Bøger af Kate O'Connor

The way we speak to ourselves matters! Enjoy 18 striking, modern and graphic illustrations in a moment of mindfulness with your child (or yourself!). This book aims to help support the foundations for your mental health, wellbeing and resilience whilst having fun. Affirmations are positive statements that can challenge and combat negative or self-sabotaging thoughts. Use this book as a great way to practice mitigating stress; and to learn how to boost self care and self worth from within. HOW TO USE THIS BOOK: Read at story time to engage your child & foster discussions about feelings, attributes and attitudes. OR Randomly flip to a page each morning to focus on a confidence-building "affirmation of the day".

In a context in which explicit attention to the curriculum has been sidelined in universities' strategy, this book makes an argument for why curriculum matters, both in understanding the effects of unbundled online learning and more broadly. It takes up two particular curriculum issues which are amplified in an unbundled context: differences in the formulation of curriculum between disciplines and professional fields, and the extent these are recognised in university strategy; and the push for constructivist pedagogies, and its effects on curriculum construction. Since the onslaught of MOOCs in 2012, unbundled forms of online learning offered via partnerships with external online program management and MOOC providers have grown significantly across the university sector. There has been much debate about the implications of these partnerships but the focus has predominantly been on the engagement of students and their learning. This book takes a different and novel approach, looking instead at the effects on curriculum and knowledge.Drawing on selected case studies, the book reflects on how university leaders and academics engaged with MOOCs and other forms of unbundled online learning in the early 2010s, and the effects of these reforms on curriculum practice. It captures in detail the complex and difficult work involved in university curriculum making in a way rarely seen in discussions of higher education. And it generates new in-sights about some of the critical problems manifest in the ongoing moves to embrace unbundled online learning today.

There is much discussion about what needs to change in education institutions in the 21st century, but less attention given to how core disciplinary studies should be considered within that context. This book is based on a major 4-year research study of history and physics in the changing environment of schools and universities in Australia.