Juan Fischer
Biographic Data
| ID | 7245721 |
|---|---|
| NAME | Juan Fischer |
| GIVEN NAMES | Juan |
| FAMILY NAME | Fischer |
| SIGNATURE | FISCHER J |
| AFFILIATIONS | Deakin University |
| ORCID | 0000-0002-8938-3575 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Context matters! Unpacking its role in evaluative judgement through the Theory of Practice Architectures
Coming to belong in the university through small acts of connection
Belonging is recognised as an important factor in student well-being, persistence and success at university, particularly for first-year students. Belonging is often described as an individual basic human need; to feel accepted, valued, and connected with peers, teaching staff, the curriculum, the university or places and communities. However, less is known about what students do to foster belonging for themselves. This paper adopts a relational …
How does assessment drive learning? A focus on students’ development of evaluative judgement
Summative assessment is often considered a motivator that drives students’ learning. Higher education has a responsibility in promoting lifelong learning and assessment plays an important role in supporting students’ capability to make evaluative judgements about their work and that of others. However, as research often focuses on formal pedagogical design, it is unclear what behaviours summative assessment prompts, thus the relationship between …
“Attending lectures in your pyjamas”
COVID-19 forced the digitalisation of teaching and learning in a response often described as emergency remote teaching (ERT). This rapid response changed the social, spatial, and temporal arrangements of higher education and required important adaptations from educators and students alike. However, while the literature has examined the constraints students faced (e.g. availability of the internet) and the consequences of the pandemic (e.g. studen…
No prominent works on this page.
“Attending lectures in your pyjamas”
COVID-19 forced the digitalisation of teaching and learning in a response often described as emergency remote teaching (ERT). This rapid response changed the social, spatial, and temporal arrangements of higher education and required important adaptations from educators and students alike. However, while the literature has examined the constraints students faced (e.g. availability of the internet) and the consequences of the pandemic (e.g. studen…
How does assessment drive learning? A focus on students’ development of evaluative judgement
Summative assessment is often considered a motivator that drives students’ learning. Higher education has a responsibility in promoting lifelong learning and assessment plays an important role in supporting students’ capability to make evaluative judgements about their work and that of others. However, as research often focuses on formal pedagogical design, it is unclear what behaviours summative assessment prompts, thus the relationship between …
Coming to belong in the university through small acts of connection
Belonging is recognised as an important factor in student well-being, persistence and success at university, particularly for first-year students. Belonging is often described as an individual basic human need; to feel accepted, valued, and connected with peers, teaching staff, the curriculum, the university or places and communities. However, less is known about what students do to foster belonging for themselves. This paper adopts a relational …
Context matters! Unpacking its role in evaluative judgement through the Theory of Practice Architectures
Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Communication in Education and Healthcare (2 works) · Computer Science (2 works) · Higher education (2 works) · Judgement (2 works) · Sociology (2 works) · Active learning (machine learning) (1 work) · Agency (philosophy) (1 work)