Editors’ Introduction to Special Theme Issue: Meanings Under the Microscope (Part 4)

Abstract

Articles in Part 4This is the companion to the three-part inaugural theme issue that constituted Volume 1 of the International Journal of Pedagogies and Learning. In combination, the numbers in that volume published the first wave of the refereed proceedings of the 2nd international pedagogies and learning conference, which was conducted at the Toowoomba campus of the University of Southern Queensland in Australia from 18 to 20 September 2005 with the theme Meanings Under the Microscope. This special theme issue publishes the articles that make up the second wave of the conference's refereed proceedings - that is, those papers that were submitted after the conference for refereeing and possible publication. As with all refereed articles in the journal, these articles have undergone a rigorous, 'double blind' process of review by at least two anonymous referees.This section of this editorial introduction presents an overview of the papers making up the conference's second wave of refereed proceedings. As anticipated in the introduction to the previous issue, the next section is a selection of reflections on some of the broader implications raised by the articles in the journal's first four issues that constitute those proceedings.The first article, by Carol Butler-Made, Jeanne Allen and John Campbell from Central Queensland University in Australia, analyses the roles and experiences of teacher practitioners within the partnership arrangement in that institution's Bachelor of Learning Management degree. The authors cluster the results of a survey questionnaire with such practitioners around two themes distilling the perceived benefits and constraints of that agreement: professional growth and transition. In doing so, they reflect on a question that lies at the heart of all professional networks and partnerships: What's in it for us?.In the second article, by Henk Huijser from the University of Southern Queensland in Australia, the author interrogates assumptions underpinning the combined use of two contemporary concepts: the 'Net Generation'; and multiliteracies. Huijser argues for a shift from a teacher- to a learner-directed approach to enacting and engaging these concepts in order to maximise their potential benefits for learners. In doing so, he presents a number of possible strategies for that enactment and engagement.Tim Davis, Theda Thomas and Alanah Kazlauskas from the Australian Catholic University in Australia use the third article to present an account of a course about reasoning and critical thinking for information systems professionals in the Bachelor of Information Systems degree at their institution. The authors reflect on how the academic team developing the course used action research to inform their pedagogical practices, drawing on successive sets of survey questionnaire data to underpin their analysis. Davis, Thomas and Kazlauskas conclude by advocating the more comprehensive consideration and application of both critical thinking and action research in course development in contemporary universities.The fourth article, by Debra Manning from Monash University in Australia, explores the benefits of lecturers teaching in multicultural classrooms using a phenomenographic approach and metaphor analysis to enrich their pedagogy. The author applies cultural pedagogy as a conceptual lens for reflecting on the strategies that she developed to facilitate shared understanding between her Australian and international students. The article has a clear resonance with wider efforts to achieve the transformative potential of international education.Vicki Jones, Jun H. Jo and Jeonghye Han from Griffith University in Australia use the fifth article to ponder the possible pedagogical applications and implications of robotassisted learning. In particular, they argue that software robots can become effective tools in promoting e-learning if their design is based on constructivist learning principles. …