Scenario pedagogy as a negotiated, multimodal approach to developing professional communication practices in higher education

Simple item page
dc.contributor.advisorArcher, Arleneen_ZA
dc.contributor.authorGrant, Terrien_ZA
dc.date.accessioned2014-12-30T06:50:40Z
dc.date.available2014-12-30T06:50:40Z
dc.date.issued2012en_ZA
dc.descriptionIncludes bibliographical references.en_ZA
dc.description.abstractThe focus of this study is pedagogy - the 'how' of teaching. In particular, a negotiated and multimodal pedagogical approach which I have coined scenario pedagogy is of interest. Scenario pedagogy involves embedding an entire curriculum into a topical and authentic scenario, relevant to a particular group of students in higher education. The course in question is professional communication and the target group comprises senior and post-graduate accounting and other finance and information systems students registered in the commerce faculty. They are not communication students per se but register for a one-semester professional communication course towards their respective commerce degrees. In this study I examine how these students develop their professional communication practices using a wide variety of verbal and visual semiotic resources. Their selection of hybrid discursive, generic and modal resources are foregrounded at both draft and final product stage and include their communicative processes as well as the material artefacts they deliver in class. How students instantiate their meaning making and emerging identity as professionals-to-be is highlighted against a pedagogical framework of negotiated design. This framework combines a multiliteracies cum multimodal perspective which is underpinned by the notion of transformed practice. As pivotal elements of transformation - personally, collectively and societally - education and communication play significant roles, particularly in post-Apartheid South Africa still characterised by enormous socio-economic disparities and disadvantage.en_ZA
dc.identifier.apacitationGrant, T. (2012). <i>Scenario pedagogy as a negotiated, multimodal approach to developing professional communication practices in higher education</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/10561en_ZA
dc.identifier.chicagocitationGrant, Terri. <i>"Scenario pedagogy as a negotiated, multimodal approach to developing professional communication practices in higher education."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2012. http://hdl.handle.net/11427/10561en_ZA
dc.identifier.citationGrant, T. 2012. Scenario pedagogy as a negotiated, multimodal approach to developing professional communication practices in higher education. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Grant, Terri AB - The focus of this study is pedagogy - the 'how' of teaching. In particular, a negotiated and multimodal pedagogical approach which I have coined scenario pedagogy is of interest. Scenario pedagogy involves embedding an entire curriculum into a topical and authentic scenario, relevant to a particular group of students in higher education. The course in question is professional communication and the target group comprises senior and post-graduate accounting and other finance and information systems students registered in the commerce faculty. They are not communication students per se but register for a one-semester professional communication course towards their respective commerce degrees. In this study I examine how these students develop their professional communication practices using a wide variety of verbal and visual semiotic resources. Their selection of hybrid discursive, generic and modal resources are foregrounded at both draft and final product stage and include their communicative processes as well as the material artefacts they deliver in class. How students instantiate their meaning making and emerging identity as professionals-to-be is highlighted against a pedagogical framework of negotiated design. This framework combines a multiliteracies cum multimodal perspective which is underpinned by the notion of transformed practice. As pivotal elements of transformation - personally, collectively and societally - education and communication play significant roles, particularly in post-Apartheid South Africa still characterised by enormous socio-economic disparities and disadvantage. DA - 2012 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2012 T1 - Scenario pedagogy as a negotiated, multimodal approach to developing professional communication practices in higher education TI - Scenario pedagogy as a negotiated, multimodal approach to developing professional communication practices in higher education UR - http://hdl.handle.net/11427/10561 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/10561
dc.identifier.vancouvercitationGrant T. Scenario pedagogy as a negotiated, multimodal approach to developing professional communication practices in higher education. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2012 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/10561en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducationen_ZA
dc.titleScenario pedagogy as a negotiated, multimodal approach to developing professional communication practices in higher educationen_ZA
dc.typeDoctoral Thesis
dc.type.qualificationlevelDoctoral
dc.type.qualificationnamePhDen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
thesis_hum_2012_grant_t.pdf
Size:
14.71 MB
Format:
Adobe Portable Document Format
Description:
Download
Collections
PhD / Doctoral