LEADER 04337nam 22006135 450 001 9910380751703321 005 20200703091413.0 010 $a981-15-2129-8 024 7 $a10.1007/978-981-15-2129-4 035 $a(CKB)4100000010473823 035 $a(MiAaPQ)EBC6121701 035 $a(DE-He213)978-981-15-2129-4 035 $a(EXLCZ)994100000010473823 100 $a20200224d2020 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aIdentity, Pedagogy and Technology-enhanced Learning $eSupporting the Processes of Becoming a Tradesperson /$fby Selena Chan 205 $a1st ed. 2020. 210 1$aSingapore :$cSpringer Singapore :$cImprint: Springer,$d2020. 215 $a1 online resource (222 pages) 225 1 $aProfessional and Practice-based Learning,$x2210-5549 ;$v27 311 $a981-15-2128-X 320 $aIncludes bibliographical references and index. 327 $a1 On belonging, becoming and being -- 2 Learning a trade -- 3 Contributions from the socio-cultural and socio-material -- 4 Enhancing learning through improving opportunities and strategies for feedback -- 5 Contribution of technology-enhanced learning: Improving accessibility to and effectiveness of feedback -- 6 Teaching a trade -- 7 Improving the learning trades work through scholarship and research -- 8 Using video to study how learning a trade can be better supported -- 9 The future of trades learning -- 10 Where to next with supporting the learning of trades work?. 330 $aThis book gathers work from over a decade of study, and seeks to better understand and support how learners become tradespeople. The research programme applies recent concepts from neuroscience, educational psychology and technology-enhanced learning to explain and help overcome the challenges of learning in trades-learning contexts. Due to the complex and multifarious nature of the work characterising trade occupations, learning how to become a tradesperson requires a significant commitment in terms of time, along with physical and cognitive effort. All modalities (visual, aural, haptic etc.) and literacies (text, numerical, spatial etc.) are required when undertaking trade work. Manual dexterity and strength, coupled with the technical and tacit knowledge required for complex problem solving, not to mention suitable dispositional approaches, must all be learnt and focused on becoming a tradesperson. However, there is a substantial gap in the literature on 'how people learn a trade' and 'how to teach a trade'. In this book, contemporary teaching and learning approaches and strategies, as derived through practice-based participatory research, are used to highlight and discuss pragmatic solutions to facilitate the learning and teaching of trade skills, knowledge and dispositions. The approaches and strategies discussed include the implementation of technology-enhanced learning; project-based inquiry/problem-based learning; and recommendations to ensure learners are prepared for the future of work. 410 0$aProfessional and Practice-based Learning,$x2210-5549 ;$v27 606 $aProfessional education 606 $aVocational education 606 $aLearning 606 $aInstruction 606 $aEducational technology 606 $aProfessional & Vocational Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O35000 606 $aLearning & Instruction$3https://scigraph.springernature.com/ontologies/product-market-codes/O22000 606 $aEducational Technology$3https://scigraph.springernature.com/ontologies/product-market-codes/O21000 615 0$aProfessional education. 615 0$aVocational education. 615 0$aLearning. 615 0$aInstruction. 615 0$aEducational technology. 615 14$aProfessional & Vocational Education. 615 24$aLearning & Instruction. 615 24$aEducational Technology. 676 $a370.113 700 $aChan$b Selena$4aut$4http://id.loc.gov/vocabulary/relators/aut$0879332 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910380751703321 996 $aIdentity, Pedagogy and Technology-enhanced Learning$92209081 997 $aUNINA