Georgina Barton

A close reading of research on how to improve learning shows that questions about learning are almost always met by educational researchers with investigations of teaching. This disastrous shortcut equates learning with teaching. It reduces teaching to narrowly specific prescriptions for what should be transplanted into the heads of kids. It takes the teacher out of the teaching. It reduces teaching to curriculum, to strategies or recipes for organizing kids to know some target knowledge.

ABSTRACT The world is becoming increasingly characterised by volatility, uncertainty, complexity and ambiguity (VUCA). How education systems, policies and practices respond to the challenges facing young people and their communities is of critical importance, including questions of pedagogy and curriculum in mainstream and alternative education contexts. Knowing how systems and institutions can address the challenges of a VUCA world is important in striving for justice in educational contexts.

Abstract Doctoral studies can be daunting unless candidates are able to implement effective self-directed strategies and motivational tools to ensure success, which is reflected in the high attrition rates of doctoral candidates globally. This paper explores the use of a learning management system (LMS) to support the completion of a PhD for a doctoral candidate in a regional university enrolled in the online offering.