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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.
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.
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Mysterious Harmony
Paul Bartholomew
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R453
Discovery Miles 4 530
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Ships in 10 - 15 working days
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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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