New Innovations in Teaching and Learning in Higher Education

484 pages

English

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484 pages

English

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Description

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.

Informations

Publié par	Libri Publishing Ltd
Date de parution	31 octobre 2017
Nombre de lectures	0
EAN13	9781912969463
Langue	English
Poids de l'ouvrage	31 Mo

Informations légales : prix de location à la page 0,2650€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

New Innovatîons în Teachîng and Learnîngîn Hîgher Educatîon

Anne Hørsted, Pau BarthoomewJohn Branch and Caus Nygaard

THE LEARNING IN HIGHER EDUCATION SERIES

First publised in 2017 by Libri Publising

Copyrigt © Libri Publising

Autors retain copyrigt of individual capters.

he rigt of Anne Hørsted, Paul Bartolomew, Jon Branc and Claus Nygaard to be identiﬁed as te editors of tis work as been asserted in accordance wit te Copyrigt, Designs and Patents Act, 1988.

ISBN 978-1-911450-14-6 eISBN 978-1-912969-46-3 All rigts reserved. No part of tis publication may be reproduced, stored in any retrieval system or transmitted in any form or by any means, electronic, mecanical, potocopying, recording or oterwise, witout te prior written permission of te copyrigt older for wic application sould be addressed in te ﬁrst instance to te publisers. No liability sall be attaced to te autor, te copyrigt older or te publisers for loss or damage of any nature suﬀered as a result of reliance on te reproduction of any of te contents of tis publication or any errors or omissions in its contents.

A CIP catalogue record for tis book is available from he Britis Library

Cover design by Helen Taylor

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Libri Publising Brunel House Volunteer Way Faringdon Oxfordsire SN7 7YR

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Contents

Foreword Capter 1 A Possible Conceptualisation of Innovative Teacing and Learning in Higer Education Anne Hørsted, Paul Bartolomew, Jon Branc and Claus Nygaard

Section 1 Engaging Students troug Practice Capter 2 Engaging Students hroug Practice Martin Eley, Sara James, Parminder Joal, Sara Midford and Magas Pater Capter 3 Teacing Business Communication troug Collaborative Project-Based Learning Magas R. Pater Capter 4 Employer Engagement: Accounting Standards in Action Parminder Joal Capter 5 Supervising Researc Students Using te “Business Applied Researc Supervision” Framework Ann Brook and Martin Eley Capter 6 he Art of Seduction: Designing Innovative Curriculum hat Engages and Retains Reluctant Bacelor of Arts Students Sara Midford and Sara James

vii

23 25

Section 2 Student-Centred E-Learning 111 Capter 7 Student-Centred E-Learning 113 Willie McGuire, Riannon Evans, Ming Li and Sara Midford Capter 8 Revitalising te Past: Crafting a Digital Engagement Model to Innovate Humanities Curriculum 125 Sara Midford and Riannon Evans

Contents Capter 9 MOOC→SPOC via F2F: It’s a Flipped Hybrid, SPOC! 149 Willie McGuire Capter 10 Witeboard Animation: An Innovative Teacing and Learning Tool for Flipped Classrooms 159 Ming Li, Ci Wai Lai and Wai Man Szeto

vî

Section 3 Tecnology for Learning 177 Capter 11 Tecnology for Learning: Someting Old, Someting Borrowed, and Someting New 179 Cristoper Klopper, Amy Gillett and Gada Salama Capter 12 A New Tool for Improving Learning in Professional Education Programmes 187 Amy Gillett and Virginia Hamori-Ota Capter 13 Socrative: A “Smart Clicker” for Teacing and Assessing Engineering Students 203 Gada Salama Capter 14 he Inﬂuence of Web 2.0 on EFL-Students’ Motivation and Autonomous Learner Beaviour 213 Henriette van Rensburg and Nguyen Van Han Capter 15 Virtual Reality in te Classroom and te Mandate to Bring Edutainment to Adult Learners 229 Cristoper Klopper and Malcolm Burt

Section 4 Simulation Capter 16 Stimulating Critical hinking hroug Simulation Amanda Louw, Cristoper Dawson,Amanda Andrews and Bernie St. Aubyn Capter 17 Court-Prooﬁng Professional Records – An Innovative Simulation Teacing Resource Amanda Andrews and Bernie St. Aubyn Capter 18 Hig-Fidelity Simulation-Based Training in Radiograpy Amanda Louw

243 245

251

263

Capter 19 A Political Solution to Stimulate Creative Group Work in a Large Class Cristoper Dawson

Section 5 Eﬀective Transformation Capter 20 Canging Frames of Reference troug Eﬀective Transformation Daniel Cermak-Sassenrat, Nancy H. Hensel,Kirsten Jack and Jeﬀ Lewis Capter 21 Creative Reﬂection: hougts from Two Vocational Programmes Kirsten Jack and Jeﬀrey Lewis Capter 22 Course-Based Undergraduate Researc for Student Success and Equity Nancy H. Hensel Capter 23 From Material Construction to Cognitive Construction – On te Roles of te Artefact in te Learning Process Daniel Cermak-Sassenrat

Contents

289

305

307

313

325

355

Section 6 Curriculum Innovations 377 Capter 24 Collaboration as a Veicle to Curriculum Innovation 379 Racid Bendriss, Reya Saliba, Malinda Hoskins Lloyd,Neil Ladwa and Jo-Anne Kelder Capter 25 Curriculum Alignment: Opportunities for Cross-Sector Collaborations 387 Cinny Nzekwe-Excel and Neil Ladwa Capter 26 he Flipped Classroom: Strategies for Building Students’ Information Fluency in te ESL Curriculum 413 Racid Bendriss and Reya Saliba Capter 27 Student Engagement, Metacognition, and Self-Regulated Learning in Higer Education: Implementing Interactive Learning Logs as a Formative Assessment Tecnique 429 Malinda Hoskins Lloyd

vîî

vîîî

Capter 28 Embedding Evaluation and Scolarsip into Curriculum and Teacing: he Curriculum Evaluation Researc Framework Jo-Anne Kelder and Andrea Carr

451

Foreword

Higer education across te globe as been a great success story of te post second war period. Huge growt in student numbers and researc income, and expansion of facilities, faculty and even geograpical reac, ave created for most institutions a glow of success. Yet at te same time, tere as been a drift from classic, often not formalised, academic values bot as a result of marketisation and, of course, on te volatile dependence on student fees and governmental and business funding. Some nations ave been able to retain teir istoric university cultures, many ave not. One area wic as yet to come under close scrutiny is, in countries suc as te UK, te ongoing subsidy of researc by teacing. But te introduction in te UK of te muc callenged (indeed derided) Teacing Excellence Framework, as igligted tat not all researc universities are delivering te same ig quality of teacing as tey are of researc. At te same time as tere are externally driven pressures on iger education, tere are in parallel some oter radical canges taking place. One of te most clear cut relates to incoming student skills. Te curriculum and expectations of secondary education ave sifted markedly, but one implication is tat tere is more passive learning and less critical tinking emerging from scool leavers, a particular problem wen it comes to assessing te value or oterwise of plausible online materials. One of te implications of te uge investment in researc is tat te alf-life of knowledge is very muc sorter tan wen universities started up a tousand years ago. In some areas, not least arts and umanities, te idea of transmitting a ﬁxed body of knowledge was never central to iger education. But certainly in te optimistically titled social sciences, te dream of discovering clear-cut facts as been displaced by muc more ambiguous positions. Even te pysical sciences are not able to ignore moral and etical dilemmas. he modern European university was created in Bologna, and some argue tat teacing and learning metods ave not canged radically since ten. A closer analysis of teacing istory sows tis is simply not true. he small scale classes and lectures of Bologna were callenged

îx

Foreword by medical education in particular. he need for medical students to be as close as possible to te corpse being dissected led to innovation in learning space design. he model tat served best was te Renaissance teatre (like te Globe in London) wic used circular or oval galleries to acieve pysical proximity. his was copied by anatomy scools, ence te invention of te term “lecture teatre” still in use today. By te mid 19t century, te magic lantern, a slide projector, was used not least in presentations on science, and te invention of potog-rapy enabled very large images to be displayed and sared. By te 20t century, te model of te lecture room ad sifted from pysical prox-imity, towards te audience being able to see a large projected image. his was te era, wic we are still in, of te lecture room as cinema (darkened room, all facing a screen). houg educational tecnology evolved steadily from te magic lantern onwards, te most signiﬁcant innovation of large ig quality distance learning did not depend on computer tecnology, but more on applying manufacturing principles to te production and use of learning materials, not least quality management. he UK Open University and oter mega-universities ave of course steadily exploited computer tec-nology, but it was teir willingness to retink te educational process wic was teir real innovation. I remain a strong believer in integrated learning management systems suc as Moodle, Blackboard, Sakai and Canvas. But tese systems, some approacing 20 years old, ave not fulﬁlled teir potential. hey were conceived as a radical callenge to transmissive education, but most studies of te actual use of suc systems suggest 90% of te functions used are tose most closely linked to transmissive education. his is not te fault of te software providers. It reﬂects te remarkable ability of universities to conserve teir traditional teacing and learning metods. he overall success of universities in te later 20t century as created a situation were tey appear to be reluctant to invest in innovation, and tis is not simply down to top managements creating an educationally conservative culture around teacing and learning, and retaining te imbalance between researc and education resourcing. It is also down to many if not most academics preferring to use te metods troug wic tey were temselves taugt. In most professions, te professional body demands tat initial entrants ave basic training and qualiﬁcations