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While many school districts and institutions of higher education still cling to the traditional agrarian school year with a factory model delivery of education and Carnegie units based on seat time when most people are no longer farmers, factory workers, or reliant on learning in a classroom, there are bursts of promising practices that buck the norm by questioning the educational value of these traditions. Though researchers have investigated the potential of students learning in their own homes via personalized instruction delivered by computers rather than attending traditional institutions, the status quo in education has remained stubbornly resistant to change. Mixed-reality simulations, year-round schooling, grouping students by competencies instead of age, and game-based teaching are just a few of the educational innovations that seek to maximize learning by recognizing that innovation is essential for successfully teaching students in the modern era. The Handbook of Research on Innovations in Non-Traditional Educational Practices is a comprehensive reference source that examines various educational innovations, how they have developed workarounds to navigate traditional systems, and their potential to radically transform teaching and learning. With each chapter highlighting a different educational innovation such as experiential learning, game-based learning, online learning, and inquiry-based learning and their applications in all levels of education, this book explores the issues and challenges these educational innovations face as well as their impact. It is intended for academicians, professionals, administrators, and researchers in education and specifically benefits academic deans, vice presidents of academic affairs, graduate students, faculty technology leaders, directors of teaching and learning centers, curriculum and instructional designers, policymakers, principals and superintendents, and teachers interested in educational change.
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
Two recent initiatives from the EU, namely the Bologna Process and the Lisbon Agenda are likely to have a major influence on European Higher Education. It seems unlikely that traditional teaching approaches, which supported the elitist system of the past, will promote the mobility, widened participation and culture of 'life-long learning' that will provide the foundations for a future knowledge-based economy. There is therefore a clear need to seek new approaches to support the changes which will inevitably occur. The European Chemistry Thematic Network (ECTN) is a network of some 160 university chemistry departments from throughout the EU as well as a number of National Chemical Societies (including the RSC) which provides a discussion forum for all aspects of higher education in chemistry. This handbook is a result of one of their working groups, who identified and collated good practice with respect to innovative methods in Higher Level Chemistry Education. It provides a comprehensive overview of innovations in university chemistry teaching from a broad European perspective. The generation of this book through a European Network, with major national chemical societies and a large number of chemistry departments as members make the book unique. The wide variety of scholars who have contributed to the book, make it interesting and invaluable reading for both new and experienced chemistry lecturers throughout the EU and beyond. The book is aimed at chemistry education at universities and other higher level institutions and at all academic staff and anyone interested in the teaching of chemistry at the tertiary level. Although newly appointed teaching staff are a clear target for the book, the innovative aspects of the topics covered are likely to prove interesting to all committed chemistry lecturers.
This book showcases transformative, theory-informed innovations in teaching and learning in higher education. It presents a brand new, unique perspective on innovation in Higher Education - the Learning-centred Five-tier Model of Innovation - which guides educators in their innovation of teaching and learning products, processes, or services. A distinguishing feature of the book is the linkage to the Five-tier Model of Innovation that explicitly relates to three learning paradigms: 1) instructivism; 2) cognitivism, and 3) constructivism. In each chapter, authors situate their teaching and learning innovations in one of the three learning paradigms. The book holds 21 inspiring cases showing learning-centred product-, process-, or service-innovations within five focus areas: 1) Learning Space Design; 2) e-learning; 3) Case-Methodology, Business Practice and Fieldwork; 4) Creative Methodologies; and 5) Reflective Methodologies. Cases for the book have been selected because of their novel methodologies, their explicit learning perspectives, and their positive effects on student learning and student engagement. The book features diverse disciplines in a wide range of international cont
English language teaching methods and language learning styles have changed dramatically over the past decade in Asia and the surrounding regions. Huge efforts are being made by teachers from the K-12 system, as well as at the tertiary level, to move away from the traditional Grammar-Translation Method towards more communicative approaches to teaching and learning, including the use of project – and task-based learning and technology-enhanced language learning, just to name a few of the more frequently used methodologies. In this book, the authors shed light on the changes in ELT in Asia and the region over the past 10 years or so as seen in the wider context of language policy, which puts greater value on the acquisition of English and the new directions in learner-centered classrooms which encourage student autonomy and voice and place students as active decision-makers in the learning process.With the title of “Departing from Tradition: Innovations in English Language Teaching and Learning”, this book showcases some of the innovations in ELT that are currently happening in this rapidly growing field. Given the growing importance of English and the enormous energy and enthusiasm in the region for learning the language in both formal and informal contexts, ELT will continue to flourish. This volume will offer insights into the tremendous changes that have been made in secondary and university English language classrooms across the region.
How do I plan my course? How can I inspire students? How do I present myself? How do I want to teach? How do I test correctly? What teaching methods are there? Due to the lack of comprehensive (university) didactic training, teachers too often have to answer these and many other questions for themselves. This book is intended to counteract this and presents practical tips on good university teaching for all disciplines based on the current state of research.