Global innovation of teaching and learning in higher education [electronic resource] : transgressing boundaries / Prudence C. Layne, Peter Lake, editors.
Layne, Prudence C., editor.; Lake, Peter, editor.
2015
LB2322.2
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Title Global innovation of teaching and learning in higher education [electronic resource] : transgressing boundaries / Prudence C. Layne, Peter Lake, editors.
ISBN 9783319104829 electronic book
3319104829 electronic book
9783319104812
DOI https://doi.org/10.1007/978-3-319-10482-9
Published Cham : Springer, [2015]
Copyright ©2015
Language English
Description 1 online resource (xvi, 369 pages).
Other Standard Identifiers 10.1007/978-3-319-10482-9 doi
Call Number LB2322.2
Dewey Decimal Classification 378.172/4
Summary This book examines current trends in higher education and the Scholarship of Teaching and Learning. It introduces readers to pedagogical strategies that instructors worldwide are using to overcome some of the challenges they face in higher education. To maximize their students? learning, this work argues that institutions are compelled to innovate their policies and instructors must be collaborative and creative in their practices in response to students? growing demands, needs, challenges to their learning, and the shifting terrain of a rapidly globalizing world. The text explores the idiosyncrasies and challenges that drive innovation across particular cultures, disciplines and institutions. It suggests that the responses to these drivers offer some universal and compatible lessons that not only optimize teaching and learning, but also transgress institutional, cultural, and disciplinary boundaries in higher education. The contributors to this collection work in the United States, the United Kingdom, Africa, Asia, Australia, Scandinavia and the Middle East. They represent a broad range of disciplines, fields and institutional types. They teach in varied contexts, durations, delivery modes, and formats, including online, study abroad, blended, accelerated, condensed, intensive and mortar-and-brick settings. Their higher education students are equally as diverse, in age, cultural backgrounds and needs, but willingly lend their voices and experiences to their instructors? study of teaching and learning in their particular contexts. This book harnesses the rich diversities and range our contributors represent and shares the results of their expertise, research, and assessments of some of the most creative and effective ways to improve student learning in the face of stagnant practices, limited resources, and other deficiencies that instructors and students face in higher education.
Bibliography, etc. Note Includes bibliographical references and index.
Access Note Access limited to authorized users.
Source of Description Online resource; title from PDF title page (viewed November 24, 2014).
Added Author Layne, Prudence C., editor.
Lake, Peter, editor.
Series Professional learning and development in schools and higher education ; v. 11.
Available in Other Form Print version: 9783319104812
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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?

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