New Innovations in Teaching and Learning in Higher Education - Libri Publishing Ltd - Institute for Learning in Higher Education - Claus Nygaard - Anne Hørsted - Paul Bartholomew - John Branch - LiHENew Innovations in Teaching and Learning in Higher Education

New Innovations in Teaching and Learning in Higher Education presents primary examples of innovative teaching and learning practices in higher education. The authors – scholars of teaching and learning from universities across the globe – all share the ambition to develop educational provisions to become much more learning-centred. Such learning-centredness is key to quality enhancement of contemporary higher education and may be achieved with a variety of methods. The chapters document innovative teaching and learning practices within six areas:

Engaging Students through Practice – Student-Centred e-Learning – Technology for Learning – Simulation – Effective Transformation – Curriculum Innovations

The book is truly international, containing contributions from Australia, Denmark, England, Hong Kong, Switzerland, Qatar, Scotland, South Africa, Tasmania, Vietnam, and the USA. Although the educational contexts are very different across these countries, there appears to be a striking similarity in the approach to innovative teaching and learning – a similarity which also runs through the six areas of the book. Whether scholars of teaching and learning engage in simulations, e-learning, transformation or use of modern technologies, they work to empower students.

About the Editors

Anne Hørsted is Adjunct Professor at Syddansk Universitet, Senior Consultant at cph:learning in Denmark, and Adjunct Professor at the Institute for Learning in Higher Education. Professor Dr. Paul Bartholomew is Director of Learning Innovation and Professional Practice at Aston University, Birmingham, England. John Branch is Academic Director of the part-time MBA programmes and Assistant Clinical Professor of Business Administration at the Stephen M. Ross School of Business, and Faculty Associate at the Center for Russian, East European, & European Studies, both of the University of Michigan in Ann Arbor, U.S.A. Professor Dr. Claus Nygaard is Executive Director of LiHE, and Executive Director of cph:learning and the Steelcase Active Learning Centre in Copenhagen.

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Chapters showcasing New Innovations in Teaching and Learning in Higher Education

Introductionary section

Foreword
Professor Clive Holtham, City Business School, London

Chapter 1
A Possible Conceptualisation of Innovative Teaching and Learning in Higher Education (page 1-22)
Anne Hørsted, Paul Bartholomew, John Branch and Claus Nygaard

Section 1 Engaging Students through Practice

Chapter 2
Engaging Students Through Practice (page 25-32)
Martin Eley, Sara James, Parminder Johal, Sarah Midford and Magas Pather

Chapter 3
Teaching Business Communication through Collaborative Project-Based Learning (page 33-52)
Magas R. Pather

Chapter 4
Employer Engagement: Accounting Standards in Action (page 53-68)
Parminder Johal

Chapter 5
Supervising Research Students Using the “Business Applied Research Supervision” Framework (page 69-88)
Ann Brook and Martin Eley

Chapter 6
The Art of Seduction: Designing Innovative Curriculum That Engages and Retains Reluctant Bachelor of Arts Students (page 89-110)
Sarah Midford and Sara James

Section 2 Student-Centred E-Learning

Chapter 7
Student-Centred E-Learning (page 113-124)
Willie McGuire, Rhiannon Evans, Ming Li and Sarah Midford

Chapter 8
Revitalising the Past: Crafting a Digital Engagement Model to Innovate Humanities Curriculum (page 125-148)
Sarah Midford and Rhiannon Evans

Chapter 9
MOOC→ SPOC via F2F: It’s a Flipped Hybrid, SPOC! (page 149-158)
Willie McGuire

Chapter 10
Whiteboard Animation: An Innovative Teaching and Learning Tool for Flipped Classrooms (page 159-176)
Ming Li, Chi Wai Lai and Wai Man Szeto

Section 3 Technology for Learning

Chapter 11
Technology for Learning: Something Old, Something Borrowed, and Something New
Christopher Klopper, Amy Gillett and Ghada Salama

Chapter 12
A New Tool for Improving Learning in Professional Education Programmes (page 187-202)
Amy Gillett and Virginia Hamori-Ota

Chapter 13
Socrative: A “Smart Clicker” for Teaching and Assessing Engineering Students (page 203-212)
Ghada Salama

Chapter 14
The Influence of Web 2.0 on EFL-Students’ Motivation and Autonomous Learner Behaviour (page 213-228)
Henriette van Rensburg and Nguyen Van Han

Chapter 15
Virtual Reality in the Classroom and the Mandate to Bring Edutainment to Adult Learners (page 229-242)
Christopher Klopper and Malcolm Burt

Section 4 Simulation

Chapter 16
Stimulating Critical Thinking Through Simulation (page 245-250)
Amanda Louw, Christopher Dawson, Amanda Andrews and Bernie St. Aubyn

Chapter 17
Court-Proofing Professional Records – An Innovative Simulation Teaching Resource (page 251-262)
Amanda Andrews and Bernie St. Aubyn

Chapter 18
High-Fidelity Simulation-Based Training in Radiography (page 263-288)
Amanda Louw

Chapter 19
A Political Solution to Stimulate Creative Group Work in a Large Class (page 289-304)
Christopher Dawson

Section 5 Effective Transformation

Chapter 20
Changing Frames of Reference through Effective Transformation (page 307-312)
Daniel Cermak-Sassenrath, Nancy H. Hensel, Kirsten Jack and Jeff Lewis

Chapter 21
Creative Reflection: Thoughts from Two Vocational Programmes (page 313-324)
Kirsten Jack and Jeffrey Lewis

Chapter 22
Course-Based Undergraduate Research for Student Success and Equity (page 325-354)
Nancy H. Hensel

Chapter 23
From Material Construction to Cognitive Construction – On the Roles of the Artefact in the Learning Process (page 355-376)
Daniel Cermak-Sassenrath

Section 6 Curriculum Innovations

Chapter 24
Collaboration as a Vehicle to Curriculum Innovation (page 379-386)
Rachid Bendriss, Reya Saliba, Malinda Hoskins Lloyd, Neil Ladwa and Jo-Anne Kelder

Chapter 25
Curriculum Alignment: Opportunities for Cross-Sector Collaborations (page 387-412)
Chinny Nzekwe-Excel and Neil Ladwa

Chapter 26
The Flipped Classroom: Strategies for Building Students’ Information Fluency in the ESL Curriculum (page 413-428)
Rachid Bendriss and Reya Saliba

Chapter 27
Student Engagement, Metacognition, and Self-Regulated Learning in Higher Education: Implementing Interactive Learning Logs as a Formative Assessment Technique (page 429-450)
Malinda Hoskins Lloyd

Chapter 28
Embedding Evaluation and Scholarship into Curriculum and Teaching: The Curriculum Evaluation Research Framework (page 451-483)
Jo-Anne Kelder and Andrea Carr

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