Shifting centres: Pedagogical relations in the Era of Big Data

McWilliam, Erica L. (2016) Shifting centres: Pedagogical relations in the Era of Big Data. International Journal of Leadership in Education, 19(1), pp. 40-55.

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This paper presents a cautious argument for re-thinking both the nature and the centrality of the one-to-one teacher/student relationship in contemporary pedagogy. A case is made that learning in and for our times requires us to broaden our understanding of pedagogical relations beyond the singularity of the teacher/student binary and to promote the connected teacher as better placed to lead learning for these times. The argument proceeds in three parts: first, a characterization of our times as defined increasingly by the digital knowledge explosion of Big Data; second, a re-thinking of the nature of pedagogical relationships in the context of Big Data; and third, an account of the ways in which leaders can support their teachers to become more effective in leading learning by being more closely connected to their professional colleagues.

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ID Code: 93059
Item Type: Journal Article
Refereed: Yes
Keywords: contemporary pedagogy, Big Data, the connected teacher, leading learning, HERN
DOI: 10.1080/13603124.2015.1096076
ISSN: 1464-5092
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)
Divisions: Current > QUT Faculties and Divisions > Creative Industries Faculty
Copyright Owner: 2015 Taylor & Francis
Deposited On: 19 Feb 2016 01:16
Last Modified: 25 Feb 2016 10:28

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