Titlebook: Being and Becoming Through Higher Education; Expanding Possibilit Gloria Dall’Alba Book 2024 The Editor(s) (if applicable) and The Author(s

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Authentic Assessment for Student Learning: An Ontological Conceptualisationa stand in the situations encountered. In addition to assessing student achievement, then, authentic assessment can enhance integration of what students know and how they act with who they are becoming.

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An Ontological Turn for Higher Educationgh education by foregrounding instead the question of who they become. They do this through a theoretical/conceptual exploration of an approach to learning that undermines a narrow focus on the intellect by promoting the integration of knowing, acting and being.

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Metal Dihydrogen and σ-Bond Complexeshigher education programs, ontology has tended to be subordinated to epistemological concerns. This has meant the flourishing of notions such as transfer and acquisition of knowledge and skills, either generic or discipline-specific. The authors challenge this emphasis on what students acquire throu

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Variable Amplitude and Multiaxial Fatigue,se programs typically seek to ensure the acquisition of necessary knowledge and skills, as well as providing opportunities for their application. While not denying the importance of knowledge and skills, this chapter reconfigures professional education as a process of becoming. Learning to become a

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Variable Amplitude and Multiaxial Fatigue,atters for our living, among both students and teachers in higher education. In addressing this issue, I highlight responding through attunement to particularities of importance. A contribution of this article lies in proposing that we direct student learning toward responsive attuning to what matte

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Solid Mechanics and Its Applicationsd with renewed urgency. Authentic learning has been proposed as appropriate to preparing students for work and life beyond formal education. Conventionally, authentic learning has been equated to learning that involves real-life applications of knowledge. In this chapter, we challenge this conceptua