Identity, Pedagogy and Technology-enhanced Learning: Supporting the Processes of Becoming a Tradesperson (Professional and Practice-based Learning, 27)

Series Editors’ Foreword
Foreword
Preface
	Future of Work
	Contemporary Understanding of How People Learn
	Personal Motivations
	Background
	Overview of the Chapters
Acknowledgements
Contents
Chapter 1: On Belonging, Becoming and Being
	Introduction
	Complexities of Enacting and Learning the Work of the Trades
	Developing a Model for Learning a Trade
		Rationale for Studying Trades Learning
	Foundational Concepts
		Occupational Identity
		Learning Through Work
		Learning as Becoming
			Belonging, Becoming, and Being
	The New Zealand Context for Qualifications, Trades Training and Learning
	The Studies Informing the Concepts
		Foundational Studies
		Further Studies
	Conclusion
	References
Chapter 2: Learning a Trade
	Introduction
	Learning a Trade
	Learning as Becoming in VET
		Learning How to Do: Practical Skills Attainment
			Contextualising Skills Training Literature to VET
		Learning How to Think: Knowing and Applying Knowledge as a Practitioner
		Learning How to Be: Attaining Dispositions and Connecting the Heart and Brain
		Learning How to Feel: The Haptic Dimension of Work
	Mimetic Learning and Mimesis
	Inter- and Intra-psychological Processes of Learning
	Learning Through Observation, Imitation and Practice
		Observation
			The Importance of Observation in VET Learning
			Sight
			Sound
			Sensing
		Imitation
		Practice
			Principles of Practice
			Practice Is More than the Application of Theoretical Knowledge and a Product of Learning
			Practice Must Be Understood as a Sociomaterial Phenomenon
			Practice Is Embodied and Relational
			Practices Are Neither Stable, Homogenous Nor Ahistorical
			Practices Are Emergent
	Model of Learning Relevant to VET Learning
	References
Chapter 3: Contributions from the Socio-cultural and Sociomaterial
	Introduction
	The Contributions of the Socio-cultural and the Sociomaterial
	Socio-cultural Contributions to Learning
	Sociomaterial Contributions to Learning
	Connections Between Socio-cultural/Sociomaterial and Multimodalities/Multiliteracies
		Importance of Deliberate Practice in Accessing Both the Socio-cultural and Sociomaterial
	Implications on VET Learning
		Craftsmanship
		Craftsmanship Approaches and the Learning of Judgment
		Definitions of Judgment
			The Role of Judgment in Attaining Occupational Identity
			Learning Judgment as One Aspect of Attaining Occupational Identity
	Supporting Access to the Socio-cultural and the Sociomaterial
	Conclusion
	References
Chapter 4: Enhancing Learning Through Improving Opportunities and Strategies for Feedback
	Introduction
	Importance of Feedback for Learning
	Relevance of Feedback to Trades Work and Workplace Learning
	The Importance of Socio-cultural Feedback
		Definition of Socio-cultural Feedback
		The Relationships Between Socio-cultural and Sociomaterial Feedback in VET
		Recommendations for Socio-cultural Feedback in VET
		Caveats on Socio-cultural Feedback
	Feedback from the Sociomaterial Aspects of Work
	Study 1: Peer Feedback
		Background to the Study
			Need to Prepare Learners to Both Provide and Accept Feedback
	Study 2: The Use of Technology to Assist with Socio-cultural and Sociomaterial Feedback
		The Role of Virtual Reality in Learning
		The Role of Virtual Reality Welding Simulators in Supporting Learning
			Initial Satisfaction with VR Simulator
			Affordance of Peer Learning Opportunities
			Realisation Authentic Welding Practice Was More Challenging
		Learning Welding Using a VR Welding Simulator
		Suggestions as to How to Maximise the Affordances Provided by VR Welding Simulators
	Ways Forwards to Enhance Feedback for VET Learners
	References
Chapter 5: Contribution of Technology-Enhanced Learning: Improving Accessibility to and Effectiveness of Feedback
	Introduction
	Role of Technology-Enhanced Learning in VET
		Defining Technology-Enhanced Learning
	The Promises of Technology-Enhanced Learning for Enhancing Feedback
		Accessibility
		Timeliness
		Multimedia Capabilities
	Challenges of Trades Learning: Distributed, Multimodal, Digital Literacy/Fluency with both Teachers and Learners, Access and Digital Divide
		Academic Literacies (Including Information Literacies)
		Digital Literacy/Digital Fluency
		Multimedia Literacies and Multiliteracies
	Leveraging Off Technology to Assist with Learning a Trade
		Face-to-Face
		Learning Skills
			Kayaking/Coffee Making or Barista Skills
			Learning the Skills and Vocabulary of Automotive Engineering
			Learning Dispositions of Customer Service
		Blended Learning or ‘Flip’ Classrooms
			Supporting Problem-Based Learning Using Notetaking Platforms
			Simulations Through Virtual and Augmented Reality
		Distance Learning
			Supporting Learners from a Distance
	Conclusion
	References
Chapter 6: Teaching a Trade
	Introduction
	Background and Rationale
	Effective Pedagogies Towards Learning a Trade
	Becoming a Trade Teacher
		The NZ Context
		Trade Teachers as ‘Boundary Crossers’
			Apprenticeship Model to Provide Mentorship for New Teachers
			Include Theories of Learning Pertinent to Workplace and Trades-Based Learning into Teacher Training Curriculum for Trade Teachers
			Recognise Trade Teachers’ Multiliteracies
	Helping Trade Learners to Become
		The Challenge of Transfer
		Some Helpful Teaching Approaches
			Cognitive Apprenticeship
			Strategies from Transformative Learning
			Project-Based Learning
			Practical Demonstrations
			Inquiry- and Problem-Based Learning
	Conclusion
	References
Chapter 7: Improving the Learning Trades Work Through Scholarship and Research
	Introduction
	Background and the Need to Undertake VET Research Studies
	Defining Scholarship of Teaching and Learning in VET
	Rationale for Encouraging Inquiry into Learning and Teaching Within VET Contexts
	The Different Approaches to Undertaking Research
		Positivism and Post-Positivism
		Interpretivism
		Critical
		Quantitative
		Qualitative
	The Qualitative/Quantitative Strategies and the Role of Mixed Methods in VET Research
	Practice-Based Participatory Research as Processes for Conducting Studies into ‘Learning a Trade’
	Case Study and Case Study Theory Building
	An Example of a Recent SoTL Project
		Background
		Selection of the Research Methodology
		Data Collection
		PPR Data Analysis
		Constructing Case Studies from Each Sub-project
		Comparative Analysis of Case Studies
		Building Theory from Case Studies
	Conclusion
	References
Chapter 8: Using Video to Study How Learning a Trade Can Be Better Supported
	Introduction
	Background and the Use of Video in Educational Research
	Overview of Multimodalities and Multiliteracies of Trades Learning
		Multimodalities
		Multiliteracies
		Using Video to Gather Data in Practice-Based Research
	Rationale for Use of Video
		Data Collection
		Data Analysis
		Processes to Guide to the Use of Video in Data Gathering and Analysis
		Ethics for Research Specific to Recording and Analysis of Video Data
		Data Analysis of Video Data
		Software for Multimodal Data Analysis of Video
		Critique of Video and Software Tools for Video Analysis
			Video
	Research Quality
		Validity
		Reliability
		Generalisability
	Example Study of Using Video Data and Analysis
		An Example of Using Video to Understand Complex Learning
	Conclusion
	References
Chapter 9: The Future of Trades Learning
	Introduction
	The Future of Work
	Industry 4.0 and the Future of Work as It Pertains to Trades Learning
	Rationale for the Longevity and Durability of Trade Occupations
		The Bespoke and Luxury/Customised ‘Market’
		Service Occupations: Exampled by Plumbing and Glazing
		Increased Manufacturing
	Moving Forward into the Future
	Discussion
		Improving Work-Based Learning by Making Visible the Many Generic Skill Sets Learnt Through ‘Learning a Trade’
		Future Proofing Apprenticeship and Trades Training
			Attaining and Maintaining Future-Focused Knowledge, Skills and Dispositions
			Learning About Career Development
	Conclusion
	References
Chapter 10: Where to Next with Supporting the Learning of Trades Work?
	Introduction
	Recognising the Importance of Trades Work
		Trades Work as Satisfying
	Summary of the Key Concepts
	Learning as Becoming: Going into the Future
		Socio-cultural and Sociomaterial Dimensions of Trades Work
		Importance of Feedback
	Promise and Potential of Technology to Support Learning as Becoming
	Support for the Scholarship of VET Teaching and Learning
	Looking Ahead
		Understanding Trades Work and Learning
		Further Methods for Studying Trades Work and Learning
		Implications for Moving on into the Future
	Conclusion
	References
Index