty, 2012) have informed the philosophical underpinnings of our postgraduate programmes. The approach used to ensure validity and rigour in the research process is presented. We report on the development of the International Research Centre for e-Innovation and Workplace Learning and its collaboration in European projects such as Pathway to Inquiry Based Learning, Inspiring Science Education (ISE) and the African based Global e-Schools and Communities Initiative (GeSCI) project Leadership Development in ICT and the Knowledge Society. Our claim is that researching our own practice can be a transformative experience for the practitioner-researcher who is committed to generating knowledge that has personal, professional and social value.

Keywords

  • Action research
  • Inquiry learning
  • e-learning
  • reflective practice
  • collaboration
access type Open Access

Promoting a Creative Educational Entrepreneurial Approach in Higher Education

Published Online: 29 Sep 2014
Page range: 75 - 100

Abstract

Abstract

In this article, I communicate and explain what it means for me to have an educational entrepreneurial approach to teaching and research. The communication of what I value requires that I move beyond text-based accounts to include multimedia forms of representation (Eisner, 1997). This explanation includes a responsibility for students and acknowledging my values of passion and care, safety, creativity and excellence within my practice. The paper presents how students on the Masters in Education and Training Management (eLearning) (MEME) programme are prepared for the dissertation practicum journey. The students who complete this form of dissertation are required to present their work at a platform presentation that involves the demonstration of scholarly work using different forms of media.

Keywords

  • Educational Entrepreneurship
  • Multimodal
  • Multimedia
  • Masters Supervision
  • Video
  • Action research

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