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The Faculty of Education is committed to the discovery and dissemination of knowledge about teaching and learning. We promote the view that to be a professional educator is to continue to question, to reflect, to seek knowledge, and to be open to change.
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  1. Makerspaces as learning spaces: An historical overview and literature review [Download]

    Title: Makerspaces as learning spaces: An historical overview and literature review
    Creator: Yu, Shanshan
    Description: Makerspace is an open community center where “people with common interests, often in computers and machining and so on, can meet, socialize and collaborate” (Kelly, 2013, p. 1). Based on a literature review, this study starts with the definition and the historical development of makerspaces, and then digs into the current research and theories on making, learning and makerspace. To explore the definition of makerspaces, this paper begins by exploring the origin of hackspaces, the predecessors of makerspaces, and how hackspaces naturally grow into makerspaces. When it comes to defining makerspace, different scholars and practitioners provide different descriptions. To define a makerspace involves overall thinking of materials, tools and makers making together – it is a unique place where people get together and make; it could be any place, in all shapes, sizes and locations. Although it is difficult to pinpoint the exact origins of the makerspace movement, this study divides makerspace history into three periods and identifies the milestones during each period: embryonic period (1870s-1990s), transition period (2000s-2010s) and outbreak period (after 2011). The earliest record of a makerspace could potentially date back to 1873, when a quilting and sewing social club was founded in Gowanda, which is now known as the Gowanda Free Library. Then hackerspaces start popping up in 1960s. In 2010s, the evolution of technology and do-it yourself (DIY) culture began changing towards a focus on science, technology, engineering and mathematics (STEM). Since then, the idea of making spread worldwide and began officially appearing in libraries and other institutions. After a century, there are over 1500 makerspaces all over the world (Maker Faire, 2016). Using phenomenological approaches, Vilém Flusser defines gesture as a range of movements through which people express their being in the world (1999, p. 38). As we reach out our hands, the movements the hands make when they try to meet are gesture of taking in and opening up the future (Flusser, 1999). In constructionist theories of pedagogy, learning is “conceptualized as a process of being, doing, knowing and becoming” (Petrich & Bevan, 2013, p. 53). Papert demonstrates that learning happens when thinking is worked out through making things that “can be shown, discussed, probed, and admired” (1993, p. 142). Therefore, in a makerspace, when we see learners are observing or playing with the tools, they are exploring, testing, and responding with their hands; they are learning (Petrich & Bevan, 2013). Over the years, makerspaces have developed into different forms in various institutions. This concludes by reflecting on the relationship between makerspace and different institutions, and analyzing an example makerspace in three diverse institutional settings. For instance, according to the historical development of makerspaces, public libraries have a long history of providing spaces for making – they have long been a variation of makerspaces to some degree. There are a number of similarities between public libraries and makerspaces. To name just a few, they both serve their communities for promoting lifelong learning; their key principles align with each other: to bring communities together and share knowledge. Other examples include schools, universities and other organizations.
    Subjects: makerspace
    Date Created: 2016/12/19
  2. Comparing Indigenou s Approaches to Autism with Western Approaches to Autism [Download]

    Title: Comparing Indigenou s Approaches to Autism with Western Approaches to Autism
    Creator: Anna Wilson
    Description: Comparing Indigenous Approaches to Autism with Western Approaches to Autism Anna Wilson, University of Alberta On United Nations World Autism Day 2015, UN Secretary-General Ban Ki- moon encouraged policymakers, professionals, employers, service providers, and caregivers to create an inclusive society by recognizing the strengths of people with autism, instead of focusing on their weaknesses (para. 6).Unfortunately, more than 80 per cent of adults with autism are unemployed globally (2015, para. 11). In order to reach World Autism Awareness Day’s goal of empowering people impacted by autism it is imperative to challenge Western society’s medical model of autism as a disease with the empowering Navajo view of autism as a beautiful difference. This envisions people with autism as a source of social capital instead of a social burden raising awareness into Library and Information Studies. The World Health Organization supports librarians’ roles by claiming that “E-learning approaches, and innovative models for engaging” (Ki-moon, 2014, para. 11) people with autism to share their valuable experiences through a variety of digital mediums can be facilitated by library professionals. Librarians can challenge societies’ stereotypes of autism through helping people impacted by autism to share their stories through creating online digital stories, digital library collections or websites. This paper addresses these objectives through the following steps: Firstly, autism and transformative learning will be defined in the context of the research questions. Secondly, a comparative analysis of case studies will be given. Thirdly, the healing stories within these case studies will be synthesized through transformative learning. Fourthly, future research implications for library and information studies will be critically analyzed.
    Subjects: Autism, Navajo, Autism Spectrum Disorders, Indigenous
    Date Created: 2015/06/02
  3. What’s in a name?he experience of the other in online classrooms [Download]

    Title: What’s in a name?he experience of the other in online classrooms
    Creator: Adams, Catherine A.
    Description: Educational research has explored the potentials and problems inherent in student anonymity and pseudonymity in virtual learning environments. But few studies have attended to onymity, that is, the use of ones own and others given names in online courses. In part, this lack of attention is due to the taken-for-granted nature of using our names in everyday, “face-to-face” classrooms as well as in online learning situations. This research explores the experiential significance of student names in online classrooms. Specifically, the paper reports on one relational thematic that surfaced in a phenomenological study investigating experiences of teaching and learning online.
    Subjects: Educational Technology, Internet In Education, Computers In Education, Computer Assisted Instruction, Virtual Classrooms
    Date Created: 2014
  4. Presentations (Education)

    Title: Presentations (Education)
    Creator: ERA Administrator
    Subjects:
  5. 2-page summary of PhD case study [Download]

    Title: 2-page summary of PhD case study
    Creator: Susan Chaudoir
    Description: 2014. This is a 2-page overview of my doctoral research. Includes at-a-glance overview, preliminary findings, intended items for discussion in the final thesis document, and key literature.
    Subjects: Summary - PhD Thesis Project
  6. Refugee Experiences of Counselling and Psychotherapy [Download]

    Title: Refugee Experiences of Counselling and Psychotherapy
    Creator: Marusiak, Christopher W
    Subjects: refugee, counselling, psychotherapy
  7. Help Me Help You: Exploring Re-entry Programs for Incarcerated Women [Download]

    Title: Help Me Help You: Exploring Re-entry Programs for Incarcerated Women
    Creator: Patrie, Nicole M.
    Description: Women face many challenges upon release from prison and entering different communities, referred to as re-entry. Community programs are available to support them while they negotiate the challenges. The purpose of this study is to understand the impact that these programs have on the re-entry process. Programs have incredible potential for being places where women connect with supportive relationships and maintain their ambition for success. Five currently incarcerated women shared their previous experiences of turning to re-entry programs to help with their struggles and self-development through the process. Additionally, two community programs lent their perceptions of the efficacy of re-entry programs. In this project I used a narrative approach as the means to listen to the meaning made through the women’s unique voices. Together, they shared struggles with addictions, relationships, environments, and basic needs. Our discussions often returned to the women’s visions of success and what they hoped to accomplish in their next re-entry. Out of these discussions, the women designed Help Me Help You, an ideal re-entry program.
    Subjects: community development, women, incarceration, program, narrative, re-entry
    Date Created: 2012
  8. Learning Writing Assignments Across the Undergraduate Nursing Curriculum [Download]

    Title: Learning Writing Assignments Across the Undergraduate Nursing Curriculum
    Creator: Susan Chaudoir
    Description: Many studies in the fields of postsecondary education and WAC/WID writing research have documented respectively the kinds of genres undergraduates write in college but few develop an in-depth and contextualized understanding of how students learn their major area of study through writing discipline-specific genres. This doctoral research specifically reports findings from an interdisciplinary case study that explored learning to write in one baccalaureate nursing degree program at one Canadian university. A combination of rhetorical genre and situated learning theories and institutional ethnography methods were used to help document student and instructor perspectives of learning to write two recurring writing assignments called the scholarly paper and journal of reflective practice, which students composed in each semester of their program. There were 32 classroom observations, 22 assignment documents, and 39 voluntary, semi-structured interviews with 34 students and 5 instructors from 4 courses. As a way to capture participants’ respective teaching, learning, and writing perspectives, interviews focused primarily on interactional patterns that enabled or constrained undergraduates’ writing development and professional enculturation across all four years. The study found that scholarly and reflective writing assignments were complex sites of interaction and dynamically entangled with changing personal, political, relational, emotional, and philosophical perspectives that differed from year to year as students advanced through their major field of study. From year to year, perspectives fluctuated with student/teacher assumptions, competitive/cooperative emotions, and values/attitudes towards writing assignment design, assignment supports, and classroom teaching and learning philosophies. Key factors that enabled students’ writing development were situated in the relational and affective domains of learning to write assignments, such as peer mentoring programs, where lower-year students learn to write from upper-year students, and rapport with nurse educators and professional nurses, where students learn to write content from a nurse with experience in the content area. Challenges to students’ writing development were situated in the personal, political, and philosophical domains of learning to write assignments such as having reading deficiencies, a myriad of expectations, inaccurate articulation of writing needs, assumptions about writing in professional nursing, developmentally inappropriate assignment design and assignment supports, and unpredictable competition between peers in classroom discussion. The significance of the study was to supplement existing knowledge of postsecondary WAC/WID pedagogies and to advance disciplinary strategies for faculty development and writing assignment design. Key Words: Postsecondary education, WAC/WID, writing assignments, student writing development, nursing education, interdisciplinary, rhetorical genre, ethnography, case study, interactional patterns, undergraduate teaching and learning
    Subjects: Thesis Abstract
  9. 4-page overview of PhD case study [Download]

    Title: 4-page overview of PhD case study
    Creator: Susan Chaudoir
    Description: 2011-2014. A detailed overview of my PhD case study of teaching and learning to write in undergraduate nursing. Includes purpose of study, research design, methodology, methods, case study design, and complete reference list.
    Subjects: Summary - PhD Thesis Project
  10. Learning Writing Assignments Across the Undergraduate Nursing Curriculum [Download]

    Title: Learning Writing Assignments Across the Undergraduate Nursing Curriculum
    Creator: Susan Chaudoir
    Description: Interdisciplinary case study of postsecondary teaching and learning experiences in one BScN undergraduate degree program. PDF file. 307 pages.
    Subjects: Thesis
    Date Created: June 23, 2015