Kayoko Enomoto – författare

Thelatest volume in the Learning in Higher Education series, Innovative Teaching and Learning Practices in Higher Education introducesthe reader to a number of inspiring transformative educational practices. Itexplores in depth what has motivated these teachers to transform theirteaching, how they went about doing it, and what the results were for theirstudents in terms of learning and engagement. The innovative practices in the book centrearound three types of innovations:·        Technology-based ·        Simulation-based ·        Practice-based  Innovative Teaching and Learning Practices in HigherEducation takes a pedagogical, procedural, and practicalapproach to the development of innovative teaching and learning practices. Theauthors, who are university teachers themselves, focus on encouraging,empowering and enabling fellow teachers to develop, design, and implement newand innovative teaching and learning practices for the improvement of studentengagement and student learning.The book describes teaching and learning innovations in terms of thecomplex links between teaching practices and underlying theories andphilosophies of learning. Showcasing innovative practices from across differentfields of science, the book is cross-disciplinary and inclusive.

This is the latest volume in the Learning in Higher Education series. Active Learning has at least two major benefits: 1) it engages students in their learning, and 2) it enhances their deeper learning outcomes. In this book, authors from universities in Australia, Canada, Italy, New Zealand, Romania, Turkey, the UK and the USA show how they have used active learning to engage their students and improve their deeper learning outcomes. Reading the book, you will gain insight into how the authors designed and carried out their teaching, using one of these eleven active learning methods: authentic project-based learning; case-based learning; experience-based learning; flipped and peer learning; inquiry-based learning; learning space design; project-based learning; research-based learning; students as partners framework; technology-enhanced learning; and virtual exchange co-design.The deeper learning outcomes documented by surveying or interviewing students include: a sense of belonging for improving retention; development of graduate attributes; digital pedagogy and professional skills; engaged and enhanced learning experiences; enhanced well-being; graduate employability; interpersonal and leadership skills; reflective practitioners; research communication competencies; and retention and employability. All the chapters in the book are underpinned by contemporary learning theories and methodologies on active learning. Yet, they are written in a direct and accessible language to inspire the reader to engage in teaching practices that enhance active learning in higher education.

A collection of expert essays on innovative teaching and learning in higher education.

In the evolving landscape of higher education, this book is a vital resource which addresses a fundamental concern: how to effectively enhance student learning outcomes and adequately prepare students for their professional futures. The book presents a central model for enhancing student learning outcomes, the ESLO model, which is a meticulously crafted framework designed to optimise the academic experience and outcomes for students in higher education. Each stage represents a critical step in the instructional journey, ensuring that teaching and learning methodologies are tailored to students’ unique needs, effectively implemented, and subsequently assessed for their impact. The development of the ESLO model is a response to the growing demand for a more systematic, evidence-based approach in education – one that prioritises student learning outcomes and prepares students effectively for their future careers.Comprising 15 chapters, the book presents a wide range of perspectives from university educators spanning four continents: Australia, Asia, Europe, and North America. Their contributions detail their systematic approaches to designing, enacting, and assessing teaching and learning activities to enhance specific learning outcomes. Enhancing Student Learning Outcomes in Higher Education is an inspiring read for educators dedicated to advancing their pedagogical techniques and optimising student success.

AsGenerative AI accelerates its impact on the educational landscape, Generative Artificial Intelligence inHigher Education provides a visionary roadmap for universityprofessionals to navigate this transformative era.Throughinspiring case studies, expert analysis, and well-grounded learning theories,this book reveals how Generative AI can empower educators to personaliselearning, promote inclusivity, and elevate pedagogical innovation. At the sametime, it tackles the ethical dilemmas and practical challenges posed byadopting AI, offering actionable strategies for institutions committed toprogress and integrity.Keyhighlights include: Practical insights into integrating AI tools to enhancestudent engagement and learning outcomes – Theoretical frameworks to guide AI’sresponsible and effective use in education – Strategies for institutions toscale AI, improve efficiency, and remain globally competitive. Withcontributions from leading scholars worldwide, this book is a vital resourcefor academics, administrators, and policymakers who aspire to harness AI’spotential while upholding the principles of ethics, equity, and excellence ineducation.Whyshould you read this book? Because AI will transform the future of highereducation. As AI reshapes the academic landscape, this book equips you with theknowledge and tools to lead your institution and students into an innovativeand equitable future. Prepareto engage, inspire, and lead in the AI-enabled academic era.

What if compassion were notan optional extra in higher education, but the organising principle of how weteach, learn, and lead?Compassionate Pedagogy inHigher Education — International Perspectives offers a bold and timely response. Bringingtogether scholars and practitioners from Australia, Europe, and North America,this volume presents a rich, global exploration of how compassion can transformlearning environments, strengthen academic communities, and support studentwellbeing.The core of the book is thenovel Five-Petal Compassionate Pedagogy Model, a research-basedframework that emphasises the emotional, relational, and ethical facets ofteaching. Each chapter demonstrates how this model can be implemented inpractice, providing engaging examples from various disciplines andinstitutional settings.More than just atheoretical discussion, this book offers educators practical strategies,reflective insights, and inspiring stories that demonstrate the power ofcompassion to enhance both academic achievement and human flourishing. Whetheryou are a university lecturer, academic developer, institutional leader, orpedagogy researcher, this volume presents a transformative vision of whathigher education can become when compassion is central.Compassion is not a luxuryin higher education — it is essential. This book explains why, and how, it canbe realised.

This volume encompasses the range of issues encountered by language scholars who teach and research in departments of languages and cultures within the higher education system, predominantly in Australia, but touching other universities worldwide. Related studies on language planning, methodology or pedagogy have focused on one or more of these same issues, but rarely on their totality.  Intersections as a metaphor running discreetly through the essays in this volume, connects them all to a lived reality. The field of languages and cultures, as it is practised and reflected upon in Australian universities, is essentially an interdisciplinary and interconnecting space - one in which linguistic and disciplinary diversities meet and join forces, rather than collide or disperse along different pathways. The international and local studies featured here focus on language planning, new pedagogies and language reclamation and link to meeting points and commonalities. They show that language scholars are increasingly finding themselves on common ground as they tackle issues of policy and practice affecting their field, whether within their institutions, within the tertiary system, or within the framework of government policy.