Book chapter
Conclusion: Towards a transformative higher education pedagogy
Activity Theory, Authentic Learning and Emerging Technologies: Towards a Transformative Higher Education Pedagogy, pp.234-241
Routledge
2014
Abstract
This edited collection provides a vision for the reconceptualization of higher education pedagogy. It provides many examples of the use of Cultural-Historical 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 exemplified 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.
Details
- Title
- Conclusion: Towards a transformative higher education pedagogy
- Authors
- Vivienne Bozalek (Author) - University of the Western CapeDick Ng'ambi (Author) - University of Cape TownDenise Wood (Author) - Central Queensland UniversityJan Herrington (Author) - Murdoch UniversityJoanne Hardman (Author) - University of Cape TownAlan Amory (Author) - University of Johannesburg
- Contributors
- Vivienne Bozalek (Editor) - University of the Western CapeDick Ng'ambi (Editor) - University of Cape TownDenise Wood (Editor) - University of the Sunshine Coast, Queensland, Office of the Pro Vice-Chancellor (Students)Jan Herrington (Editor) - Murdoch UniversityJoanne Hardman (Editor) - University of Cape TownAlan Amory (Editor) - University of Johannesburg
- Publication details
- Activity Theory, Authentic Learning and Emerging Technologies: Towards a Transformative Higher Education Pedagogy, pp.234-241
- Publisher
- Routledge
- Date published
- 2014
- DOI
- 10.4324/9781315771823-21; 10.4324/9781315771823
- ISBN
- 9781315771823
- Organisation Unit
- Office of the Deputy Vice-Chancellor (Academic); University of the Sunshine Coast, Queensland; Office of the Pro Vice-Chancellor (Students)
- Language
- English
- Record Identifier
- 99513899302621
- Output Type
- Book chapter
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