Innovative Teaching and Learning in Higher Education
444 pages

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444 pages
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Higher Education has stayed the same for centuries. Look inside a classroom. Design-wise it's different. But the modus operandi is the same. Teachers are responsible for orchestrating activities. Students wait to be told what to do. This book on innovative teaching and learning in higher education flips the coin. It shows real life examples of innovative changes in teaching and learning practices explained by teachers.


Publié par
Date de parution 31 janvier 2017
Nombre de lectures 5
EAN13 9781912969487
Langue English
Poids de l'ouvrage 14 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.


Innovatîve Teachîngand Learnîng înHîgher Educatîon
Innovatîve Teachîngand Learnîng înHîgher Educatîon
John Branch, Sarah Hayes,Anne Hørsted and Caus Nygaard
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 Jon Branc, Sara Hayes, Anne Hørsted 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 978-1-911450-08-5eISBN 978-1-912969-48-7 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
Design by Carnegie Publising
Printed by Edwards Broters Malloy
Libri Publising Brunel House Volunteer Way Faringdon Oxfordsire SN7 7YR
Tel: +44 (0)845 873 3837
 Foreword Capter 1 An Introduction to Innovative Teacing and Learning  Jon Branc, Sara Hayes, Anne Hørsted & Claus Nygaard Section 1 Play, Role-Play and Games  An Introduction to Play, Role-Play and Games inHiger Education  Eurika Jansen van Vuuren, Iris Ludewig-Rower, Terry Mackey & Sukwinder Sal Capter 2 Managing Conflict troug Role-Play  Sukwinder Sal Capter 3 Role-Playing in te Traditional Classroom, Blended Learning, and eLearning  Terry Mackey Capter 4 Language Learning in Higer Education troug Engaging in Online Role Play  Iris Ludewig-Rower Capter 5 Assisting Pre-service Educators wit Lesson Planning: Planning not to fail  Eurika Jansen van Vuuren
Section 2
Capter 6 Capter 7
vii 1
Student Partnersips 75 An Introduction to Innovative Teacing and Learning Practices Using Student Partnersips Sara Hayes, Ricard Bale, Tracy Boola, Kirsten Jack, Carlotta Jonsson & Brenda Kalyn Exploring Feelings troug Reflective Poetry Writing 83 Kirsten Jack
STA(r)s in te Classroom: Supporting Collaborative Learning wit Student Teacing Assistants Ricard Bale
Capter 8 Beyond Engagement and Enancement – Piloting a ‘digital student partnersip’ to Co-teac Academic Staff on our Post Graduate Diploma in Higer Education  Sara Hayes Capter 9 TAPs – Text Analysis Presentations  Tracy L. Boola Capter 10 Connecting heory hroug Practice: Transformational Learning in Pre-Service Teacer Education  Brenda Kalyn Capter 11 Extended Flipped Classroom – using peer dynamics for integrative learning  Carlotta Jonsson, Carl-Henric Nilsson & Givi Kokaia
Section 3 Modern Tecnologies 179  An Introduction to Teacing and LearningInnovations Using Modern Tecnologies  Clifford De Raffaele, Hani T. Fadel & David WatsonCapter 12 Utilizing Recorded Lectures and Simple Mobile Pone Audience Response Systems in a Modified Flipped Classroom-Peer Instruction Format 191  Hani T. Fadel Capter 13 Enancing te Pysical World wit Augmented Reality (AR) 203  David Watson Capter 14 he Application of Tangible User Interfaces for Teacing and Learning in Higer Education 215  Clifford De Raffaele, Serengul Smit & Oran Gemikonakli
Section 4 Case-based Teacing and Learning 227  An Introduction to Case-based Teacing and Learning  Martin Eley, Dario Faniglione & Lisbet Pals SvendsenCapter 15 Collaborative Engagement in Case-studies troug Learning Tecnology 235  Martin Eley & Dario FaniglioneCapter 16 Teacing Responsible Management Practices via Cases in te Corporate Communication Classroom 243  Lisbet Pals SvendsenCapter 17 Psycology Students as Co-creators in Designing an Innovative Case-study Based Learning Resource 257  Dario Faniglione, Olga Fotakopoulou & Graam Lowe
Section 5 Autentic Learning 269  Introduction to Autentic Learning – Environments, Experiences and Field Work  Susan Benvenuti, Sami Heikkinen, Tiffany Ip & Zeinab Younis Capter 18 Integration Metod to Create Innovative Business Ideas and to Learn Multicultural Team Working Skills 283  Tarja (Terry) Aonen & Sami HeikkinenCapter 19 Teacing Academic Writing against te Grain: A project-based approac 293  Tiffany Ip Capter 20 Multiple Tools for Innovative Interdependent Learning Tecniques in Higer Education to Foster Employability Skills 307  Zeinab Younis Capter 21 Building Motivated Student Engagement troug Demonstrated Curriculum Relevance 327  Susan Benvenuti
Section 6 E-learning 343  Introduction to Innovative Teacing and LearningPractices using e-learning  Jeff Lewis, Didem Koban Koc, Julide Inozu, Ayse Gorgun, Cris Perumalla, Engin Koc & Andries Du PlessisCapter 22 Promoting Self-Regulated Language Learning troug a Tecnology Enanced Content-based Classroom 351  Didem Koban KoçCapter 23 Promoting Language Skills troug Teacer-structured out-of-class ICT Activities in Higer Education Context 363  Jülide İn̈zü & Aye G̈rgünCapter 24 Impact of eLearning: Looking past te ype. he impact of two Life Science courses on global learners 375  Cris Perumalla, Nojin Kee, Roula Andreopoulos & Sian PattersonCapter 25 Stimulating Self-Regulated and Self-Directed Learning hroug Tecnology Enanced Learning Environment 387  S. Engin KoçCapter 26 Modelling te use of Google Applications for Education and Social Media as Building Blocks for Student Teacers’ TPACK 399  Andries du PlessisCapter 27 A Reduced Attendance Model of Delivery tat Engages Remote Learners in te Workplace 413  Jeffrey Lewis Capter 28 How Do We Hybridise x and c MOOC Arcitectures to Create a Course on Online CVs? 423  Willie McGuire
Having been invited to write tis foreword, I started by tinking about te title of tis book, wic contains tree vitally important words/ ideas – teacing, learning, and innovation – in te context of Higer Education. I am sorry to say I can’t name te speaker but I remember a confer-ence keynote, some decades ago, in wic se argued tat if you ad been an ancient Greek abducted by time travelling aliens and transported to te present day tere would not be muc tat you would recognise, one exception being iger education. In virtually every room you would see someone at te front, probably standing, talking to a silent group of people, almost certainly seated. he lecture, as te prime metod of teacing, as certainly stood te test of time. Wen I started as an educational devel-oper in Higer Education, over 30 years ago, it was not uncommon for an academic in a worksop to take issue wit being described as a teacer. “I am described and employed as a lecturer; teacing is wat appens in scools,” was te gist of wat was said to me on more tan one occasion. It is good to reflect tat I ave not eard tat argument for a wile, and to tink tat at least tat battle as to te role of te academic as an educator in Higer Education as maybe been largely won: altoug clearly, tere are still a very large number of lectures being given. Of course, it is also arguable tat over tat time students ave also canged. Weter or not tere is a danger of a rose-tinted spectacle view of te past, it is certainly true tat, in te UK, far more scool-leavers are now going to university (around 50%) and tey are paying fees. Subsequently, a common complaint of colleagues is tat students do not appear particu-larly interested in learning, will only do work if marks are attaced, and aving been encouraged to see temselves as customers and consumers,
Foreword seem to feel tat tey ave ‘bougt’ a degree. I particularly like te following response to tis tat I ave eard suggested by Sally Brown. As part of induction, it sould be made to clear to students tat tey are customers in te same way as people wo join a gym or fitness club are customers. hey ave every rigt to expect good facilities, expert coacing and appropriate fitness programmes. But tey ave not bougt fitness! hat can only be acieved by tem putting in sufficient time and effort; similarly, wit learning at university. his is a comparison I tink students can recognise and understand. It as been noted before tat it is interesting, and probably not elpful, tat in Englis we ave te two distinct words – teacing and learning – tat makes it all too easy to tink of tem as two distinct and different activities. At best, te linkage is implicit. I ave memories of a “Peanuts” cartoon by Scultz, in wic Carlie Brown is asked wat e as been doing all day. “Teacing my dog [Snoopy] to play dead,” is is reply. “Play dead,” says te inquisitor to te dog, but Snoopy sows no reaction and just sits tere. “I said I’d been teacing im,” says Carlie Brown. “I didn’t say e’d learnt it!” In similar vein, I remember a keynote presentation by Tom Angelo, in wic e observed, “Teacing witout learning is just talking.” So in order tat we don’t lose sigt of tis linkage, tere being no single word (pedagogy just not quite doing it, for a number of reasons), as te focus on pedagogy and te quality of te student learning experience as grown, we ave been forced to repeatedly use te somewat cumber-some pairing, teacing and learning. And arguably tis is still not really sufficient. Of particular interest to me over many years as been te importance of assessment in te teacing and learning process, and I and oters would argue tat tere is an ‘out-of-sigt out-of-mind’ problem if we just refer to learning and teacing and tat assessment can ten easily get forgotten. But to insist tat inclusive reference sould always be made to learning, teacingandassessment is, not unreasonably, considered too cumbersome by many. I ave to say, I was a little disappointed tat tis book does not include more on innovations in assessment, but I guess tat’s fair considering tat last year’s compendium was totally focussed on te assessment of learning. And as a proponent of autentic assessment, werever possible, I found te examples in section 5 of autentic learning – an essential concomitant – bot interesting and useful.
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