Global innovation of teaching and learning in higher education : transgressing boundaries /
Global innovation of teaching and learning in higher education : transgressing boundaries /
Prudence C. Layne, Peter Lake, editors.
- 1 online resource (xvi, 369 pages).
- Professional learning and development in schools and higher education ; volume 11 .
- Professional learning and development in schools and higher education ; v. 11. .
Includes bibliographical references and index.
Foreword by James Wisdom; About the Book's Organization ; Preface ; Acknowledgements; Contents; Contributors; Chapter-1; Introduction: Teaching and Learning at the Crossroads; Teaching Innovatively; Drivers for Change; The Importance of 'Engaging Students'; Engaging Mind, Body and Spirit; What About Us? Instructors Need to Be Engaged Too!; Does Duration Matter?; SoTL at a Crossroads; Reference; Part I; Transforming the 'Traditional' in HigherEducation; Chapter-2; Concentrated Learning: A Linear Approach to Knowledge for Higher Education; Introduction; History; Concentrated Learning; Issues. Previous Academic StudiesNeurological Studies; Time; Studies: Baun 2007; Studies: University of Montana Western; Suggested Success Factors for Concentrated Courses; Conclusion; References; Chapter-3; Transforming Higher Education Institutions; Higher Education: A Slow Route to Revolutionary Innovation; Elon University Ranked as a National Leader in Student Engagement; Aligning Strategy and Purpose with the Institutional Mission; Innovating Around Physical Space; History Transforms; Entering Virtual Space; Restructuring the Academic Calendar; Meeting Student Expectations; Summary; References. Chapter-4Digital Storytelling in Industrial Design; Introduction; Literature Review; South African Higher Education Institutions' Response to Non-traditional Students; The Universal Design for Learning Framework; Digital Storytelling in Industrial Design; Methodology; Findings; Characteristics Which Made the Students in this Study Non-traditional and the Challenges they Encountered in Their Studies; The Potential of Digital Storytelling in Enhancing Teaching and Learning of Non-traditional Students; Affinity to Digital Technology; Creative Identity; Collaboration and Peer Learning. Flexibility/Blurring of BoundariesChallenging Task; Discussion and Recommendations; Conclusion; Appendix 4.1: Digital Storytelling Project Brief; Appendix 4.2: Digital Storytelling Marking Rubric; References; Chapter-5; Challenging Pedagogic Norms: Engaging First-year Undergraduates in an Intensive Research Informed Learning Programme; National and International Contexts for Grand Challenges; The 2013 Grand Challenges Pilot; Pedagogic Principles; Research-led Education; Active Inquiry Based Learning; Interdisciplinarity; Education for Employability. Critical Reflections on the 2013 Grand Challenges PilotEngagement and Motivation: Student Perspectives; Academic Leadership and Facilitation: Staff Perspectives; Contributions to Wider Curriculum Design Theory; Curriculum Design: Issues of Ownership; Performativity vs. a Liberal Education; Education as Action: Critical Pedagogy; The Unique Characteristics of Intensive Programmes; Conclusion and Recommendations; References; Chapter-6 ; Rethinking Evidence: Assessment in the History Discipline in Australian Universities ; Introduction; Background; Literature; Learning Outcomes in History?
9783319104829 3319104829 3319104810 9783319104812
10.1007/978-3-319-10482-9 doi
com.springer.onix.9783319104829 Springer Nature
GBB8N1842 bnb
Education.
Education, Higher.
Education and globalization.
Education, Higher--International cooperation.
International education.
EDUCATION--Higher.
Education and globalization.
Education, Higher.
Education, Higher--International cooperation.
International education.
Education--Educational Policy & Reform--General.
Higher & further education, tertiary education.
Educational strategies & policy.
Education--Educational Psychology.
Teaching skills & techniques.
Electronic books.
LB2322.2
378.172/4
Includes bibliographical references and index.
Foreword by James Wisdom; About the Book's Organization ; Preface ; Acknowledgements; Contents; Contributors; Chapter-1; Introduction: Teaching and Learning at the Crossroads; Teaching Innovatively; Drivers for Change; The Importance of 'Engaging Students'; Engaging Mind, Body and Spirit; What About Us? Instructors Need to Be Engaged Too!; Does Duration Matter?; SoTL at a Crossroads; Reference; Part I; Transforming the 'Traditional' in HigherEducation; Chapter-2; Concentrated Learning: A Linear Approach to Knowledge for Higher Education; Introduction; History; Concentrated Learning; Issues. Previous Academic StudiesNeurological Studies; Time; Studies: Baun 2007; Studies: University of Montana Western; Suggested Success Factors for Concentrated Courses; Conclusion; References; Chapter-3; Transforming Higher Education Institutions; Higher Education: A Slow Route to Revolutionary Innovation; Elon University Ranked as a National Leader in Student Engagement; Aligning Strategy and Purpose with the Institutional Mission; Innovating Around Physical Space; History Transforms; Entering Virtual Space; Restructuring the Academic Calendar; Meeting Student Expectations; Summary; References. Chapter-4Digital Storytelling in Industrial Design; Introduction; Literature Review; South African Higher Education Institutions' Response to Non-traditional Students; The Universal Design for Learning Framework; Digital Storytelling in Industrial Design; Methodology; Findings; Characteristics Which Made the Students in this Study Non-traditional and the Challenges they Encountered in Their Studies; The Potential of Digital Storytelling in Enhancing Teaching and Learning of Non-traditional Students; Affinity to Digital Technology; Creative Identity; Collaboration and Peer Learning. Flexibility/Blurring of BoundariesChallenging Task; Discussion and Recommendations; Conclusion; Appendix 4.1: Digital Storytelling Project Brief; Appendix 4.2: Digital Storytelling Marking Rubric; References; Chapter-5; Challenging Pedagogic Norms: Engaging First-year Undergraduates in an Intensive Research Informed Learning Programme; National and International Contexts for Grand Challenges; The 2013 Grand Challenges Pilot; Pedagogic Principles; Research-led Education; Active Inquiry Based Learning; Interdisciplinarity; Education for Employability. Critical Reflections on the 2013 Grand Challenges PilotEngagement and Motivation: Student Perspectives; Academic Leadership and Facilitation: Staff Perspectives; Contributions to Wider Curriculum Design Theory; Curriculum Design: Issues of Ownership; Performativity vs. a Liberal Education; Education as Action: Critical Pedagogy; The Unique Characteristics of Intensive Programmes; Conclusion and Recommendations; References; Chapter-6 ; Rethinking Evidence: Assessment in the History Discipline in Australian Universities ; Introduction; Background; Literature; Learning Outcomes in History?
9783319104829 3319104829 3319104810 9783319104812
10.1007/978-3-319-10482-9 doi
com.springer.onix.9783319104829 Springer Nature
GBB8N1842 bnb
Education.
Education, Higher.
Education and globalization.
Education, Higher--International cooperation.
International education.
EDUCATION--Higher.
Education and globalization.
Education, Higher.
Education, Higher--International cooperation.
International education.
Education--Educational Policy & Reform--General.
Higher & further education, tertiary education.
Educational strategies & policy.
Education--Educational Psychology.
Teaching skills & techniques.
Electronic books.
LB2322.2
378.172/4