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The case studies: CHAT in use - Case study 13.1 Designing an effective undergraduate vocal pedagogy environment: A case of cultural-historical activity approach in a singing course

Chapter


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Abstract


  • This chapter draws on six case studies of pedagogy with technology in Higher

    Education. The studies are chosen because they illustrate how the use of technology

    impacts on pedagogy in these contexts. While the cases are drawn from different

    levels of higher education (undergraduate to postgraduate) they are woven together

    by a shared framework: namely, the use of CHAT to explore pedagogical

    innovation with technology. One of the significant strengths of CHAT, all studies

    will argue, lies in its ability to situate goal-directed action within the larger context

    of a motive-directed activity. That is, its explanatory power lies in situating

    pedagogy (in the instances reported here) socially, taking it out of the realm of the

    teacher I student dyad to enable a more nuanced understanding of how learning

    actually happens as a complex activity.

Publication Date


  • 2015

Citation


  • Verenikina, I. & Latukefu, L. (2015). The case studies: CHAT in use - Case study 13.1 Designing an effective undergraduate vocal pedagogy environment: A case of cultural-historical activity approach in a singing course. In V. Bozalek, D. Ng'Ambi, D. Wood, J. Herrington, J. Hardman & A. Amory (Eds.), Activity Theory, Authentic Learning and Emerging Technologies (pp. 159-163). Abingdon, United Kingdom: Routledge.

Scopus Eid


  • 2-s2.0-84960410778

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2326&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/1327

Book Title


  • Activity Theory, Authentic Learning and Emerging Technologies

Start Page


  • 159

End Page


  • 163

Abstract


  • This chapter draws on six case studies of pedagogy with technology in Higher

    Education. The studies are chosen because they illustrate how the use of technology

    impacts on pedagogy in these contexts. While the cases are drawn from different

    levels of higher education (undergraduate to postgraduate) they are woven together

    by a shared framework: namely, the use of CHAT to explore pedagogical

    innovation with technology. One of the significant strengths of CHAT, all studies

    will argue, lies in its ability to situate goal-directed action within the larger context

    of a motive-directed activity. That is, its explanatory power lies in situating

    pedagogy (in the instances reported here) socially, taking it out of the realm of the

    teacher I student dyad to enable a more nuanced understanding of how learning

    actually happens as a complex activity.

Publication Date


  • 2015

Citation


  • Verenikina, I. & Latukefu, L. (2015). The case studies: CHAT in use - Case study 13.1 Designing an effective undergraduate vocal pedagogy environment: A case of cultural-historical activity approach in a singing course. In V. Bozalek, D. Ng'Ambi, D. Wood, J. Herrington, J. Hardman & A. Amory (Eds.), Activity Theory, Authentic Learning and Emerging Technologies (pp. 159-163). Abingdon, United Kingdom: Routledge.

Scopus Eid


  • 2-s2.0-84960410778

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2326&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/1327

Book Title


  • Activity Theory, Authentic Learning and Emerging Technologies

Start Page


  • 159

End Page


  • 163