This latest volume in the Learning in Higher Education series, New Innovations in Teaching and Learning in Higher Education presents primary examples of innovative teaching and learning practices in higher education. The authors - scholars of teaching and learning from universities across the globe - all share the ambition to develop educational provisions to become much more learning-centred. Such learning-centredness is key to quality enhancement of contemporary higher education and may be achieved with a variety of methods. The chapters document innovative teaching and learning practices within six areas: Engaging Students through Practice - Student-Centred e-Learning - Technology for Learning - Simulation - Effective Transformation - Curriculum Innovations The book is truly international, containing contributions from Australia, Denmark, England, Hong Kong, Switzerland, Qatar, Scotland, South Africa, Tasmania, Vietnam, and the USA. Although the educational contexts are very different across these countries, there appears to be a striking similarity in the approach to innovative teaching and learning - a similarity which also runs through the six areas of the book. Whether scholars of teaching and learning engage in simulations, e-learning, transformation or use of modern technologies, they work to empower students.

This latest volume in the Learning in Higher Education series, Learning-Centred Curriculum Design in Higher Education is written to inspire and empower university teachers to engage in curriculum design processes that centre both the learning process and the learning outcomes of students. The book is structured by a central model of curriculum design, which links together learning (how students learn versus what students learn) and curriculum design (the process by which we design versus what we design). The book holds ten illustrative examples of learning-centred curriculum design spanning four distinct approaches. The chapter authors are all pioneering learning-centred activities in their respective curricula. The book is truly international, with authors from Denmark, England, Northern Ireland, South Africa, Turkey, and the USA. The beauty of this book is that it was written by reflective curriculum design practitioners, as they have experienced personal success with their curriculum (re)design processes. All chapters have been written with a "Yes, we did it!" attitude. The book aims to inspire university teachers and encourage investment in designing a more learning-centred curriculum. As the evidence from these examples shows, there are great benefits for students' engagement, motivation, self-efficacy, learning outcomes, and employability.

This latest volume in the Learning in Higher Education series, Innovative Teaching and Learning in Higher Education, brings together examples of teaching and learning innovations, within the domain of higher education. The anthology is diverse in nature and showcases concrete examples of innovative teaching and learning practices in higher education from around the world. The contributions come from all scientific disciplines and in all teaching and learning contexts. The twenty-eight inspiring examples in this volume show considerable diversity in their approaches to teaching and learning practices; at the same time they improve both student engagement and student learning outcomes. All the authors argue that their innovative approach has helped students to learn differently, better, and more. For those involved in higher education, there is a lot to be gained from reading these narrative accounts of innovative teaching and learning.