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The latest volume in the Learning in Higher Education series,
Innovative Teaching and Learning Practices in Higher Education
introduces the reader to a number of inspiring transformative
educational practices. It explores in depth what has motivated
these teachers to transform their teaching, how they went about
doing it, and what the results were for their students in terms of
learning and engagement. The innovative practices in the book
centre around three types of innovations: * Technology-based *
Simulation-based * Practice-based Innovative Teaching and Learning
Practices in Higher Education takes a pedagogical, procedural, and
practical approach to the development of innovative teaching and
learning practices. The authors, who are university teachers
themselves, focus on encouraging, empowering and enabling fellow
teachers to develop, design, and implement new and innovative
teaching and learning practices for the improvement of student
engagement and student learning. The book describes teaching and
learning innovations in terms of the complex links between teaching
practices and underlying theories and philosophies of learning.
Showcasing innovative practices from across different fields of
science, the book is cross-disciplinary and inclusive.
A collection of expert essays on innovative teaching and learning
in higher education.
This book has a completely new take on e-learning in higher
education, introducing a novel framework which distinguishes
between e-learning 1.0 (distribution), e-learning 2.0 (dialogue),
and e-learning 3.0 (construction). Through this framework, the use
of e-learning is actively linked to three theoretical perceptions
of learning: 1.0 (behavioural learning theory), 2.0 (cognitive
learning theory), and 3.0 (social learning theory). E-learning 1.0,
2.0, and 3.0 guides the reader through the design and use of
e-learning by the central framework. Readers are invited to reflect
on the learning theories underlying their own e-learning design
practices. The book introduces eight practical examples of
e-learning design considerations and e-learning implementations as
academic colleagues from around the world present their concrete
use-cases of e-learning technologies. E-learning 1.0, 2.0, and 3.0
will enable readers to use the framework for e-learning and its
link to associated learning theories to inform their own design and
use of e-learning technologies - for the benefit not only of
teachers, but also the engagement and learning of 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, 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.
For many years, it has been the general view that entrepreneurs are
simply born that way - that entrepreneurship is innate and
therefore cannot be taught (or learned), and is therefore a subject
unsuited to higher education. The logic seemed to follow: an
entrepreneur is just naturally an entrepreneur, and studying
entrepreneurship, therefore, is a meaningless enterprise. Borrowing
Nike's slogan, entrepreneurs just do it. But in recent years, a
complete reversal of thinking in higher education has occurred.
Indeed, entrepreneurs, it is claimed, are made, not born. In other
words, entrepreneurship can be learned. Subsequently, institutions
of higher education, in most countries around the world, have
embraced the teaching and learning of entrepreneurship with
fervour, as demonstrated by the growth of entrepreneurship centres,
new venture incubators, and business plan competitions on college
and university campuses. Teaching and Learning Entrepreneurship in
Higher Education embraces this if to how reversal, by exploring
entrepreneurship activities at different universities around the
world from three primary perspectives: policy, practice, and
mindset. Its twelve chapters demonstrate that there is no
'one-size-fits-all' model for teaching and learning
entrepreneurship in higher education. Despite their differences,
however, the twelve also share a common desire to develop and
nurture entrepreneurship, and will inspire anyone with an interest
in teaching and learning entrepreneurship in higher education.
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.
One of the most significant recent trends in Higher Education has
been the move from a focus on teaching to one on learning. But, as
anyone who has ever run programmes or courses will recognise, both
the physical geography and the ethos of the location have major
impacts on the quality of the resulting learning experience. Hence
the current interest in learning spaces - considered here as 'sites
of interaction.' The fourteen chapters of this anthology, produced
by the international Association Learning in Higher Education's
well-tested and rigorous methodology, discuss the concept of
learning spaces, the pedagogy of learning spaces, and the way
learning spaces are changing. Learning Space Design indicates that
the evolution of learning spaces is, and ought to be, a contested
area which cannot be resolved just through a formal building
commissioning process. It is important to make explicit the nexus
between educational philosophy and architectural design of physical
and/or virtual learning spaces, especially if the aim is to
increase student agency, interaction, and collaboration. Learning
Space Design puts the spotlight on an important, but often
overlooked, dimension of teaching and learning processes in higher
education. It is a rallying call for a mission to explore further
the nature and purposes of learning spaces, and it should be
essential reading for all those designing, delivering or evaluating
teaching and learning in higher education. About the editors Lennie
Scott-Webber is Director Education Environments of Steelcase
Education Solutions at Steelcase Inc. in Grand Rapids, U.S.A. John
Branch is Academic Director of the part-time MBA programmes and
Lecturer of Marketing at the Stephen M. Ross School of Business,
and Faculty Associate at the Center for Russian, East European,
& European Studies, both of the University of Michigan in Ann
Arbor, U.S.A. Paul Bartholomew is Director of Learning Innovation
and Professional Practice at Aston University in Birmingham,
England. Claus Nygaard is executive director of LiHE and executive
director of cph: learning institute.
This latest volume in the Learning in Higher Education series,
Globalisation of Higher Education, explores the idea that
globalisation is both an opportunity and a challenge to higher
education. Universities open up branches in foreign countries. New
educational partnerships are being established across borders. We
see globalisation of higher education on the rise everywhere. Is
there a perfect model of globalisation of higher education? The
editors think not. Nevertheless, they believe that we can learn a
lot from studying excellent contextual globalisation practices
taking place at universities around the world. This book presents
11 cases of globalisation of higher education. The cases are
grouped within four perspectives: 1) political perspectives 2)
institutional perspectives 3) cultural perspectives 4) personal
perspectives. Globalisation of Higher Education examines how
universities are currently dealing with globalisation. Chapters are
written by faculty members and administrators at universities, who
all share the knowledge and practice of having developed
international, transnational, or global offerings in form of
educational programmes and courses. They describe their challenges,
and how they have dealt with those.
This is the latest volume in the Learning in Higher Education
series. Active Learning has at least two major benefits: 1) it
engages students in their learning, and 2) it enhances their deeper
learning outcomes. In this book, authors from universities in
Australia, Canada, Italy, New Zealand, Romania, Turkey, the UK and
the USA show how they have used active learning to engage their
students and improve their deeper learning outcomes. Reading the
book, you will gain insight into how the authors designed and
carried out their teaching, using one of these eleven active
learning methods: authentic project-based learning; case-based
learning; experience-based learning; flipped and peer learning;
inquiry-based learning; learning space design; project-based
learning; research-based learning; students as partners framework;
technology-enhanced learning; and virtual exchange co-design. The
deeper learning outcomes documented by surveying or interviewing
students include: a sense of belonging for improving retention;
development of graduate attributes; digital pedagogy and
professional skills; engaged and enhanced learning experiences;
enhanced well-being; graduate employability; interpersonal and
leadership skills; reflective practitioners; research communication
competencies; and retention and employability. All the chapters in
the book are underpinned by contemporary learning theories and
methodologies on active learning. Yet, they are written in a direct
and accessible language to inspire the reader to engage in teaching
practices that enhance active learning in higher education.
Technology-Enhanced Learning in Higher Education is an anthology
produced by the international association, Learning in Higher
Education (LiHE). LiHE, whose scope includes the activities of
colleges, universities and other institutions of higher education,
has been one of the leading organisations supporting a shift in the
education process from a transmission-based philosophy to a
student-centred, learning-based approach. Traditionally education
has been envisaged as a process in which the teacher disseminates
knowledge and information to the student, and directs them to
perform - instructing, cajoling, encouraging them as appropriate -
despite different students' abilities. Yet higher education is
currently experiencing rapid transformation, with the introduction
of a broad range of technologies which have the potential to
enhance student learning. This anthology draws upon the experiences
of those practitioners who have been pioneering new applications of
technology in higher education, highlighting not only the
technologies themselves but also the impact which they have had on
student learning. The anthology illustrates how new technologies -
which are increasingly well-known and accepted by today's 'digital
natives' undertaking higher education - can be adopted and
incorporated. One key conclusion is that learning remains a social
process even in technology-enhanced learning contexts. So the
technology-based proxies we construct need to retain and reflect
the agency of the teacher. Technology-Enhanced Learning in Higher
Education showcases some of the latest pedagogical technologies and
their most creative, state-of-the-art applications to learning in
higher education from around the world. Each of the chapters
explores technology-enhanced learning in higher education in terms
of either policy or practice. They contain detailed descriptions of
approaches taken in very different curriculum areas, and
demonstrate clearly that technology may and can enhance learning
only if it is designed with the learning process of students at its
core. So the use of technology in education is more linked to
pedagogy than it is to bits and bytes.
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