Pedagogical reflections from a PhD course in ageing
How to facilitate preconditions for resonance?
DOI:
https://doi.org/10.7146/dut.v20i37.144456Resumé
This article is based on an interdisciplinary PhD course on ageing societies. The course brought together researchers, practitioners, and PhD students representing diverse welfare regimes and scientific traditions. It departed from the assumption that learning is a process involving both cognitive, emotional, and social dimensions. It was inspired by three collaborative learning theories and contained a number of non-traditional learning activities.
The students’ motivation during the course was exceptionally high, and as teachers and organisers we became interested if this could be understood through the theory of resonance pedagogy.
The article presents parts of the course documentation. Activities and students’ responses are described and discussed in relation to the pedagogical inspirations. Rosa’s resonance pedagogy is used as a theoretical framework in a final synthesising discussion.
Diversity in scientific orientations, national backgrounds, learning activities, and using collaborative pedagogical thinking can support a learning environment with potentials for resonance.
Referencer
Aguilar, F. J. (1967). Scanning the business environment. Macmillan.
Alvermann, D. E. (2004). Media, Information Communication Technologies, and Youth Literacies: A Cultural Studies Perspective. American Behavioral Scientist, 48(1), 78-83. https://doi.org/10.1177/0002764204267271
Alvesson, M. & Sköldberg, K. (2009) Reflexive methodology: New Vistas for Qualitative Research. SAGE. Retrieved from https://www.perlego.com/book/3013449/reflexive-methodology-new-vistas-for-qualitative-research-pdf (Original work published 2017)
Bearman, M., Palermo, C., Allen, L. M., & Williams, B. (2015). Learning empathy through simulation: A systematic literature review. Simulation in Healthcare, 10(5), 308-319. https://doi.org/10.1097/SIH.0000000000000113
Anonymised
Blanco, T., López-Forniés, I., & Zarazaga-Soria, F. J. (2017). Deconstructing the Tower of Babel: A design method to improve empathy and teamwork competences of informatics students. International Journal of Technology and Design Education, 27(2), 307-328. https://doi.org/10.1007/s10798-015-9348-6
Bornemark, J. (2018). Det omätbaras renässans: En uppgörelse med pedanternas världsherravälde [The renaissance of the immeasurable: A showdown with the world domination of the pedants]. Volante. ISBN: 9789188659170
Brown, A. (2006). Strategic sampling. In C. Hurford & M. Schneider (Eds.), Monitoring nature conservation in cultural habitats (pp. 43-54). Springer. https://doi.org/10.1007/1-4020-3757-0_5
Anonymised
Anonymised
Christersson, C. E., Melin, M., Widén, P., Ekelund, N., Christensen, J., Lundegren, N., & Staaf, P. (2022). Challenge-Based Learning in Higher Education: A Malmö University Position Paper. International Journal of Innovative Teaching and Learning in Higher Education (IJITLHE), 3(1), 1-14. https://doi.org/10.4018/IJITLHE.306650
Doron, I. (2007) Court of Ethics: Teaching Ethics and Ageing by means of Role-Playing, Educational Gerontology, 33:9, 737-758, https://doi.org/10.1080/03601270701364479
Douglas-Jones, R. (2021). 7. Drawing as analysis: Thinking in images, writing in words. In A. Ballestero & B. R. Winthereik (Eds.), Experimenting with ethnography. A companion to analysis (pp. 94-105). Duke University Press. https://doi.org/10.1515/9781478091691-010
Esping-Andersen, G. (1990). The three worlds of welfare capitalism. Princeton University Press. ISBN 9780069028573
Farnsworth, V, Kleanthous, I & Wenger-Trayner, E (2016). Communities of practice as a social theory of learning: A conversation with Etienne Wenger. British Journal of Educational Studies, 64 (2). pp. 139-160. ISSN 0007-1005
https://doi.org/10.1080/00071005.2015.1133799
Frank, A. K. (2017). What is the story with sustainability? A narrative analysis of diverse and contested understandings. Journal of Environmental Studies and Sciences, 7(2), 310-323. https://doi.org/10.1007/s13412-016-0388-3
Felski, R. (2020). Resonance and education. On Education. Journal for Research and Debate, 3(9). https://doi.org/10.17899/on_ed.2020.9.2
Gallagher, S. E., & Savage, T. (2020). Challenge-based learning in higher education: an exploratory literature review. Teaching in Higher Education, 28(6), 1135-1157. https://doi.org/10.1080/13562517.2020.1863354
Herrera-Payo, M.A. (2021). Collaborative learning for virtual higher education. Learning, culture and social interaction, 28. https://doi.org/10.1016/j.lcsi.2020.100437
Hudson, C. C., & Whisler, V. R. (2007). Contextual teaching and learning for practitioners. Journal of Systemics, Cybernetics and Informatics, 6(4), 54-58. Retrieved from http://www.iiisci.org/journal/cv$/sci/pdfs/e668ps.pdf
Illeris, K. (2003). Three Dimensions of Learning: Contemporary learning theory in the tension field between the cognitive, the emotional and the social. 272 pages. Paperback. Malabar, Florida: Krieger. ISBN: 87 7867 1213
Jameson-Meledy, K. (2015). Contextualized Learning: What does the research data say? IFC - Research Brief No 1. Institute for Completion, Citrus College. Retrieved from https://www.citruscollege.edu/ifc/Documents/RB/2015/11.2015.pdf
Leijon, M., Gudmundsson, P., Staaf, P. & Christersson, C. (2022) Challenge based learning in higher education- A systematic literature review, Innovations in Education and Teaching International, 59:5, 609-618, https://doi.org/10.1080/14703297.2021.1892503
Kapadia, V., Ariani, A., Li, J., & Ray, P. K. (2015). Emerging ICT implementation issues in aged care. International Journal of Medical Informatics, 84(11), 892-900. https://doi.org/10.1016/j.ijmedinf.2015.07.002
Ko, M., Wagner, L., & Spetz, J. (2018). Nursing home implementation of health information technology: Review of the literature finds inadequate investment in preparation, infrastructure, and training. Inquiry: A Journal of Health Care Organization, Provision, and Financing, 55, 0046958018778902. https://doi.org/10.1177/0046958018778902
Lam, J. C. K., Walker, R. M., & Hills, P. (2014). Interdisciplinarity in sustainability studies: A review. Sustainable Development 22(3), 158-176. https://doi.org/10.1002/sd.533
Milligan, L. (2014). Insider-outsider-inbetweener? Researcher positioning, participative methods and cross-cultural educational research. Compare: A Journal of Comparative and International Education, 46(2), 235-250. https://doi.org/10.1080/03057925.2014.928510
Morgan, H. (2020). Best practices for implementing remote learning during a pandemic. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 93(3), 135-141. https://doi.org/10.1080/00098655.2020.1751480
Nomfundo, G.K. (2022). A Review of Literature on the Effective Pedagogy Strategies for Online Teaching and Learning in Higher Education Institutions: Lessons from the COVID-19 Pandemic. (2022). European Journal of Education, 5(1), 43-55. https://doi.org/10.26417/738tqq65
Rittel, Horst W.J. & Webber, Melvin M. (1973) Dilemmas in a General Theory of Planning. Policy Sciences 4, 155-169. Springer. http://www.jstor.org/stable/4531523
https://doi.org/10.1007/BF01405730
Riva, G., Graffigna, G., Baitieri, M., Amato, A., Bonanomi, M. G., Valentini, P. & Castelli, G. (2014) Active and Healthy Ageing as a Wicked Problem: The Contribution of a Multidisciplinary Research University. Studies in Health Technologies and Informatics, vol. 203, 10-19. https://doi.org/10.3233/978-1-61499-425-1-10
Rosa, H. (2020) The Uncontrollability of the World. John Wiley and Sons Ltd. ISBN: 978-1-509-54317-5
Rosa, H. (2019). Resonance - A sociology of our relationship to the world. Polity Press. ISBN: 978-1-509-51992-7
Rosa, H., & Endres, W. (2017). Resonanspædagogik. Når det knitrer i klasseværelset [Resonance pedagogy. When it crackles in the classroom]. Hans Reitzels Forlag. (Original work (2016). Resonanzpädagogik. Wenn es im Klassenzimmer knistert. Beltz) ISBN 978-3-407-25751-2
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press. https://awspntest.apa.org/doi/10.1017/CBO9780511803932
Downloads
Publiceret
Citation/Eksport
Nummer
Sektion
Licens
DUT udkommer elektronisk via Statsbibliotekets Open Journal System (Tidsskrift.dk) og DUNs hjemmeside (DUN-net.dk) forår og efterår. Det er gratis og frit tilgængeligt at læse og downloade artikler fra tidsskriftet.
Det er ikke muligt at abonnere på Dansk Universitetspædagogisk Tidsskrift, DUT, men hvis du er medlem af DUN, får du tilsendt en nyhedsmail med link til udgivelsen, når den nyeste udgave er online. Linket vil også være tilgængeligt her på siden, så snart tidsskriftet er publiceret.
© Copyright
Artikler publiseret i Dansk Universitetspædagogisk Tidsskrift, DUT, må bruges (downloades) og genbruges (distribueres, kopieres, citeres) til ikke-kommercielle formål med reference til forfattere og Dansk Universitetspædagogisk Tidsskrift.
Artikler indsendt til Dansk Universitetspædagogisk Tidsskrift må ikke publiseres i andre tidskrifter.
Betingelser
Artikler i Dansk Universitetspædagogisk Tidsskrift, DUT, er omfattet af ophavsretsloven, og der må citeres fra dem.
Følgende betingelser skal dog være opfyldt:
- Citatet skal være i overensstemmelse med „god skik“
- Der må kun citeres „i det omfang, som betinges af formålet“
- Ophavsmanden til teksten skal krediteres, og kilden skal angives ift. ovenstående bibliografiske oplysninger.
