Innovative Teaching and Learning Practices in Higher Education
248 pages

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The latest volume in the Learning in Higher Education series, Innovative Teaching and Learning Practices in Higher Education introduces the reader to a number of inspiring transformative educational practices. It explores in depth what has motivated these teachers to transform their teaching, how they went about doing it, and what the results were for their students in terms of learning and engagement. The innovative practices in the book centre around three types of innovations:

  • Technology-based
  • Simulation-based
  • Practice-based

Innovative Teaching and Learning Practices in Higher Education takes a pedagogical, procedural, and practical approach to the development of innovative teaching and learning practices. The authors, who are university teachers themselves, focus on encouraging, empowering and enabling fellow teachers to develop, design, and implement new and innovative teaching and learning practices for the improvement of student engagement and student learning.

The book describes teaching and learning innovations in terms of the complex links between teaching practices and underlying theories and philosophies of learning. Showcasing innovative practices from across different fields of science, the book is cross-disciplinary and inclusive.



Publié par
Date de parution 30 novembre 2018
Nombre de lectures 0
EAN13 9781912969456
Langue English
Poids de l'ouvrage 18 Mo

Informations légales : prix de location à la page 0,3000€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.


Innovative Teaching and Learning Practices in Higher Education
Innovative Teaching and Learning Practices in Higher Education
Kayoko Enomoto, Richard Warnerand Caus Nygaard
First publised in 2018 by Libri Publising
Copyrigt © Libri Publising
Autors retain copyrigt of individual capters.
he rigt of, Kayoko Enomoto, Ricard Warner 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 978-1-911450-35-1eISBN 978-1-912969-45-6
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an-ical, 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 copy-rig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 Ligtning Source
Libri Publising Brunel House Volunteer Way Faringdon Oxfordsire SN7 7YR
Tel: +44 (0)845 873 3837
Capter 1
Section 1 Capter 2
Capter 3
Capter 4
Capter 5
Capter 6
Section 2 Capter 7
Capter 8
Foreword Preface he Wy, Wat and How of Innovative Teacing and Learning in Higer Education Kayoko Enomoto, Ricard Warner & Claus Nygaard
vii xi
Tecnology-Based Innovations 11 An Introduction to Tecnology-Based Innovations in Higer Education 13 Mikiko Aikyo, Diane D. DePew, Karyn Holt, Kristina Rigden & Henriette van Rensburg Collaborating Pairs in Online Graduate Education 19 Diane D. DePew & Karyn Holt
Using a Learning Management System to Improve Students’ Englis Writing Skills Nguyen Van Han & Henriette van Rensburg
Using Screencasting to Provide Effective Feedback on Academic Writing Assignments Kristina Rigden
Teacing World Englises troug te Use of Skype as a Learning Tool Mikiko Aikyo
Simulation-Based Innovations
Enancing Student Engagement and Employability troug te Use of Simulations Mette Skovgaard Andersen, Serif Elbarrad, Kayoko Enomoto & Ricard Warner
Improving Students’ Meta-Reflective Abilities troug te Use of Scaffolded Simulation Exercises Mette Skovgaard Andersen
Capter 9 Using a Simulation Game to Teac Students Principles of Cost Accounting Serif Elbarrad & Frank Saccucci Capter 10 Developing Undergraduate Students’ Transferable Generic Skills troug an Innovative Group Drama Project Kayoko Enomoto & Ricard Warner
Section 3 Practice-Based Innovations Capter 11 An Introduction to Practice-Based Innovations in Higer Education Cristine Spratt, Cristine Armatas, Brenda Kalyn & Orcun Kepez Capter 12 Discourse Communities of Learning in Graduate Scool: An Autentic Transformative Experience Brenda Kalyn, Lynn Lemisko, Vicki Squires & Geraldine Balzer Capter 13 he Steelcase Active Learning Centre as a Community Design Centre Orcun Kepez Capter 14 Steelcase Active Learning Centre as a Testbed for Engineering Design Projects Taner Arsan & Orcun Kepez Capter 15 Evidence, Analysis, Action: Using Learning Analytics to Direct Curriculum Review and Improve Student Learning Outcomes Cristine Armatas & Cristine Spratt
his timely book by Enomoto, Warner and Nygaard provides a practical and inspiring review of innovation in teacing and learning. Innovation can be interpreted in different ways and in education it is often tougt to be limited to te use of tecnology in te classroom. he various capters in tis book explore te wider nature of innovation, including stories of ow teacers and institutions ave introduced innovations tat migt be classified as breaktroug, disruptive, radical, incremental or sustainable. he book is ric in tese stories as it takes a broad view of wat innova-tion in education looks like. In te capters, autors paint a picturesque canvas wit broad brusstrokes for te reader to ponder and revise teir perception of wat constitutes innovation in education. Innovation in teacing and learning is not a product or an artefact; it is a culture and a way of tinking and working. he culture of innova-tion can be found in te interactions between students and teir peers, between students and teacers and between institutions and industry and te wider community. We can see innovation in te pysical and virtual learning environments, in student support services tat promotes te success of te individual; we see innovation in te design and delivery of educational offerings tat serve a wider cross section of society, and in educational partnersips tat allow commercial educational vendors to work wit iger educational institutions to broaden our perception of wat is possible in iger education. he capters in tis book are te stories of teacers wo want to make a difference to teir students. At its core, educational innovation is about improvements in student learning, te enanced quality of course offerings or services and new ways to fostering engagement. Innovation can be related to increased productivity and efficiency, but if tis is te only point of innovation we would all be te poorer for its implementation. Innovation in teacing and learning is also about inspiring students, teacers and te community to contest te current state of education and propose new ways of doing our core business, or even to cange te very nature of tat core business. Sometimes tese canges are evolutionary, consistent wit incremental innovation. Oter times te cange is revolutionary, and we are taken by
Foreword surprise by te speed wit wic an idea as spread. Sometimes innova-tion is about breaking down barriers tat ave been constructed over decades and are considered te foundations and standards upon wic our perception of quality is built. Innovation normally involves a spark of inspiration, te courage to callenge current practices and a good dose of design tinking. Sometimes we tink of innovators as te mavericks, te teacers wo undertake secret experiments wit teir class and ope tat administra-tors will leave tem alone to get on wit teir canges. his book sows tat innovators are not mavericks, tey are te ordinary teacers wo ave ad te courage to do extraordinary tings. hese teacers want to sare teir stories; tey want to let us know wat was effective and wat was not effective. hese are te stories of teacers wo wanted to make a difference to teir students, to enance te experiences and outcomes of tose in teir classes. his book sows tat innovation is not a solitary journey. Teacers need to ear te stories of teir peers; teacers need support and scaf-folding to join te culture of innovation. Importantly, teacers need te support of teir institution and need recognition wen tey ave contested and canged te way we do our core business in teacing and learning. his institutional support includes policies and practices tat promote innovation and do not stifle teacers wo want to contest te status quo. Our students will be graduating into a world of complexity and ambi-guity. hey need to be immersed in a caring learning environment tat engages tem in situations tat callenge teir current tinking and promotes innovation. Wat better way to foster tis type of environ-ment tan to ave teir teacers and institutions living te culture of innovation? Students sould be an active participant in tis culture, contributing to bot incremental and breaktroug innovations in teir own courses and institutions. he use of tecnology in education is only innovative if it funda-mentally canges te nature of te learning and assessment activities undertaken by students. Digitising an analogue experience may provide time or space efficiencies, but by itself it does not lead to a culture of inno-vation. We end up doing te same ting faster or for a lower cost. here is noting inerently wrong wit tis, but we sould not be misguided
Foreword tat tis is innovation. Digitising traditional lectures and placing tem online migt allow for a more flexible timetable or for greater participa-tion in a program, but if te content is te same, if te learning activities and te assessment tasks are te same, we ave not really engaged wit innovation. Replacing traditional lecture content wit scenario-based group activities or role plays, or allowing students to design teir own assessments to sow tey ave mastered te required learning outcomes, are disruptive innovations. So wy is tis book important? It is designed for all teacers; it contains te stories of tose wo ave adopted te culture of innovation and ave dared to callenge te traditional edifice of ow teacers sould teac and ow students sould learn. he capters encourage us to reflect on our own practices and callenge us to ave te courage to contest wat is, and start doing wat sould be. Professor Geoffrey Crisp Pro-Vice Cancellor (Education) he University of New Sout Wales
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