LEADER 04888nam 2200637 450 001 9910828443303321 005 20230803221426.0 010 $a1-55458-913-4 010 $a1-55458-912-6 035 $a(CKB)2550000001307376 035 $a(EBL)3292779 035 $a(CEL)446040 035 $a(OCoLC)881552346 035 $a(CaBNVSL)thg00911238 035 $a(MiAaPQ)EBC3292779 035 $a(OCoLC)883820183 035 $a(MdBmJHUP)muse28555 035 $a(Au-PeEL)EBL3292779 035 $a(CaPaEBR)ebr10874033 035 $a(CaONFJC)MIL614040 035 $a(EXLCZ)992550000001307376 100 $a20140620h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 00$aCritical collaborations $eindigeneity, diaspora, and ecology in Canadian literary studies /$fSmaro Kamboureli and Christl Verduyn, editors 210 1$aWaterloo, Ontario :$cWilfrid Laurier University Press,$d[2014] 210 2$aBeaconsfield, Quebec :$cCanadian Electronic Library,$d2014 215 $a1 online resource (296 p.) 225 1 $aTransCanada series 300 $aBased on the third conference, TransCanada: Literature, Institutions, Citizenship Conference, held at Mount Allison University, Sackville, New Brunswick, Canada, on July 16-19, 2009. 300 $aIssued as part of the Canadian Electronic Library. Canadian publishers collection. 311 $a1-55458-911-8 320 $aIncludes bibliographical references (pages 253-268) and index. 327 $aIntroduction -- Belief as/in Methodology as/in Form: Doing Justice to CanLit Studies -- Trans-Systemic Constitutionalism in Indigenous Law and Knowledge -- The Accidental Witness: Indigenous Epistemologies and Spirituality as Resistance in Eden Robinson's Monkey Beach -- Ambidextrous Epistemologies: Indigenous Knowledge within the Indigenous Renaissance -- Epistemologies of Respect: A Poetics of Asian/Indigenous Relation -- Acts of Nature: Literature, Excess, and Environmental Politics -- Ecocriticism in the Unregulated Zone -- Disturbance-Loving Species: Habitat Studies, Ecocritical Pedagogy, and Canadian Literature -- Translocal Representation: Chief Buffalo Child Long Lance, Nello "Tex" Vernon-Wood, and CanLit -- Jazz, Diaspora, and the History and Writing of Black Anglophone Montreal -- Tradition and Pluralism in Contemporary Acadia -- Critical Allegiances -- Notes -- Works Cited -- Contributors -- Index. 330 $aCritical Collaborations: Indigeneity, Diaspora, and Ecology in Canadian Literary Studies is the third volume of essays produced as part of the TransCanada conferences project. The essays gathered in Critical Collaborations constitute a call for collaboration and kinship across disciplinary, political, institutional, and community borders. They are tied together through a simultaneous call for resistance--to Eurocentrism, corporatization, rationalism, and the fantasy of total systems of knowledge--and a call for critical collaborations. These collaborations seek to forge connections without perceived identity--linking concepts and communities without violating the differences that constitute them, seeking epistemic kinships while maintaining a willingness to not-know. In this way, they form a critical conversation between seemingly distinct areas and demonstrate fundamental allegiances between diasporic and indigenous scholarship, transnational and local knowledges, legal and eco-critical methodologies. Links are forged between Indigenous knowledge and ecological and social justice, creative critical reading, and ambidextrous epistemologies, unmaking the nation through translocalism and unsettling histories of colonial complicity through a poetics of relation. Together, these essays reveal how the critical methodologies brought to bear on literary studies can both challenge and exceed disciplinary structures, presenting new forms of strategic transdisciplinarity that expand the possibilities of Canadian literary studies while also emphasizing humility, complicity, and the limits of knowledge. 410 0$aTransCanada series. 606 $aCanadian literature$xHistory and criticism$xTheory, etc$vCongresses 606 $aCriticism$zCanada$vCongresses 606 $aLiterature and society$zCanada$vCongresses 615 0$aCanadian literature$xHistory and criticism$xTheory, etc. 615 0$aCriticism 615 0$aLiterature and society 676 $a801/.950971 702 $aKamboureli$b Smaro 702 $aVerduyn$b Christl$f1953- 712 12$aTransCanada: Literature, Institutions, Citizenship Conference$d(3rd :$f2009 :$eSackville, N.B.), 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910828443303321 996 $aCritical collaborations$93916053 997 $aUNINA LEADER 06292nam 22005775 450 001 9910634045603321 005 20251009102859.0 010 $a9789811943836 010 $a9811943834 024 7 $a10.1007/978-981-19-4383-6 035 $a(MiAaPQ)EBC7156585 035 $a(Au-PeEL)EBL7156585 035 $a(CKB)25657392100041 035 $a(DE-He213)978-981-19-4383-6 035 $a(EXLCZ)9925657392100041 100 $a20221209d2022 u| 0 101 0 $aeng 135 $aurcz#---auuuu 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aCollaborative Active Learning $ePractical Activity-Based Approaches to Learning, Assessment and Feedback /$fedited by Chan Chang-Tik, Gillian Kidman, Meng Yew Tee 205 $a1st ed. 2022. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Palgrave Macmillan,$d2022. 215 $a1 online resource (376 pages) $cillustrations (some color) 300 $aIncludes index. 311 08$aPrint version: Chang-Tik, Chan Collaborative Active Learning Singapore : Palgrave Macmillan US,c2023 9789811943829 320 $aIncludes bibliographical references and index. 327 $aPart 1: Theoretical Perspectives of Collaborative Active Learning -- Chapter 1: Introduction: Collaborative Active Learning ? Strategies, Assessment and Feedback -- Chapter 2: Active Learning: An Integrative Review -- Chapter 3: Student Collaboration through Assessment, Feedback and Peer Instruction -- Part 2: Practical Activity-based Approaches in Different Disciplines -- Chapter 4: Learning to Teach with Technology with Real-world Problem-based Learning -- Chapter 5: Collaborative Learning in Informal Spaces: Formulating a Pedagogical Project of Student-Centred Active Learning in Gender Studies -- Chapter 6: Collaborative Active Learning (CAL) Approach in Finance: A Case of Business Strategy Pitch Presentation -- Chapter 7: Scavenger Hunt Activity to Reinforce Engineering Fundamentals -- Chapter 8: Future-proofing Healthcare Skills Education: Technology-enhanced Collaborative Learning and Peer Teaching Strategies for Large Student Cohorts in Anatomy Practicals -- Chapter 9: Online Collaborative Active Learning in Psychology -- Chapter 10: Implementing a Successful Collaborative Active Learning Approach in Information Technology Discipline -- Chapter 11: Using Team-based Scenario Learning (TBSL) Approach to Teach Audit Risk -- Chapter 12: Peer-led Case Study Methodology in the Learning of Statistics -- Part 3: Conceptual Framework and Pedagogical Perspectives -- Chapter 13: Conceptual Framework for Disciplinary Approaches to Collaborative Active Learning -- Chapter 14: Technologies and Learning Spaces for Collaborative Active Learning. 330 $aThis book discusses activity-based collaborative active learning (CAL) approaches in connection with the learning and teaching of STEM and non-STEM disciplines. It also covers feedback and assessment activities as learning activities supported by learning technologies and applied in appropriate learning spaces. The contributing authors discuss in detail the implementation and facilitation of activity-based CAL strategies, the problems encountered and corresponding mitigation measures. In addition, all activities are developed in a blended mode, making them suitable for readers at any level of education who are interested in trying out CAL. Covering both STEM and non-STEM disciplines, this book offers comprehensive guidelines for lecturers who are interested in active learning. Chan Chang-Tik is a Senior Fellow, Higher Education Academy (SFHEA) and an Adjunct Senior Lecturer at Monash University Malaysia. His research interests are in the areas of collaborative learning in informal spaces, blended learning, educational technologies, and assessment and feedback for learning. He has more than 30 years of teaching experience from the secondary to the tertiary level. He has designed and conducted numerous online and face-to-face professional training programs for lecturers. He has more than five years of research experience and he has published a book chapter and numerous articles in peer-reviewed journals. Gillian Kidman is an Associate Professor at the Faculty of Education, Monash University, Australia. She is passionate about science and mathematics education. Her teaching and curriculum design in inquiry-based learning and teaching in the sciences is award winning. She has research interests in the integration of science and mathematics, especially the disciplinary and transdisciplinary thinking of STEM and STEAM. She is well respected throughout South East Asia, working extensively in STEM education with the South East Asian Ministries of Education, and the Regional Education Centre of Science and Mathematics (RECSAM) in Penang, Malaysia. Gillian is the co-editor for the International Journal of Geographical and Environmental Education (IRGEE) and is a member of the IGU CGE Steering Committee. Meng Yew Tee is a Senior Lecturer at the Faculty of Education, University of Malaya, Malaysia. His multidisciplinary academic and professional experience ? in education, management, journalism, technology and psychology ? cultivated his interest in researching construction of knowledge that cannot be learned merely through direct instruction. He also researches teachers? classroom practices, how people learn and construct knowledge, teaching and learning in collaborative settings as well as education systems. He has published numerous book chapters and articles in peer-reviewed journals. 606 $aEducation$xResearch 606 $aLearning, Psychology of 606 $aEducational Research 606 $aLearning Theory 606 $aInstructional Theory 615 0$aEducation$xResearch. 615 0$aLearning, Psychology of. 615 14$aEducational Research. 615 24$aLearning Theory. 615 24$aInstructional Theory. 676 $a929.374 702 $aChang-Tik$b Chan 702 $aKidman$b Gillian 702 $aTee$b Meng Yew 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910634045603321 996 $aCollaborative active learning$93089931 997 $aUNINA