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17. Reimagining the sage–guide dichotomy: A life-long learner’s story of teaching and learning in Higher Education

  • Katherine Herbert (author)
  • Yeslam Al-Saggaf (author)
Chapter of: Stories of Hope: Reimagining Education(pp. 201–210)

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Metadata
Title17. Reimagining the sage–guide dichotomy
SubtitleA life-long learner’s story of teaching and learning in Higher Education
ContributorKatherine Herbert (author)
Yeslam Al-Saggaf (author)
DOIhttps://doi.org/10.11647/obp.0462.17
Landing pagehttps://www.openbookpublishers.com/books/10.11647/obp.0462/chapters/10.11647/obp.0462.17
Licensehttps://creativecommons.org/licenses/by-nc/4.0/
CopyrightKatherine Herbert; Yeslam Al-Sagga;
PublisherOpen Book Publishers
Published on2025-07-02
Long abstractThis case study uses an autoethnographic approach to explore the impact of combining the traditional “sage on the stage” and the “guide on the side” teaching models into something that would more effectively support the intentional development of students’ skills. The chapter reflects on the experience of a computing educator who transitioned from orchestrating learning like a conductor to engaging as a player-conductor within the classroom ensemble. By co-creating the assessment task with students—starting with a draft and then collaboratively refining it—the educator fostered a more inclusive and participatory learning environment. Embracing curiosity and vulnerability, the course became a space where teacher–student interactions were reimagined, enabling students to be seen and treated as active agents in their own learning. This approach opened the door to more meaningful, dynamic, and hopeful educational relationships.
Page rangepp. 201–210
Print length10 pages
LanguageEnglish (Original)
Contributors

Katherine Herbert

(author)
Sub Dean Learning and Teaching in the Faculty of Business, Justice and Behavioural Sciences, as well as Lecturer in Blended Learning at the School of Business at Charles Sturt University

Dr Katherine Herbert is Sub Dean Learning and Teaching in the Faculty of Business, Justice and Behavioural Sciences, as well as Lecturer in Blended Learning at the School of Business at Charles Sturt University (CSU). She holds a Doctor of Philosophy from the University of Southern Queensland, where her thesis explored learning and teaching professional development in Higher Education. She also holds a Master of Education (Knowledge Networks and Digital Innovation), a Bachelor of Arts in Literature, as well as a Certificate IV in Training and Assessment. Katherine is actively researching in the areas of the Scholarship of Teaching and Learning, including capability-building and academic development. She is also involved in investigating and observing the impact of applied educational technology to learning experiences, and partners with various research teams within CSU.

Yeslam Al-Saggaf

(author)
Professor in Computing at Charles Sturt University

Dr Yeslam Al-Saggaf is Professor in Computing at Charles Sturt University, where he has been an academic since 2003. He is the author of The Psychology of Phubbing (Springer, 2022) and the successful recipient of three Australian Research Council (ARC) grants, including as the Lead Chief Investigator for one grant project. Currently, he is leading an Australian Government grant in Cyber Security. He holds a Bachelor of Engineering (with honours) in Computer and Information Engineering from Malaysia, and a Master of Information Technology and a PhD from Charles Sturt University. Al-Saggaf is interested in the security side of computing as well as the ethical, sociological, and psychological aspects of the technology.