Learning in Higher Education – serie

This latest volume in theLearning in Higher Education series, InnovativeTeaching and Learning in Higher Education, brings together examples ofteaching and learning innovations, within the domain of higher education. Theanthology is diverse in nature and showcases concrete examples of innovativeteaching and learning practices in higher education from around the world. Thecontributions come from all scientific disciplines and in all teaching andlearning contexts. The twenty-eight inspiringexamples in this volume show considerable diversity in their approaches toteaching and learning practices; at the same time they improve both studentengagement and student learning outcomes. All the authors argue that theirinnovative approach has helped students to learn differently, better, and more.For those involved in higher education, there is a lot to be gained fromreading these narrative accounts of innovative teaching and learning.

This latest volumein the Learning in Higher Education series, Globalisation of Higher Education,explores the idea that globalisation is both an opportunity and a challenge tohigher education. Universities open up branches in foreign countries. Neweducational partnerships are being established across borders. We seeglobalisation of higher education on the rise everywhere. Is there a perfect modelof globalisation of higher education? The editors think not. Nevertheless, theybelieve that we can learn a lot from studying excellent contextualglobalisation practices taking place at universities around the world. This book presents 11 cases of globalisation of higher education. Thecases are grouped within four perspectives: 1) politicalperspectives 2) institutional perspectives 3) cultural perspectives 4) personalperspectives.Globalisationof Higher Education examines how universities arecurrently dealing with globalisation. Chapters are written by faculty membersand administrators at universities, who all share the knowledge and practice ofhaving developed international, transnational, or global offerings in form ofeducational programmes and courses. They describe their challenges, and howthey have dealt with those.

For many years, it has been thegeneral view that entrepreneurs are simply born that way – thatentrepreneurship is innate and therefore cannot be taught (or learned), and istherefore a subject unsuited to higher education. The logic seemed to follow:an entrepreneur is just naturally an entrepreneur, and studyingentrepreneurship, therefore, is a meaningless enterprise. Borrowing Nike’sslogan, entrepreneurs just do it.But in recent years, a completereversal of thinking in higher education has occurred. Indeed, entrepreneurs,it is claimed, are made, not born. In other words, entrepreneurship can belearned. Subsequently, institutions of higher education, in most countriesaround the world, have embraced the teaching and learning of entrepreneurshipwith fervour, as demonstrated by the growth of entrepreneurship centres, newventure incubators, and business plan competitions on college and universitycampuses.Teaching andLearning Entrepreneurship in Higher Education embraces this ifto how reversal, by exploring entrepreneurship activities atdifferent universities around the world from three primary perspectives:policy, practice, and mindset. Its twelve chapters demonstrate that there is no‘one-size-fits-all’ model for teaching and learning entrepreneurship in highereducation. Despite their differences, however, the twelve also share a commondesire to develop and nurture entrepreneurship, and will inspire anyone with aninterest in teaching and learning entrepreneurship in higher education.

Thislatest volume in the Learning in Higher Education series, New Innovations inTeaching and Learning in Higher Educationpresents primary examples of innovative teaching and learning practicesin higher education. The authors – scholars of teaching and learning fromuniversities across the globe – all share the ambition to develop educationalprovisions to become much more learning-centred. Such learning-centredness iskey to quality enhancement of contemporary higher education and may be achievedwith a variety of methods. The chapters document innovative teaching andlearning practices within six areas:Engaging Students through Practice – Student-Centred e-Learning –Technology for Learning – Simulation – Effective Transformation – CurriculumInnovationsThe book is trulyinternational, containing contributions from Australia, Denmark, England, HongKong, Switzerland, Qatar, Scotland, South Africa, Tasmania, Vietnam, and theUSA. Although the educational contexts are very different across thesecountries, there appears to be a striking similarity in the approach toinnovative teaching and learning – a similarity which also runs through the sixareas of the book. Whether scholars of teaching and learning engage insimulations, e-learning, transformation or use of modern technologies, theywork to empower students.

Thislatest volume in the Learning in Higher Education series, Learning-Centred Curriculum Design in Higher Education is written to inspire and empower university teachersto engage in curriculum design processes that centre both the learning processand the learning outcomes of students. The book is structured by a centralmodel of curriculum design, which links together learning (how students learn versus whatstudents learn) and curriculum design (theprocess by which we design versus whatwe design). The book holds ten illustrative examples of learning-centredcurriculum design spanning four distinct approaches.The chapter authors are allpioneering learning-centred activities in their respective curricula. The bookis truly international, with authors from Denmark, England, Northern Ireland,South Africa, Turkey, and the USA.The beauty of this book isthat it was written by reflective curriculum design practitioners, as they haveexperienced personal success with their curriculum (re)design processes. Allchapters have been written with a “Yes, we did it!” attitude. The book aims toinspire university teachers and encourage investment in designing a morelearning-centred curriculum. As the evidence from these examples shows, thereare great benefits for students’ engagement, motivation, self-efficacy,learning outcomes, and employability.

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 book has acompletely new take on e-learning in higher education, introducing a novelframework which distinguishes between e-learning 1.0 (distribution), e-learning2.0 (dialogue), and e-learning 3.0 (construction). Through this framework, theuse of e-learning is actively linked to three theoretical perceptions of learning:1.0 (behavioural learning theory), 2.0 (cognitive learning theory), and 3.0(social learning theory).E-learning 1.0, 2.0, and 3.0 guides the reader through the design and use ofe-learning by the central framework. Readers are invited to reflect on thelearning theories underlying their own e-learning design practices. The book introduceseight practical examples of e-learning design considerations and e-learningimplementations as academic colleagues from around the world present theirconcrete use-cases of e-learning technologies.E-learning 1.0, 2.0, and 3.0 will enable readers to use the framework fore-learning and its link to associated learning theories to inform their owndesign and use of e-learning technologies – for the benefit not only of teachers,but also the engagement and learning of students.

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.