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Making a classroom a space that can become a place of lively discussion and interaction is a goal of many instructors, but it can be challenging to assess the extent to which classroom engagement is resulting in meaningful participation. The use of an assessment tool called classroom mapping provides a way to trace and analyze students’ interaction, performance, and involvement in a class. It maps discussions and shows feedback on what is going on; including who is talking, for how long, what subjects and instructional strategies engage which students, and what kinds of connections are being made with the students and the instructors. This chapter considers the broader implications of using technology to elevate classroom mapping from formative assessment to potential learning analytic, with particular attention to the practical, pedagogical and ethical implications of recording and mapping how students engage in their classes.

This chapter sets out to explore consumer-centred experiential luxury from the perspective of a human body. We focus on the various practices related to a yoga retreat holiday experience in luxury hotel premises, such as encounters with hotel facilities, employees, nature and atmosphere besides yoga practice. Attention to bodily practices and affectivities on a yoga retreat holiday experience enables discussing intangible luxury beyond the traditional debate of luxury as related to product or brand features or experiential luxury focused only on the cognitive multisensory perceptions. The autoethnographic approach supports unwrapping the subtle affectual sensations building individual luxury in the experience setting. The data are gathered along with the first author's fieldwork during her three yoga retreat holidays in Thailand. The embodied investigation of tourist practices inducing luxury in the premises of a luxury hotel enriches the discussion of the co-creation between human bodies and the experience setting. It draws attention to the dynamic, situational and sensitive nature of luxury in the contemporary touristic experience of a yoga retreat holiday. It also advances the existing research on the body, practice and knowing by featuring the way luxury is emerging within the practice of yoga retreat holiday. By challenging the paradigm of luxury sensed only through our five external senses, our findings on the being, doing and moving body deepen the understanding of the co-creation and sensitiveness, affecting the subjective, transparent and embodied understanding of luxury experience.

In this chapter, I explore embodiment as a multi-modal pedagogy for teacher education. I begin with a theoretical exploration of the concepts of embodiment and embodied pedagogy across a range of cultural, philosophical and research traditions and their significance in considering powerful pedagogies for contemporary teacher education. I then go on to present a lived example of ‘the image of the images’ as a drama-based embodied pedagogy for pre-service teacher reflection. Drawing on my research in Australia with a group of pre-service teachers, I unpack the potential benefits of embodied reflection as a pedagogical strategy for engaging pre-service teachers in deep, collaborative reflection on learning to teach. Finally, I offer suggestions for adapting and applying this pedagogical approach across different teacher education contexts.

Interest in academic entrepreneurship is gaining attention as pressure on academic institutions to be more entrepreneurial increases. To date, emphasis has been on the transfer and commercialisation of research with little discussion focused on the entrepreneurial potential of university teaching. Drawing on Schumpeter’s theory of entrepreneurship, in particular the combining and recombining of resources and the concept of resistance, we provide an illustrative case study of one entrepreneurial academic venture that emerged from the teaching activities of a university. We examine how this venture, the ICEHOUSE, has evolved and been sustained despite pressure from competing logics from its partnering institutions. We argue that multiple and competing logics by various stakeholder groups led to ‘resistive tension’ which has supported the growth of the organisation.