00972cam0-2200361---450-99000581797040332120130726111046.00415060141000581797FED01000581797(Aleph)000581797FED0100058179719990604d1992----km-y0itay50------baengGB--------001yyConstructing postmodernismBrian McHaleLondon and New YorkRoutledge1992XII, 342 p.24 cmNarrativaSec. 20.Postmodernismo <letteratura>809.304809McHale,Brian131837ITUNINARICAUNIMARCBK990005817970403321809.304 MCH 1Dip.f.m.7710FLFBC809 HALLINGUE 2311DECLIFLFBCDECLIConstructing postmodernism172850UNINA04858nam 22004813 450 991106174830332120251122060305.01-76046-708-1(MiAaPQ)EBC32413661(Au-PeEL)EBL32413661(CKB)43536537500041(OCoLC)1529897506(EXLCZ)994353653750004120251122d2025 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierDisrupting, Decentring and Diversifying Languages and Cultures in Australian Universities1st ed.Canberra :ANU Press,2025.©2025.1 online resource (268 pages)LCNAU Studies in Languages and Cultures Series1-76046-707-3 Intro -- List of illustrations -- Figure 1.1. Visual representation of disrupting, decentring and diversifying forces -- Figure 1.2. Visualising the interplay of disrupting, decentring and diversifying forces -- Figure 6.1. LGBTQI+ in Italy and Australia -- Figure 6.2. The education of citizenship -- Figure 6.3. Catcalling in Melbourne and Milan -- Figure 7.1. A design pattern for teachers designing for adult language learning at university -- Figure 7.2. An excerpt of learner-robot interactions -- Figure 7.3. Making dumplings with a robot, a tablet and tangible objects (food ingredients and kitchenware) -- Figure 7.4. Students' positive perceptions of statements incorporated in the post-study survey -- Figure 7.5. The design team's immediate reflection, shared on the social media platform LINE -- Figure 8.1. Factors contributing to students' motivation -- Figure 8.2. The project as a challenging experience -- Figure 8.3. The level of anxiety experienced in comparison to a class presentation -- Figure 9.1. The beginning of the VR non-immersive video tour (Project 1) -- Figure 9.2. Example of a virtual tour break and interactive links (Project 1) -- Figure 9.3. The voyage by sea of the two steamships, Piemonte and Lombardo (Project 2) -- Figure 9.4. 3D models of the expedition artefacts created with Sketchfab (Project 2) -- Figure 9.5. Virtual gallery of the three diarist-volunteers (Project 2) -- Figure 9.6. Video installation (Project 2) -- Table 3.1. Graduates of South Australian language training courses since 2011 -- Table 6.1. Virtual exchanges in 2021 -- Table 6.2. Virtual exchanges in 2022 -- Table 6.3. Italian students' comments -- Table 7.1. The task design process for making dumplings -- Table 8.1. The project as a rewarding experience and as an example of project-based learning.Table 8.2. The use of language as part of the project and its link to the Italian presence in Melbourne -- Table 10.1. Template grading rubric -- Table 10.2. Student edits and sources table -- Table 10.3. Learner engagement as shown by LMS analytics -- Acronyms -- Editors and contributors -- 1. Disrupting, decentring and diversifying languages and cultures in Australian higher education -- 2. Slipping and sliding: Knowledge production, innovation and creativity from an Indigenous educational perspective -- 3. Falling between the cracks: Learning and teaching Aboriginal languages in the adult education sector in South Australia -- 4. Disrupting idealisations of communication in language learning pedagogy: Digital possibilities -- 5. In step: SOGIESC and language teaching, and learning and the linguistic diversification of gender justice -- 6. Diversifying language and culture through real-world connections: Virtual exchanges during the COVID-19 pandemic -- 7. Designing for adult language learning in a robot-assisted language learning context -- 8. 'It wasn't like getting up in front of the class to speak': Promoting L2 motivation and reducing L2 speaking anxiety through a podcasting project -- 9. No tickets required! Interactive virtual tours and virtual environments in the study of Italian language and culture -- 10. Loosening the reins of teacher control: Empowering student writers through web‑based tools -- Index.How can languages and cultures in Australian higher education be disrupted, decentred and diversified?.LCNAU Studies in Languages and Cultures SeriesLanguage and languagesStudy and teachingGenerated by AILanguage and cultureGenerated by AILanguage and languagesStudy and teachingLanguage and culture306.449Diaz Adriana1892073MiAaPQMiAaPQMiAaPQBOOK9911061748303321Disrupting, Decentring and Diversifying Languages and Cultures in Australian Universities4536985UNINA