ORCID Profile
0000-0003-4375-3080
Current Organisation
University of Adelaide
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Publisher: Wiley
Date: 02-01-2017
Publisher: Wiley
Date: 03-2023
DOI: 10.1002/ACP.4052
Abstract: Advances in embodied learning and the use of gesture has gained greater interest amongst educators and researchers in recent years. The emerging evidence supporting the use of physical enactment rather than just auditory modes of instruction remains unresolved. This paper investigates the pedagogical methods used by a science teacher instructing a year 8 science class. One class was taught via the practitioner's usual and standard methods. The second class were taught similarly but were exposed to a set of scripted iconic hand gestures. The study utilised the theoretical underpinnings of Evolutionary Educational Psychology and recent insights of Cognitive Load Theory to measure student cognitive load on learning and achievement. The research findings suggest students who were exposed to teaching using iconic hand gestures scored more highly on achievement and rated the test items as relatively less difficult compared to those taught using traditional methods.
Publisher: Informa UK Limited
Date: 2017
Publisher: MDPI AG
Date: 21-10-2022
Abstract: Recent government and industry priorities have led to a call to raise the quality of STEM learning to meet the future needs of industry and workforce skills. In Australia, education jurisdictions have responded to this challenge. Consequently, education is now considered critical in developing the skills required to meet these future needs. However, several significant issues have hindered STEM education’s advancement. These impediments if not resolved may impact Australia’s future STEM workforce and subsequent economic prosperity. This paper seeks to address some of the key impediments identified within the research literature by making a series of recommendations that provide insight into possible improvement to help recalibrate future STEM education initiatives and support Australia’s long-term economic growth.
Publisher: Edith Cowan University
Date: 19-02-2016
Publisher: Informa UK Limited
Date: 04-03-2016
Publisher: University of the Highlands and Islands
Date: 20-12-2016
Abstract: For many educators, the adoption of learning technologies as part of a ‘technology-enhanced’ approach to learning and teaching implies change. Technology takes on a disruptive role. Therefore, it is important to understand the pedagogical commitments associated with current practices in order to better understand any change implied by the use of particular technology ‘enhancements’. This article reports on a case study of the change experienced by one tertiary educator in the shift from successful on c us to flexible online teaching in an undergraduate Numeracy course. The study addresses the question: How do teaching academics translate a robust, proven on-c us course into a successful, flexibly delivered technology-enhanced course? The case employs an autoethnographic approach to recording and analysing the educator’s experiences to highlight comparisons between on-c us (face-to-face) and online teaching practices. The findings support the conclusion that ‘good teaching is good teaching’, based on sound pedagogical principles, regardless of the mode of delivery, but that the enactment of those principles in face-to-face and online learning environments differs in significant ways.
Publisher: Informa UK Limited
Date: 12-02-2016
Publisher: Wiley
Date: 02-06-2014
DOI: 10.1002/BERJ.3141
No related grants have been discovered for Brendan Bentley.