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New York Times reporter John Branch's riveting, humane pieces about
ordinary people doing extraordinary things at the edges of the
sporting world have won nearly every major journalism prize.
Sidecountry gathers the best of Branch's work for the first time,
featuring 20 of his favorites from the more than 2,000 pieces he
has published in the paper. Branch is renowned for covering the
offbeat in the sporting world, from alligator hunting to wingsuit
flying. Sidecountry features such classic Branch pieces, including
"Snow Fall," about downhill skiers caught in an avalanche in
Washington state, and "Dawn Wall," about rock climbers trying to
scale Yosemite's famed El Capitan. In other articles, Branch
introduces people whose dedication and decency transcend their
sporting lives, including a revered football coach rebuilding his
tornado-devastated town in Iowa and a girls' basketball team in
Tennessee that plays on despite never winning a game. The book
culminates with his moving personal pieces, including "Children of
the Cube," about the surprising drama of Rubik's Cube competitions
as seen through the eyes of Branch's own sports-hating son, and
"The Girl in the No. 8 Jersey," about a mother killed in the 2017
Las Vegas shooting whose daughter happens to play on Branch's
daughter's soccer team. John Branch has been hailed for writing
"American portraiture at its best" (Susan Orlean) and for covering
sports "the way Lyle Lovett writes country music-a fresh turn on a
time-honored pleasure" (Nicholas Dawidoff). Sidecountry is the work
of a master reporter at the top of his game.
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.
The tragic death of hockey star Derek Boogaard at twenty-eight was
front-page news across the country in 2011 and helped shatter the
silence about violence and concussions in professional sports. Now,
in a gripping work of narrative nonfiction, acclaimed reporter John
Branch tells the shocking story of Boogaard's life and
heartbreaking death. Boy on Ice is the richly told story of a
mountain of a man who made it to the absolute pinnacle of his
sport. Widely regarded as the toughest man in the NHL, Boogaard was
a gentle man off the ice but a merciless fighter on it. With great
narrative drive, Branch recounts Boogaard's unlikely journey from
lumbering kid playing pond-hockey on the prairies of Saskatchewan,
so big his skates would routinely break beneath his feet; to his
teenaged junior hockey days, when one brutal outburst of violence
brought Boogaard to the attention of professional scouts; to his
days and nights as a star enforcer with the Minnesota Wild and the
storied New York Rangers, capable of delivering career-ending
punches and intimidating entire teams. But, as Branch reveals,
behind the scenes Boogaard's injuries and concussions were mounting
and his mental state was deteriorating, culminating in his early
death from an overdose of alcohol and painkillers. Based on months
of investigation and hundreds of interviews with Boogaard's family,
friends, teammates, and coaches, Boy on Ice is a brilliant work for
fans of Michael Lewis's The Blind Side or Buzz Bissinger's Friday
Night Lights. This is a book that raises deep and disturbing
questions about the systemic brutality of contact sports-from
peewees to professionals-and the damage that reaches far beyond the
game.
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.
The theme of this book is digital marketing. We now live in the
digital age - indeed, there are more than 3 billion people
connected to the internet. For every 100 people on the planet,
there are 96 mobile telephone subscriptions. And more and more of
our everyday objects - cuddly toys, cars, even kettles - have
created an "internet of things." It is no surprise, therefore, that
companies are eager to harness this digital world. Marketers, in
particular, hope that so-called digital marketing will allow them
to gain new customer insights, refine customer segmentation, and
communicate to customers more efficiently and effectively. They
anticipate that the digital age will offer possibilities for new
product innovation, advanced methods for engaging customers and
original vehicles for creating brand communities. Despite the
pervasiveness of digital technologies, however, digital marketing
is seemingly still in its infancy. To begin, what exactly is
digital marketing? The term is commonly used, but its meaning - its
scope, outline, boundary and limits - is far from concise. This
book explores the realities of digital marketing, with
contributions from both academics and practitioners who are experts
in the field.
New York Times reporter John Branch's riveting, humane pieces about
ordinary people doing extraordinary things at the edges of the
sporting world have won nearly every major journalism prize.
Sidecountry gathers the best of Branch's work for the first time,
featuring 20 of his favorites from the more than 2,000 pieces he
has published in the paper. Branch is renowned for covering the
offbeat in the sporting world, from alligator hunting to wingsuit
flying. Sidecountry features such classic Branch pieces, including
"Snow Fall," about downhill skiers caught in an avalanche in
Washington state, and "Dawn Wall," about rock climbers trying to
scale Yosemite's famed El Capitan. In other articles, Branch
introduces people whose dedication and decency transcend their
sporting lives, including a revered football coach rebuilding his
tornado-devastated town in Iowa and a girls' basketball team in
Tennessee that plays on despite never winning a game. The book
culminates with his moving personal pieces, including "Children of
the Cube," about the surprising drama of Rubik's Cube competitions
as seen through the eyes of Branch's own sports-hating son, and
"The Girl in the No. 8 Jersey," about a mother killed in the 2017
Las Vegas shooting whose daughter happens to play on Branch's
daughter's soccer team. John Branch has been hailed for writing
"American portraiture at its best" (Susan Orlean) and for covering
sports "the way Lyle Lovett writes country music-a fresh turn on a
time-honored pleasure" (Nicholas Dawidoff). Sidecountry is the work
of a master reporter at the top of his game.
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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