Titlebook: Applied Pedagogies for Higher Education; Real World Learning Dawn A. Morley,Md Golam Jamil Book‘‘‘‘‘‘‘‘ 2021 The Editor(s) (if applicable)

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Grundannahmen der Untersuchung,community that exists beyond the immediate experience of the student. All three case studies present a means by which the student can negotiate their role and construct knowledge alongside others, in complex, dynamic and situated learning environments that value student-centred, emancipatory practices.

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Entzauberung des Politischen Urteilsk, can prepare students successfully for authentic and high-risk summative assessments. The authors argue for a learning and teaching approach that emphasises sequential, real world assessment that focuses on student longitudinal development.

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Erhebung alltagsdidaktischer Vorstellungen,lace by capturing and reflecting on actions in real world situations, while recognising that using technology of the workplace can facilitate learning outcomes..Three case studies look at the use of social media, developing reflective e-portfolios and recording simulations to support reflective learning.

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The Role of Professional Networks in Supporting and Developing Real World Learninga vehicle for contextualising the effectiveness and prerequisites required for effective learning networks to be established. The chapter will culminate by providing the reader with a proposed approach for the implementation of an effective learning network.

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Designing and Supporting Extraordinary Work Experienceesign can bridge the theory-practice divide and support structures between university and work. The chapter is contextualised in the higher education landscape where students ‘work readiness’ is gaining greater traction and how attributes for employability are developed during university.

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Making Projects Real in a Higher Education Contexthapter explores the challenges that face educators who wish to foreground ‘social learning’ and engagement with communities of practice as a means of easing the transition for students from education to the world of work.

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‘Getting to the Soul’: Radical Facilitation of ‘Real World’ Learning in Higher Education Programmes of ‘breaking-in’ to understand this soul-less situation (illustrated in case study one), Trelfa calls for it to be radically different: if real world learning is to live up to its name then its reflective practice needs to be authentic (illustrated in case study 2).