Curriculum and Social Inquiry Commons^™

Volume 25 Of The Journal Of The Assembly For Expanded Perspectives On Learning, Wendy Ryden, Peter H. Khost

The Journal of the Assembly for Expanded Perspectives on Learning

The Assembly for Expanded Perspectives on Learning (AEPL), an official assembly of the National Council of Teachers of English, is open to all those interested in extending the frontiers of teaching and learning beyond the traditional disciplines and methodologies. JAEPL is especially interested in helping those teachers who experiment with new strategies for learning to share their practices and confirm their validity through publication in professional journals.

Service-Learning In The Covid19 Era: Learning In The Midst Of Crisis, Lauren Grenier, Elizabeth Robinson, Debra A. Harkins

Pedagogy and the Human Sciences

No abstract provided.

Supporting The Arts As Disciplines Of Learning. A Book Review Of The Role Of The Arts In Learning: Cultivating Landscapes Of Democracy, Karen Mcgarry

Democracy and Education

Learning through and in partnership with the arts has the potential to expand experiences beyond what can be measured on any standardized test assessment. The arts may offer sites of reflexive contemplation and engagement, extending learning outward, away from disciplinary silos and toward transdisciplinary action learning—a heuristic device enabling multiple modes or processes of multitextual knowing and becoming. In The Role of the Arts in Learning: Cultivating Landscapes of Democracy, the editors nurture a space of consideration toward democratic learning. By harnessing the historical and pragmatic theories and philosophies of John Dewey and Maxine Greene, in concert with additional …

Changing The Habitat At Academic Conferences: Using A Learning Ecosystem With Active Learning During A Panel Presentation, Gail Morton, Lee Olson, Stephanie Miranda, Adam Griggs, Kristen Bailey, Christian Pham, Kathryn Wright

Georgia Library Quarterly

Abstract

In order to assess the effectiveness and feasibility of an active learning event during a panel presentation at an academic conference, Mercer University librarians presenting at the Georgia Libraries Conference switched the traditional way panel presentations are modeled. Instead of the question and answer session following a brief overview of the presentation, we moved our physical position in the room, closer to the participants in order to have a more intimate conversation with attendees. Using two active learning techniques, discussion and brainstorming, the presenters started a conversation with attendees about project ideas involving teaching faculty members, librarians, and students …