Productive Teaching Research Articles

A productive pedagogy of liminality: a counterpoint to a limited performativity

ABSTRACT Education as a journey of human becoming involves commitment to one’s ethical life project as well as learning to live well and actively participate with others in an ever-changing socio-cultural, political and material world. This paradoxical journey is at the heart of our philosophical criticism of contemporary policy impulses to formulate risk averse pedagogies which centre on a product model of outcomes. We draw from philosophical perspectives of liminality and the Productive Pedagogy study from Australia to inform our position by indicating how students make sense of pedagogical experiences in unique, deeply personal, corporeal and limitlessness ways. We use Aquatics Education as a useful symbolic representation for the immersive, embodied and relational practices involved in human becoming; practices that we aver need to be acknowledged, while never fully defined. These practices require teachers’ localised autonomous judgements in evaluating risk for dilemmas encountered. Holistic experiences, provided by games with gravity, are consistent with such ‘aesthetic experiences’ for primacy of the subject/subjective. Our affirmative critique reveals how immersive experiences occupy a defensible position for our concept of a Productive Pedagogy of Liminality, which aims to open affordances for each student’s ethical life project by heightening subjective awareness between body and spirit.

Game Lab Innovations in Education: Insights from a Board Game Design Project

From the perspective of educators, game development has great potential as a teaching method, as it promotes group collaboration, project-based learning and the development of content tailored to a given target group. This paper is based on a study that was carried out through an international project, implementing an educational game development concept called Game Lab into an educational context. The study explored professional development topics such as game-based learning, game development, and game testing, along with the Game Lab method focusing on group dynamics, progression, and creativity. It employed an abductive analysis of written responses from twelve teachers who participated in the Let’s Play project, which involved a Game Lab component. The teachers, ranging in age from their thirties to their sixties, represented all levels of education from preschool to upper secondary school. They responded to a survey with open-ended questions and reflection notes, providing insights into their experiences with game development methods as pedagogical tools. Their responses were analyzed to identify key themes and patterns. Findings suggest that this approach has broadened participants' perspectives on utilizing diverse games and game development techniques in education, aligning with prior research on production pedagogy. It underscores the importance of integrating in-game content with real-world contexts as a modern teaching method. Participants also highlighted that effective game-based learning supports a constructivist approach to teaching over behaviorism. The participants emphasized their increased insight and understanding of game development and game systems and how the combined effect of educational game design and the Game Lab method (working in teams) resulted in a more valuable learning outcome than they would have experienced alone. They also reported an improved understanding on how working with the development of a board game made them dig much deeper into the topic at hand. In addition, they found that this increased their motivation for learning, knowing that this was going to be a product that was to be tested and played by others (pupils and teachers). Furthermore, the participants highlighted the role of group dynamics in fostering teamwork and consensus during the collaborative game development process.

Impact of Productive Pedagogy Approaches on Academic Performance in Shanghai, China: Moderating Effect of Socioeconomic Status

Impact of Productive Pedagogy Approaches on Academic Performance in Shanghai, China: Moderating Effect of Socioeconomic Status

Digital Integration: A Productive Pedagogy and its Efficacy of Language Learning

Technology in Education is the catalyst and has become a ubiquity in bringing education to all and bridge the digital divide. In the field of Teaching and English Language Learning the profound nature of technology plays a multifarious role. It facilitates both the Teacher and the Learner in the form of Digital Tools. A plethora of digital tool gives us multifaceted use of technology in classrooms by Information and Communication Technologies (ICTs). Meticulously using ICT tools will liberate and enable a new way of learning, teaching, communicating, and working collaboratively. The use of digital tools in teaching creates an environment of learner centred education. The intention of this paper is objective to show the impact of the use of ICT tools in English Language teaching among the learners. Incorporating gamification tools creates encouragement and participation also builds teamwork,produce creativity and deep thinking amongst the learners. Therefore, the advancement of technology in education develops an inclusive environment and help the learners to learn the English language. The integration of digital tools in the pedagogy brings the experiential learning among the students and learns the language effectively and productively.

M-Learning in ELT: Avenues and Challenges that Confront Teaching and Learning at Higher Education

Technology can be directed to provide effective and productive pedagogy in the English language classroom. One of these fairly recent technological platforms for English language teaching and learning is the mobile phone. Also known as m-learning, it offers valuable opportunities for educators to create effective teaching strategies through the utilisation of mobile phones. On the receiving end of this pedagogical strategy are our students, our clients, whose perspectives and attitudes towards m-learning warrant equaly important considerations. Thus, this study was pursued to probe the role of mobile phone for English language learning in the Indonesian context. The study was guided by the theory of connectivism, activity theory, and communities of practice. This case study adopted a mix of qualitative and quantitative means for the purpose of accumulating data with semi-structured interviews and questionnaires as primary research instruments. It was learnt through the study that students are generally in favour of and have positive responses on the use of mobile phones in language learning but several emergent problems need to be addressed by institutional administrators and classroom instructors when tapping on m-learning. These research findings pave the way for subsequent research endeavours to delve into the efficacy of m-learning as a viable mediating variable for language learning, especially in the wake of prevalent online learning scenario, where mobile phones have become an integral part of online and distance learning platforms.

Lessons for screen production pedagogy from pandemic-era experiences of teaching online

ABSTRACT Screen production educators throughout Australasia pivoted to online and remote teaching as the Covid-19 pandemic restricted face-to-face teaching. Teachers’ experiences in 2020–2021 are instructive for the lessons we can learn about effective online teaching for this typically hands-on and collaborative field. This article presents an analysis of semi-structured interviews conducted with nine screen production educators working across nine universities and film schools in Australia and New Zealand. The insights gathered through these interviews point to the challenges specific to teaching screen production online, particularly related to students acquiring skills in operating professional equipment and collaborating as a crew with their peers. Interviewees found some surprising value and possibilities during their adaptation to this mode under pandemic conditions but generally experienced it as unsuitable for the discipline and for students’ successful acquisition of the suite of core skills. The swiftly adapted teaching practices undertaken in this period have helped to elucidate the possibilities and significant limitations of online teaching, as well as the needs and satisfaction levels of both staff and students when teaching and learning in this mode.

Developing mathematics-enhanced chemistry research lessons through productive lesson study: Insights from in-service teachers

This study explores the perceptions of five in-service chemistry and mathematics teachers in using productive lesson study as a framework for teaching and learning. Introductory professional development workshops on horizontal articulation, productive pedagogy and lesson study were given to teachers at the onset of the project. Teachers were then tasked to produce two research lessons for grade 10 chemistry using the productive lesson study framework. We utilised inductive thematic analysis to identify the themes underpinning the perceptions of the teachers. Findings show that the teachers improved and deepened their knowledge by learning from each other’s perspectives. They had also adopted effective strategies for teaching by reflecting on their students’ learning, which helped them address the challenges of integrating and relating different topics into one. Furthermore, they became more aware of their students’ prior knowledge which enabled them to address misconceptions. Thus, learning was reinforced, broadened and extended. Participating in the study made a transformative intervention in the teachers as they became more focused on the enhancement of their professional practice as teachers.

Redesigning screen production pedagogy for hybrid learning models

ABSTRACT The Bachelor of Digital Media at Central Queensland University has a policy of offering all units on-campus and online. The introduction of screen production to the degree introduces a unique opportunity to interrogate best practice for delivering production units in this hybrid context. Despite widespread interest in hybrid delivery models due to COVID-19 restrictions, there has been little research into the possibilities of online screen production curriculum beyond the pandemic. In this paper, we interrogate the challenges and opportunities of a hybrid online/on-campus delivery model, arguing that this research is urgently needed to address gaps in access to training and resources for regional and remote practitioners. We outline our contextualised, student-oriented approach to screen production pedagogy, which focuses on designing scalable, equipment agnostic curriculum that encourages a ‘total filmmaker’ approach; building community and collaboration through online tools; creating robust online unit resources; and providing opportunities for small-group face-to-face activities. Our pedagogical approach challenges the screen production industry’s structural barriers and hierarchies, building the capacity of communities to tell their own stories and enabling new voices to emerge.

Domesticating space: Media production pedagogy for the empowerment of marginalized youth

This article investigates the role of space in media and information literacy (MIL), especially when supporting learners’ production skills. The MIL framework is to a great extent focused on deconstruction of messages in a private position of reception, while the theoretical, didactic and ethical components of the production pedagogy are less developed. This multiple-case study analyses the situated agency of young people in a vulnerable position with regard to the spaces where agency is sustained. We develop the concept of production context into a more specific concept of production space and apply it to the film club in a suburb in Sweden. We combine qualitative analysis of critical situations in selected spaces with theoretical development of the idea of production space, to arrive at increased understanding of production skills and related media pedagogy.

Analysis of Productive Pedagogies of Pre-Service Teachers in Teaching Mathematics at School

This research aims to analyze the productive pedagogies of the pre-service teachers. Productive pedagogies are measured based on four dimension. This research involved three pre-service teachers in Universitas Negeri Makassar, Indonesia, who carry out teaching practices in schools. This research is a case study. The assessment of productive pedagogies was measured using a questionnaire, observation, and semi-structured interviews. The lowest average was found on the intellectual quality dimension of 79.6 (high category) based on the overall dimensions. This result suggests that, of all of the dimensions, Intellectual Quality was the least likely to be included in the classes. The highest dimension of the productive pedagogies of the pre-service teacher was connectedness, around 84.7, with a very high category. That means the pre-service teachers mainly focused on Connectedness during their teaching practice, followed by the Recognition of Differences around 82.2 (high category). Meanwhile, the Supportive Classroom Environment dimension is in the high category at about 79.9. Furthermore, for the Supportive Learning Environment dimension, two elements, academic engagement and self-regulation, were frequently observed in all pre-service teachers' classes. Still, student control, in which the teacher gives students chances to determine specific activities or outcomes of the lesson, was not very often.

The effectiveness of utilizing the productive pedagogies framework as a reflection instrument in teaching and learning of mathematics

The effectiveness of utilizing the productive pedagogies framework as a reflection instrument in teaching and learning of mathematics

“We Respect Them, and They Respect Us”: The Value of Interpersonal Relationships in Enhancing Student Engagement

Attempts to understand the patterns behind student disengagement and early school leaving have traditionally focussed on early school leavers’ individual characteristics. More recently, however, studies have begun to focus on the extent to which early school leaving is shaped by school-level factors, and in particular the central role of teachers and pedagogy, in (dis)engaging students. Studies have consistently shown how negative teacher–student relations can dominate the lives of young people, leading to poor attendance and behavioural issues which often culminate in them disengaging, leaving or being expelled from school. Furthermore, there is a growing interest in the role of pedagogical strategies in enhancing teacher–student relations, increasing student engagement and bringing about more socially just systems of education. Using in-depth qualitative interviews with staff working in a school engagement programme aimed at preventing early school leaving (the School Completion Programme) and young people who have left school early and who are now participating in an alternative education setting in Ireland as well as staff in those settings (the National Youthreach Programme), this paper provides a unique comparison of two approaches to learner engagement. Findings highlight the centrality of caring and respectful relationships between teachers and students across the two programmes. This paper suggests that aspects of the ‘productive pedagogies’ framework are being used to overcome barriers by placing equal emphasis on student wellbeing and formal learning. However, both programmes operate outside ‘mainstream’ education, with little scope for integration with the mainstream system. This paper concludes that at the micro level, the programmes are effective in re-engaging young people with education but argues that this has little impact at a broader level, where mainstream school practices impacting on student disengagement and early school leaving remain unchanged.

Producing professionalization: analyzing the discourse of Adobe Premiere’s Learn More tools in shaping student practices

ABSTRACT As a supplement to its popular video editing program Premiere Pro, Adobe now automatically directs new users to its series Learn More tutorials. This move to have the tool teach itself not only has the potential to sideline in-person instructors, but, under the guise of ‘neutral’ technology, naturalizes the professionalization discourse in video production pedagogy. This discourse emphasizes technical, ‘job-ready’ skill building to the exclusion of critically-minded production activities aimed at analyzing texts or challenging hegemonic representations through alternate production. Via a walkthrough analysis, I track how the Learn More tutorials reproduce the professionalism discourse by navigating users toward specific production practices and outputs. Lessons on Premiere functions including color correction, sequencing, audio mixing tools consistently foreground a technical, ‘how-to’ approach to video production, ignoring valuable ‘why’ questions of meaning and representation. I conclude by calling for media production educators to interrogate seemingly neutral technologies like the Learn More tutorials. By locating these sites of reproduction and understanding the means through which they reproduce the professionalism discourse, instructors can work to negotiate or challenge production tools to better allow critically-oriented media production approaches to take root.

The Implementation of Supportive Classroom Environment in VII-Grade Mathematics Learning

Mathematics is seen by some students as a subject which is not easy to learn. Thus, they need someone who can make mathematics easy, in this point, a teacher. Teachers as instructor are needed to be more innovative in developing instruction that can encourage students to get an ideal learning experience. Not just regarding approaches, teaching materials, and strategies, yet additionally needs to focus on the learning environment which promotes the learning process. One of the framework that offers learning which takes into a supportive learning environment is the Productive Pedagogies Framework. The purpose of this study is to look at the implementation of learning that utilized the Supportive Classroom Environment dimension of the Productive Pedagogies Framework. This study used qualitative method. There were 33 grade VII students (boys and girls) on average age of 13 years old from one of the Junior High Schools in Bandung participated in this study. The research findings revealed that (1) implementing Supportive Classroom Environment can further encourage students in upper group to achieve more optimal learning outcomes; (2) This learning can be said to encourage middle group students to get optimal learning outcomes; (3) This learning has not been able to encourage students in lower group. We concluded that implementing Supportive Classroom Environment can further encourage students in upper and middle groups.

Constructivist Learning Amid the COVID-19 Pandemic: Investigating Students’ Perceptions of Biology Self-Learning Modules

Modes of teaching and learning have had to rapidly shift amid the COVID-19 pandemic. As an emergency response, students from Philippine public schools were provided learning modules based on a minimized list of essential learning competencies in Biology. Using a cross-sectional survey method, we investigated students’ perceptions of the Biology self-learning modules (BSLM) that were designed in print and digitized formats according to a constructivist learning approach. Senior high school STEM students from grades 11 (n = 117) and 12 (n = 104) participated in a survey using a 3-point Likert-scale questionnaire uploaded online through Google Forms. The survey results indicate that majority of the students perceived the modules positively, suggesting that aspects of the modules that were salient to students corresponded to essential elements of constructivist pedagogies. However, during interviews, students reported several difficulties in learning with BSLM as it was constrained by, to name a few, the use of unfamiliar words, lack of access to supporting resources, slow internet connection, and time constraints. To address these problems, teachers reported that they gave deadline extensions, complemented modules with other channels of support, and used online and offline platforms for reaching out to students to answer their queries and plan out their schedule for the week. The findings across the data sources point to the complex demands of emergency distance education that teachers, as curriculum designers and enactors, need to bear in mind in order to craft productive pedagogies, constructivist or otherwise, during this unprecedented time.

School Librarians and Educational Leadership: Productive Pedagogy for the Information Age School

Against a backdrop of emerging paradigms of educational leadership, this research paper will explore and elaborate some of the fundamental dimensions of quality teaching and learning in information age schools based on the framework of Productive Pedagogy, and in the context of instructional interventions of school librarians in partnership with classroom teachers. This exploration is based on an analysis of extensive data collected during an extended school librarian-classroom teacher collaboration at Gill St Bernards’ School Gladstone, N.J. in 2003-2004. Underpinning productive pedagogy is the belief that high quality teaching and learning should be the focus of professional learning communities and all stakeholders in the school environment. This paper overviews the significant findings of this study, with particular emphasis on an elucidation of the dimensions of productive pedagogy that have enabled students to learn successfully in this collaborative inquiry learning program.

The Ethical Turn in Sustainable Technical Theatre Production Pedagogy

The Ethical Turn in Sustainable Technical Theatre Production Pedagogy

"Connectedness" in Business Studies pedagogy: Is a transition year alluring?

The continuously changing business world demands that students entering the world of work have an adaptable skill set. The acquisition of appropriate exit-level knowledge, skills and competencies also holds true for young school students and early school leavers. At school level the engagement and connectedness with the outside world and the development of subject-specific practical competencies could be structured through an experiential education approach that will allow students to become self-regulating and active in their learning. The kind of active learning could involve an education that also facilitates a ‘real-life’ experience in the workplace. This article argues for an experiential active-learning approach for Business Studies teaching by reflecting on the ‘connectedness’ dimension of the productive pedagogies framework. In doing so, the authors deliberate on a unique Irish model called the ‘transition year’ (TY), its orientation of ‘real-life’ learning, the background to the development of the TY, its implementation and its viability within a South African school context.

Using Productive Pedagogies for Enhancing the Teaching Performance of Female Mathematics Teachers in Oman

Using Productive Pedagogies for Enhancing the Teaching Performance of Female Mathematics Teachers in Oman

#Digital parents: Intergenerational learning through a digital literacy workshop

In this article, we present findings of a research study centered around a 10-week digital production workshop developed specifically for families in an urban school board, a population rich with culturally diverse immigrant families and English language learners (ELLs). The aim of this research was to support parents/guardians in an urban community in their development of a practical, hands-on understanding of twenty-first century literacies, using a ‘production pedagogy’ framework that emphasizes learner agency. We sought to critically reflect, alongside parents/guardians, on how new media and new literacies are being utilized in schools today, and to provide models, tools and practices for parents/guardians and their children to enact digital competences together, specifically, through the production of a short digital story.