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.

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.

Assessing Learning in Higher Education addresses what is probably the most time-consuming part of the work of staff in higher education, and something to the complexity of which many of the recent developments in higher education have added. Getting assessment 'right'- that is, designing and implementing appropriate models and methods, can determine the future lives and careers of students. But, as Professor Phil Race comments in his excellent and thought-provoking foreword, students entering higher education often have little idea about how exactly assessment will work, and often find that the process is very different from anything they have previously encountered. Assessing Learning in Higher Education contains innovative approaches to assessment drawn from many different cultures and disciplines. The chapter authors argue the need for changing assessment and feedback processes so that they embrace online collaboration and discussion between students as well as between 'students' and 'faculty'. The chapters demonstrate that at some points there is a need to be able to measure individual achievement, and to do this in ways that are valid, transparent, authentic - and above all fair. Assessment and feedback processes need to ensure that students are well prepared for this individual assessment, but also to take account of collaboration and interaction. The respective chapters of Assessing Learning in Higher Education all of which are complete in themselves, but with very useful links to ideas in other chapters, provide numerous illustrations of how this can be achieved.

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.