Innovative Approaches In Pedagogy For Higher Education Classrooms

This book highlights case studies and innovative teaching methods used by academics across the globe. It talks about how teaching staff should stimulate students’ active engagement in their own learning processes, and discusses the approach of implementing a project-based learning activity that integrates learning in an authentic manner.

This book highlights case studies and innovative teaching methods used by academics across the globe. It talks about how teaching staff should stimulate students’ active engagement in their own learning processes, and discusses the approach of implementing a project-based learning activity that integrates learning in an authentic manner.

Innovative pedagogy is the only solution that can bridge both scarcity and quality in education. This edited collection showcases how innovative approaches to teaching and learning have become the need of the hour in higher education. How might new technologies and a fresh take on curriculum design create a sufficient impact on learners?

The higher education landscape is embracing the call to be innovative, yet scholars have not clearly defined what it means to innovate. Innovation is not limited to the use and adoption of educational technologies, and it encompasses a broad array of elements that must be considered if we are to truly aspire toward innovative teaching in higher education. Enhancing Learning Design for Innovative Teaching in Higher Education is a critical scholarly publication that examines how instructional systems design, instructional design, educational technologies, curriculum design, and program design impact innovation and innovative teaching in higher education. The book offers definitions of innovative teaching and examines critical intersections to achieve innovation and innovative teaching in post-secondary environments. Highlighting a wide range of topics such as program mapping and learning design, this book is essential for academicians, administrators, professionals, curriculum developers, instructional designers, K-12 teachers, educational technologists, researchers, and students.

I highly recommend this edited collection. It is a timely intervention when universities around the world are facing changes akin to the newspaper industry a decade ago. The authors remind us of the potential power of the lecture and that there does not need to be a trade off between the size of the class and the quality of the delivery... Professor James Arvanitakis 2012 recipient of the Prime Minister?s Teaching and Learning Award, University of Western Sydney, Australia This is the first book of its kind that considers the complex issues of large classes. As such, it makes a very important contribution and provides a deep insight into large class pedagogy from a conceptual and practical perspective. Dr Mandia Menits Massey University, New Zealand If the thought of teaching large classes fills you with dread; if you think that pedagogic innovation is impossible in the face of burgeoning student numbers; or if you simply wish to understand more about the dynamics of this increasingly common environment in Higher Education, then this is the book for you. Written by highly experienced academics, it is a valuable (and long overdue!) resource for supporting good practice in the large class context. Dr Jenny Hadingham University of Rochester, New York

This open access book critiques real world learning across both the curriculum and extracurricular activities. Drawing on disciplines as diverse as business, health, fashion, sociology and geography, the editors and authors employ a cross-disciplinary approach to examine how this concept is being applied in higher education. Divided into three parts, the authors and contributors analyse broader applications of real world learning, student experience of practicing in a real world setting, and how learning strategies can be employed to engage students in real world learning. The editors and contributors provide up-to-date, cross-disciplinary and international insights into how real world learning could be integrated into the higher education curriculum to support effective, relevant and life-long learning for 21st century students.

I highly recommend this edited collection. It is a timely intervention when universities around the world are facing changes akin to the newspaper industry a decade ago. The authors remind us of the potential power of the lecture and that there does not need to be a trade off between the size of the class and the quality of the delivery... Professor James Arvanitakis 2012 recipient of the Prime Minister?s Teaching and Learning Award, University of Western Sydney, Australia This is the first book of its kind that considers the complex issues of large classes. As such, it makes a very important contribution and provides a deep insight into large class pedagogy from a conceptual and practical perspective. Dr Mandia Menits Massey University, New Zealand If the thought of teaching large classes fills you with dread; if you think that pedagogic innovation is impossible in the face of burgeoning student numbers; or if you simply wish to understand more about the dynamics of this increasingly common environment in Higher Education, then this is the book for you. Written by highly experienced academics, it is a valuable (and long overdue!) resource for supporting good practice in the large class context. Dr Jenny Hadingham University of Rochester, New York