Relevant bibliographies by topics / Play-based pedagogy

Academic literature on the topic 'Play-based pedagogy'

Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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Journal articles on the topic "Play-based pedagogy"

Chua, Ching Hao. "Pre-University Teacher’s Perceptions on Play-based Pedagogy in the Classroom." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 5230–37. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020230.

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Jefferson-Buchanan, Rachael. "Teaching Fundamental Movement Skills Through Play-Based Pedagogy." Journal of Physical Education, Recreation & Dance 93, no. 8 (October 13, 2022): 28–33. http://dx.doi.org/10.1080/07303084.2022.2108171.

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Ntshangase, Nonhlanhla, and Roy Venketsamy. "Practitioners’ Perceptions of Play-Based Pedagogy on the Holistic Development of Young Children." Profesi Pendidikan Dasar 9, no. 2 (December 5, 2022): 148–62. http://dx.doi.org/10.23917/ppd.v9i2.18477.

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South Africa has made remarkable progress in trying to improve early childhood education by introducing the National Curriculum Framework (NCF) in 2015. The NCF encourages practitioners to engage young children in play-based activities to improve their physical, social, emotional, and cognitive development, as core developmental skills. The main objective of this study was to explore practitioners’ perceptions of play-based pedagogy on the holistic development of young children. The qualitative approach was used to collect information through semi-structured interviews and lesson observations from five participants in the Mpumalanga Province. This study found that despite the Department of Basic Education mandating the implementation of play-based pedagogy in early childhood centers through the National Curriculum Framework challenges are experienced by practitioners. Practitioners had a good understanding of play-based pedagogy and play-based teaching and learning, but they needed continuous professional development and support to implement it in classrooms

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Magnusson, Maria, and Niklas Pramling. "In ‘Numberland’: play-based pedagogy in response to imaginative numeracy." International Journal of Early Years Education 26, no. 1 (August 24, 2017): 24–41. http://dx.doi.org/10.1080/09669760.2017.1368369.

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Mawtus, Bridget, Sara Rodriguez-Cuadrado, Karen M. Ludke, and Roderick I. Nicolson. "Developing creative thinking skills in adolescents through play-based pedagogic planning principles." Psychology Teaching Review 25, no. 2 (2019): 91–94. http://dx.doi.org/10.53841/bpsptr.2019.25.2.91.

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It is becoming clear that in the 21st century, a focus on skill development in education is necessary to complement the curriculum, particularly with regards to creative problem solving. The emerging Pedagogy of Play seems to provide a framework to facilitate this but is not easily applicable in the mainstream UK due to difficulties in empowering teachers to use it on an everyday basis. In response to this, a simple methodology was developed to encourage teachers to implement a Pedagogy of Play approach in the secondary UK classroom, and a control experimental Student Focused method was explored in a similar way. A classroom evaluation of the two methods was undertaken along with a control teaching as usual group. This was done in a classroom timeframe collecting pre-and-post measurements of creative thinking using the Widening, Connecting and Reorganising model of creativity, in addition to teacher generated attainment at the same time points. Results indicated that teachers showed clear appreciation of, and engagement with, the approach for both innovative methods. The use of Pedagogy of Play led to significant enhancements of creative thinking while the Student Focused method did not, although this group did show a significant improvement in subject attainment. This indicates it is possible to enhance creativity within the school curriculum and that Pedagogy of Play may be a way of doing this. Future research should focus on the exploration of a hybrid methodology to enhance both creative thinking and increase subject attainment.

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Pyle, Angela, and Erica Danniels. "A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play." Early Education and Development 28, no. 3 (September 12, 2016): 274–89. http://dx.doi.org/10.1080/10409289.2016.1220771.

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Paterson, Annie. "The play paradox: A systematic literature review of play-based pedagogy applied in the classroom." Educational and Child Psychology 37, no. 4 (December 2020): 96–114. http://dx.doi.org/10.53841/bpsecp.2020.37.4.96.

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AimOver the last decade, there has been growing interest in the application of play as a pedagogical approach to support the learning of children within formal education settings. However, existing literature has shown there is significant variation in teachers’ understanding of play-based pedagogy (PBP) and how it is applied in the classroom (Pyle et al., 2018; Jay & Kunas, 2018; Nolan & Paatsch, 2018). While these small-scale qualitative studies provide valuable insights, there is a need to configure findings in order to better understand what influences teachers’ application of PBP in the classroom. This study undertakes a systematic literature review of existing research addressing teachers’ perceptions of their application of PBP in primary classrooms.MethodsSix relevant studies were identified for in-depth critique, with original findings and authors interpretations synthesised, using thematic synthesis (Thomas & Harden, 2008)FindingsThree analytical themes were generated: PBP is different from the wider concept of ‘play’; PBP requires a balance between play activities and teacher-led instruction; and career long professional learning (CLPL) opportunities are essential in developing teachers’ application of PBP.LimitationsThe current review explored a specific subsection of literature regarding teacher’s experiences of implementing PBP. Therefore, the literature included in the review is limited to qualitative data and findings are based on participants’ subjective experiences.ConclusionsImplications for educational psychology (EP) practice are discussed in relation to the emerging themes. It is hoped results from this study will inform future policy and practice in order to support and develop the use of PBP as an effective approach to teaching and learning within formal education settings.

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Nontell, Lisa. "Life of a Wildflower: Reimagining Meaningful Learning Through Play-Based Pedagogy." LEARNing Landscapes 14, no. 1 (June 24, 2021): 277–87. http://dx.doi.org/10.36510/learnland.v14i1.1035.

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The author explores tensions between teacher-centered styles of teaching and play-based approaches that invite students to be creators of their own learning. Through narrative inquiry, the author uses a metaphor of wildflowers growing in natural environments to explore a child-led process of learning through play that fosters creativity and deep thinking. Teaching Kindergarten for the first time, the author reflects on challenges of living “secret stories” in the classroom that differ from “sacred stories” of the school’s pedagogical practices, feeling a need to create a “cover story” to present her pedagogy as conforming, yet capable and successful.

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Edwards, Susan. "Play-based Learning and Intentional Teaching: Forever Different?" Australasian Journal of Early Childhood 42, no. 2 (June 2017): 4–11. http://dx.doi.org/10.23965/ajec.42.2.01.

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PLAY-BASED LEARNING IS a cornerstone of early childhood education provision. Play provides opportunities for young children to explore ideas, experiment with materials and express new understandings. Play can be solitary, quiet and reflective. Play can also be social, active and engaging. While play is commonly understood as the basis for learning in early childhood education, this is not always the situation in all settings. Cultural variations in learning and play suggest that social interactions and observational learning also create powerful pedagogical learning environments for young children. International and national research highlights the value of sustained and reflective interactions between children and educators in promoting children's learning. Increasingly, the notion of quality in play-based pedagogy invites educators to integrate traditional beliefs about play with new insights into the role of social interactions, modelling and relationships in young children's learning. Overseas, the movement towards quality play-based pedagogy reflects debate and policy initiatives captured by the notion of intentional teaching. In Australia, the Early Years Learning Framework makes explicit reference to intentional teaching. Intentional teaching arguably engages educators and children in shared thinking and problem solving to build the learning outcomes of young children. However, the pedagogical relationship between play-based learning and intentional teaching remains difficult to conceptualise. This is because the value placed on the exploratory potential of play-based learning can appear to be at odds with the role of intentional teaching in promoting knowledge development. This paper reaches beyond binary constructs of play and intentional teaching, and invites consideration of a new Pedagogical Play-framework for inspiring pedagogical and curriculum innovation in the early years. This paper was a keynote address at the 2016 Early Childhood Australia National Conference addressing the theme Inspire-be inspired to reach beyond quality.

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Hedges, Helen, and Maria Cooper. "Relational play-based pedagogy: theorising a core practice in early childhood education." Teachers and Teaching 24, no. 4 (February 2, 2018): 369–83. http://dx.doi.org/10.1080/13540602.2018.1430564.

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Dissertations / Theses on the topic "Play-based pedagogy"

Ekeh, Martin Chukwudi. "Strengthening group work play-based pedagogy to enhance core skills in young learners." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/80436.

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The researcher investigated teachers’ use of group work play-based pedagogy to enhance core skills in young learners. The reason for this investigation was rooted in the teaching methods used by most Nigerian teachers. Most Nigerian teachers prefer to use the traditional learning approach (TLA); known as teacher-centred learning, in comparison to learner-centred pedagogy. According to the research, the learner-centred approach is a contributing factor to the development and enhancement of the acquisition of core skills among young learners. The study site identified was the eastern part of Nigeria. Nine participants were purposively sampled, who were responsible for teaching young learners between the ages of five to eight years. The researcher adopted the qualitative approach with an interpretive paradigm when employing a professional development programme through Participatory Action Research (PAR), observational schedule and field notes as tools for data collection. Findings from the study revealed that teachers do not understand what core skills are and how they should be developed in young learners. It was also found that teachers did not have sound knowledge of curriculum implementation and its impact on the development of core skills. Teachers also lacked the knowledge and understanding of the use of diverse group work play-based pedagogy in the early grade classes A recommendation was made for teachers to use group work play-based pedagogy to develop core skills among learners. It also recommended the provision of adequate continuous professional development training on group work play-based pedagogies to enhance and strengthen teachers’ knowledge and understanding. The study proposes the need for teachers to update their knowledge and understanding of curriculum policies on play-based pedagogy.
Thesis (PhD)--University of Pretoria, 2020.
pt2021
Early Childhood Education
PhD
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Holman, Robin Terrell. "The Lived Play Experiences of Kindergarten Teachers: An Interpretative Phenomenological Analysis." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2931.

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Following implementation of the No Child Left Behind Act and Common Core Standards, play experience opportunities by kindergarten students have been compromised. Prior research indicates that how teachers make sense of play is most likely reflected in educational practice. The purpose of this interpretative phenomenological analysis was to gather the lived experiences of 5 kindergarten teachers from northern New England on the nature of play through pre-reflective description and reflective interpretation. Guided by Vygotsky's social constructivist theory as the conceptual framework, the goal of this study was to describe lived play experiences of kindergarten teachers. In-depth, semi-structured interviews were used to answer the main research question about the essence of play as expressed by teachers. Interviews were transcribed, reduced, coded, and analyzed for common thematic elements and essences regarding the impact of how play manifests in curriculum planning and classroom arrangement. Three themes emerged: community building, creative learning, and engaged excitement. The findings revealed that although kindergarten teachers experienced the nature of play differently, play naturally and unequivocally seemed to promote social skills and cooperation, language and concept development, and motivated and self-directed learners. Additional findings showed an incompatibility between the lived world interpretations of kindergarten teachers and the district curriculum expectations. This study influences positive social change by opening educational discussions about kindergarten pedagogy, leading to improved classroom practice.

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Nilsson, Ida, and Oredsson Felicia Green. "Lekmetoder som ett brobyggande arbetssätt mellan lek och matematik i förskoleklassen : Lekmetoder: för de yngre eleverna." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-22262.

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Background, the preschool class has in recent years become a compulsory grade in the Swedish schools. At the same time the academic demands in mathematics increased. Simultaneously the Swedish National Agency of Education called Skolverket points out the benefits of learning through play. The purpose of this empirical study is to find out what kind of play-based methods teachers use while teaching mathematics in the preschool classes, and what might cause these selections. By the method of a case study four teachers were observed while combining play and mathematics in their preschool classes. Even individually interviews were made. The results indicated a variety of play-based methods existed in the mathematical activities in preschool classes. Both between schools and teachers. The majority of the teachers based their teaching more on methods with academic learning rather than play. Education, time for planning, experience, academic demands and the teachers view on play all affected the choice of method. As a conclusion we can submit that teachers in the preschool classes use different play-based methods to establish mathematical learning for their students. While teachers can see the gain of working with play there are many factors that influence the play-based method.

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Dorion, Kirk. "An exploration of how a drama-based pedagogy can promote understanding of chemical concepts in 11-15 year old science students." Thesis, University of Cambridge, 2011. https://www.repository.cam.ac.uk/handle/1810/241737.

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A growing body of evidence suggests that some Science teachers use drama-based strategies in order to promote understanding of abstract scientific concepts. These strategies employ action and imagination to simulate systems and processes that are too fast, too slow, too big, too small, too expensive or too dangerous to observe in the classroom. A small group of quantitative and qualitative studies over the past thirty years has suggested that these physical simulations enable learning in secondary students, by promoting discourse and by conveying concept features through a range of sensations. The field is as yet under-theorised, consisting of single case designs and unreplicated methodologies. This multiple case study focused upon an intervention design based on a pedagogical model developed in my Masters research. This study aimed to explore the characteristics of students' interaction and the nature of their resultant conceptions over four months. Each case focussed upon one of eight Key Stage 3 and Key Stage 4 classes across a variety of UK schools. In each, a curriculum-based particle theory topic was taught in a double-period lesson. Data included video, participant observations, and interviews with three students from each class collected at pre, post and delayed intervals. Findings suggested that the pedagogy engendered engagement and self-regulation in group model-making tasks, and supported thought experiment-type visualisations of dynamic processes. Conceptual development was found to continue up to four months after the lessons. A model of learning was developed in which social interaction and multimodal discourse promoted the association of conceptual features with affective, visual and embodied images, which supported recall, discussion and further conceptual development in the longer term.

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Martin, Noah James. "Perspectives through play : playbuilding as participatory action research in arts-based professional development." 2013. http://hdl.handle.net/2152/21651.

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This thesis document presents a case study of a professional development playbuilding process at a public elementary school located in Austin, Texas. The study argues that playbuilding is a form of participatory action arts-based research particularly when positioned within the professional development setting. This qualitative study uses a narrative thematic analysis of the playbuilding process and workshop performance to examine how reflective and reflexive practice is situated within playbuilding as professional development. The document concludes with a discussion of the limitations and transformative potential of playbuilding and argues for the creation of critical pedagogical professional learning communities for teachers in school settings.
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Diemont, Alix. "Changing minds : Training educators to use drama as an alternative method for life orientation teaching." Thesis, 2008. http://hdl.handle.net/10539/5835.

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South Africa’s education system has undergone substantial changes in the last ten years. The shift to Inclusive Education attempts to provide all learners, regardless of their disability, learning difficulty, or disadvantage with access to education (Department of Education1, 2001). Curriculum 2005, in the context of an Outcomes Based Education (OBE) philosophy was an attempt by the Education Department to address the inadequate ‘Bantu’ education of the past. OBE was intended to replace teacher-centred approaches by encouraging children to become actively involved in the learning process, to gain knowledge as well as skills, and to think independently and creatively (DoE, 1998b). School ‘subjects’ of the past were changed to ‘Learning Areas’ some undergoing dramatic shifts in content and teaching strategies. These new Learning Areas also emerged with alternative assessment practices. Life Orientation (LO) is one such learning area. Many educators were suddenly required to teach these new Learning Areas, despite having little or no training in them. As a result many educators experienced frustration with the demands now placed upon them, and some felt unable to teach effectively. This study used a qualitative actionresearch design to obtain an in-depth understanding of the educators’ capacities to change their teaching practices in their Life Orientation classrooms. Six educators in a public primary school setting participated in a series of workshops aimed to introduce them to drama methods to be used in their Life Orientation teaching. The workshops were highly experiential in nature and were designed with the specific personalities and needs of each educator in mind. The results of the research indicate that educators are highly responsive to training, provided that they feel acknowledged as individuals and provided that the training builds upon their current expertise rather than attempting to change their practices altogether. Another key finding from the training was the opportunity for the educators to engage in the training as human beings with their own difficulties and frustrations being openly acknowledged. Many of the educators experienced the workshops as therapeutic and reported that this made the training both useful and personally fulfilling.

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Books on the topic "Play-based pedagogy"

Breuning, Marijke. Pedagogy and Foreign Policy Analysis. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.275.

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Pedagogical objectives and educational outcomes play a significant role in foreign policy analysis. The actor-centered approach of foreign policy analysis gives students the unique opportunity to place themselves in the shoes of decision makers and to understand the different constraints, both domestic and international, that influence the policies adopted by decision makers. In other words, foreign policy analysis can have two functions: to teach students about the processes by which foreign policy is made, or the substance of the foreign policies of various countries, and to enhance students’ ability to imagine the perspectives of others. Whether foreign policy analysis does, in fact, manage to develop this ability is an empirical question that also depends on the course emphasis and pedagogies employed. In this sense, pedagogy does not only mean excellent teaching, but also systematic investigation of teaching methods and techniques, student learning outcomes, educational assessment, and curriculum development. The literature on foreign policy analysis, pedagogy, and curriculum emphasizes active learning strategies and the need for clearly articulated learning objectives for the curriculum as a whole and the place of specific courses within it. Examples of active learning pedagogies are case teaching, simulations, and problem-based learning. Despite some very worthwhile research that has been done, there are still some gaps that need to be addressed. One is the lack of empirical work that helps evaluate the merits of the various teaching strategies in foreign policy analysis, and another is the inconsistent findings produced by the empirical studies that do exist.

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Schwittay, Anke. Creative Universities. Policy Press, 2021. http://dx.doi.org/10.1332/policypress/9781529213645.001.0001.

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How can higher education contribute to tackling today's complex challenges? In this wide-ranging book, the author argues that, in order to inspire and equip students to generate better responses to global challenges, we need a pedagogy that develops their imagination, creativity, emotional sensibilities and practical capabilities. The author proposes a critical-creative pedagogy that incorporates design-based activities, experiential teaching, serious play and future-oriented practices. Crucially, the book demonstrates the importance of moving beyond analysing limitations to working towards alternatives for more equitable, just and sustainable futures. Presenting concrete ideas for the reimagination of higher education, this book is an essential read for both educators and students in any field studying global challenges.

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Book chapters on the topic "Play-based pedagogy"

Veraksa, Nikolay, Aleksander Veraksa, Margarita Gavrilova, Darya Bukhalenkova, and Vera Sukhikh. "Play-Based Teaching in Russian Preschool Education." In Teacher Education and Play Pedagogy, 95–106. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003149668-8.

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Lohmander, Maelis Karlsson, and Ingrid Pramling Samuelsson. "Challenges and Dilemmas With Play-Based Pedagogy in Swedish Early Childhood Education." In Teacher Education and Play Pedagogy, 124–40. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003149668-11.

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Gelderie, Marcus, and Tamara Wanner. "All Work and No Play – Game-Based vs. Text-Based Learning in IT-Security." In Smart Education and e-Learning - Smart Pedagogy, 170–80. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3112-3_16.

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Truscott, Julia. "Toward a Pedagogy for Nature-Based Play in Early Childhood Educational Settings." In Research Handbook on Childhoodnature, 1521–48. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-67286-1_82.

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Truscott, Julia. "Toward a Pedagogy for Nature-Based Play in Early Childhood Educational Settings." In Handbook of Comparative Studies on Community Colleges and Global Counterparts, 1–28. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-51949-4_82-1.

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Letnes, Mari-Ann. "Multimodal media production : Children’s meaning making when producing animation in a play-based pedagogy." In Early Learning in the Digital Age, 180–95. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526463173.n13.

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Maher, Marguerite, and Stephanie Smith. "The Power of Play-Based Learning: A Pedagogy of Hope for Potentially At-Risk Children." In International Perspectives on Early Childhood Education and Development, 181–203. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2643-0_11.

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McCartney, Holly B., Joshua Rashon Streeter, and Aaron T. Bodle. "Understanding Culturally Responsive Play Through Drama-Based Pedagogy." In Research Anthology on Culturally Responsive Teaching and Learning, 617–34. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-9026-3.ch034.

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In this chapter, the authors outline three critical professional and ethical considerations for school leaders in early childhood settings to consider when examining the importance of including play in early childhood curricula. Beginning with an exploration of the critical role play serves in the lives of young children and positing that fundamentally, play is broadly supported across the domains of early childhood through theoretical and empirical work as well as more recent scientific support from neurological research. The authors outline a broader definition of play beyond a Eurocentric vision, and the ways in which school administrators can and should view play as culturally responsive pedagogy through the use of drama-based pedagogy.

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McCartney, Holly B., Joshua Rashon Streeter, and Aaron T. Bodle. "Understanding Culturally Responsive Play Through Drama-Based Pedagogy." In Professional and Ethical Consideration for Early Childhood Leaders, 287–304. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-5089-2.ch014.

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Parker, Kerri Brown, and Peter A. Hessling. "Breakout of a Traditional Classroom Reality With Game-Based Learning Pedagogy." In Handbook of Research on Innovative Digital Practices to Engage Learners, 52–67. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9438-3.ch003.

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Play in learning can enhance student engagement with course content. One way to integrate play into learning environments is through game-based activities. As College of Education instructors, the authors want to engage learners and also model resources that their students can use when they become professionals teaching their own students. Breakout EDU is a game-based educational translation of the popular immersive entertainment experience of escape rooms. In this chapter, the authors will explore how Breakout EDU can be used in online and face-to-face higher education courses to engage students in learning and model a resource that pre-service teachers can use in their future teaching.

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Conference papers on the topic "Play-based pedagogy"

Tyilo, Nonzukiso. "CHILDREN’S EMOTIONAL INTELLIGENCE DURING PLAY-BASED LEARNING PEDAGOGY: A REVIEW OF THE LITERATURE." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.2315.

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Ashari, Zakiah Mohamad, and Natasha Amira binti Hushairi. "Teacher’s Perception Towards Play-Based Pedagogy to Promote Cognitive and Social Skills Amongst Preschoolers With Learning Disabilities." In 2018 IEEE 10th International Conference on Engineering Education (ICEED). IEEE, 2018. http://dx.doi.org/10.1109/iceed.2018.8626936.

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Rubin, Victor, Celina Tchida, Maria Rosario Jackson, and Theresa Hwang. "The Pedagogy of Creative Placemaking: A Field Begins to Come of Age." In 2019 ACSA Fall Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.fall.19.6.

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Creative placemaking has been evolving from a narrow definiti on of applying art and design ideas to community projects into a more expansive, equity-focused field of practice. As the funder consortium Art Place America describes it, “Creati ve placemaking happens when artists and arts organizations join their neighbors in shaping their community’s future, working together on place-based community outcomes. It’s not necessarily focused on making places more creative; it’s about creatively addressing challenges and opportunities…. creative placemaking at its best is locally defined and informed and about the people who live, work, and play in a place.”

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Peng, Tristan, and Hongchan Choi. "SIREN: A Case Study in Web Audio Based Sonification." In ICAD 2021: The 26th International Conference on Auditory Display. icad.org: International Community for Auditory Display, 2021. http://dx.doi.org/10.21785/icad2021.042.

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SIREN is an open-source, web-based sonification workstation that provides an accessible entry point to data mapping sonification and aims to demonstrate a use case for the Web Audio API. With plug-and-play functionality, and numerous methods to customize and create meaningful auditory display, SIREN provides useful features for pedagogy, methods for exploratory data sonification, and an extensible, open-ended development platform. Inspired by common digital audio workstation (DAW) workflows, SIREN provides a familiar and intuitive layout based upon data matrices as tracks that can be chained together as channels, thus allowing values in one data sequence to control a parameter of another data array. This paper describes the application’s design philosophy and provides a case study as usage examples. We place the program in a comparative context with other data-mapping front-ends, and describe future goals.

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Srivastava, Malini, John Barton, and Mike Christenson. "The Death of the Desk Crit." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.27.

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This paper describes three alternative architectural studio teaching models taught by the authors at the University of Minnesota and at Stanford University. The three models attempt to build independent and collaborative capacity in students and to emphasize iterative components of the design process. Collectively, the models reflect the authors’ shared conviction that studio education is quite pliable and available to a wide variety of changes in approach and methods.The three models discussed in this paper are the Harkness model, the Exchanges in the Thick Middle and Shifting Allegiances. The Harkness model was implemented and tested in early undergraduate studios at Stanford University. Exchanges in the Thick Middle and the Shifting Allegiances studios, studio pedagogy based in play frameworks of “movement, change, alternation, succession, association and separations” (Srivastava and Christenson 2018), have been tested at the University of Minnesota and North Dakota State University in both undergraduate and graduate studios. All three models are briefly introduced in this paper, followed by a description of the typical day and a typical review in the studios. The conclusions section briefly outlines the overlaps and differences in the three models.

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Raj, Rengalakshmi, Thamizoli Perumal, and Venkataraman Balaji. "MobiMOOC – A Practical Learning Tool to Promote Corporate Literacy for Effective Functioning of Farmer Producer Organizations." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2639.

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Agriculture is the primary source of livelihood to more than 70% of rural households in India. Of the total farmers, 87% are small-holders with less than two hectares of land. Yet they play an imperative role in agriculture development and poverty reduction. They face constraints to adopt technologies, access credit services, buy inputs, get market links and achieve economies of scale. As a mitigation measure, in the recent past, Indian government has adopted the development of the Farmer Producer Organization (FPO) to collectivize farmers with the core objectives of doubling farmers income by reducing production costs, improving productivity, strengthening participation in the value-chain and foster business principles. As on date 10,000 FPOs are formed in India with an average 700 to 1000 shareholders and registered under the company’s act. However, there have been gaps and challenges in securing the active participation of the shareholders in contributing to the business. The recent impact study conducted in the state of Maharashtra pointed out that FPOs resulted in rising in price realization among 22% of members and 28% accessed inputs at a lesser cost. Although results are encouraging, promoting the participation of all members in business transactions is crucial to the growth of the company. The main barriers are limited understanding among shareholders about their roles, responsibilities, rights, operational structure, and governance of the organization. Members perceive the FPO as one more collective and thus they miss connecting the corporate dimension in their organization. Thus, promoting continuous learning among shareholders and leaders about the above-listed issues is necessary for their active participation in the company activities and achieving a successful business. // Against this backdrop, a corporate literacy course was designed and piloted using the MobiMOOC digital tool with 24 FPOs from five districts, having an average shareholder base of 1035, in Tamil Nadu, India. Contents are prepared based on the learner's needs assessment conducted and categorized into blocks, divided into units and chunks. The contents were disseminated to farmers as voice calls on simple mobile phones with options of retrieving (IVRS) and listening when convenient to individual farmers. In this paper we will discuss the experiences of pedagogy adopted, design and dissemination of contents, feedback of learners on how it supported in gaining and knowledge on FPOs, and how they practiced the learning in their FPOs businesses and its impacts. The paper will also touch upon the scope for replication of the learnings.

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