Search results
1 – 10 of over 2000Cathy Hall-van den Elsen and Tom Palaskas
This chapter takes an implementation case study approach to inform project planners, senior academics, and academic developers about the design and implementation of a…
Abstract
This chapter takes an implementation case study approach to inform project planners, senior academics, and academic developers about the design and implementation of a professional development (PD) program that prepared 700 faculty in an Australian university to reimagine their teaching practice. The catalyst for this transformation was the move from traditional classrooms to next generation learning spaces (NGLS) in the newly constructed and purpose-built environment of RMIT University’s Swanston Academic Building (SAB). The study identifies the challenges and change management issues faced by the project team, faculty, and other stakeholders.
Default teaching styles for many tertiary teachers can replicate the “best” and “worst” practices from their own student experience. As actors in their own classrooms tertiary teachers autonomously create learning environments that they consider appropriate to communicate the content, context, and culture of their particular discipline. The design and implementation of the PD and transition plan took into account the needs and perceptions of staff from each discipline area, the affordances of the new learning spaces, and their associated technologies.
This chapter contributes to a growing body of knowledge about the experience of academic and teaching staff during transition from traditional to NGLS, providing a description of the process undertaken in one university, the outcomes achieved, and the lessons learnt.
Details
Keywords
Kurt Thumlert, Ron Owston and Taru Malhotra
The purpose of this paper is to provide an overview of a commissioned research study that analyzed a schooling initiative with the ambitious goal of transforming learning…
Abstract
Purpose
The purpose of this paper is to provide an overview of a commissioned research study that analyzed a schooling initiative with the ambitious goal of transforming learning environments across the district by advancing innovative, inquiry-driven pedagogical practices combined with 1:1 iPad distribution. The paper explores impacts of the initiative on pedagogical innovation, twenty-first century learning, and related impacts on professional learning, collaboration, and culture change in the pilot schools analyzed in the study.
Design/methodology/approach
A multi-dimensional case study approach was used to analyze how the initiative was implemented, and to what extent teaching, learning, and professional cultures were transformed, based on action plan inputs and “change drivers”. Research methods included structured, open-ended interviews conducted with randomly selected teachers and key informants in leadership roles, focus groups held with students, as well as analysis of policy documents, student work samples, and other data sources.
Findings
The authors found evidence of a synergistic relationship between innovations in inquiry-driven pedagogy and professional learning cultures, with evidence of increased collaboration, deepened engagement and persistence, and a climate of collegiality and risk-taking at both classroom and organizational levels. Based on initiative inputs, the authors found that innovations in collaborative technology/pedagogy practices in classrooms paralleled similar innovations and transformations in professional learning cultures and capacity-building networks.
Practical implications
This initiative analyzed in this paper provides a case study in large-scale system change, offering a compelling model for transformative policies and initiatives where interwoven innovations in pedagogy and technology mobilization are supported by multiple drivers for formal and informal professional learning/development and networked collaboration. Challenges and recommendations are highlighted in the concluding discussion.
Originality/value
The transformative initiative analyzed in this paper provides a very timely case-model for innovations in twenty-first century learning and, specifically, for enacting and sustaining large-scale system change where inquiry-driven learning and technology tools are being mobilized to support “deep learning”, “new learning partnerships”, and multilevel transformations in professional learning (Fullan and Donnelly, 2013). This research advances scholarly work in the areas of twenty-first century learning, identifying relationships between technology/pedagogy innovation and professional capital building (Hargreaves and Fullan, 2012).
Details
Keywords
Maria Mercedes Callejas Restrepo, Norka Blanco-Portela, Yolanda Ladino-Ospina, Rosa Nidia Tuay Sigua and Kenneth Ochoa Vargas
The aim of this paper is to present a vision for university educator professional development, based on self-analysis of pedagogical styles and production of knowledge about the…
Abstract
Purpose
The aim of this paper is to present a vision for university educator professional development, based on self-analysis of pedagogical styles and production of knowledge about the practices that promote education for sustainable development (ESD).
Design/methodology/approach
The “STSE” course is part of the department’s Professional Development Program. The course aims to articulate the relationship between ESD processes and university educator training through reflection on their practices. To accomplish this objective, the course promotes interdisciplinary groups of educators from different backgrounds. These groups are encouraged to introspect regarding their pedagogical styles. A survey is applied to encourage self-analysis of the four pedagogical style dimensions.
Findings
University educators adopt their own pedagogical styles based on the evolution of their practices. This information is useful in generating education, formation and transformation of new professionals in their respective fields. This knowledge also raises questions about ESD, and the construction of processes, values and attitudes to aid this education.
Research limitations/implications
This paper only describes the characterization stage of the university educator pedagogical styles through practice-related self-analysis
Originality/value
This study builds pedagogical knowledge, promotes higher education transformation for sustainable development and strengthens the quality of university education.
Details
Keywords
The purpose of this paper is to identify how key external and internal policies can impact on the internal policies of a University in the UK. It explains how the internal…
Abstract
Purpose
The purpose of this paper is to identify how key external and internal policies can impact on the internal policies of a University in the UK. It explains how the internal structures can be changed to meet the policy demands and how the need to meet those demands can lead to the development of an innovative pedagogy to broaden engagement with the business community, to offer work‐based learning to employees within small to medium‐sized enterprises.
Design/methodology/approach
The objectives of the case study are to review the key external policies and drivers for change and how these led to internal policy and structure changes. The paper reviews past practice in the university around employer engagement, how this is affected by the external changes and identifies opportunities for change offered through the availability of external project funding. The key requirements for the new pedagogical approach are outlined, along with its primary concepts and how an e‐portfolio has been designed to meet the needs of the target group.
Findings
The paper shows how imperatives arising from policies and drivers outside the university can be contextualised by that university to develop a cost‐effective, sustainable and scaleable pedagogy to widen access to cohorts of learners that would otherwise not be able to access higher education.
Originality/value
The paper showcases an innovative pedagogic approach to enable access to higher education for work‐based learners in small to medium‐sized enterprises.
Details
Keywords
Leo Appleton, Valerie Stevenson and Debbi Boden
The purpose of this paper is to discuss the reasons and drivers for academic libraries affecting university strategy with regards to shaping and developing learning spaces in…
Abstract
Purpose
The purpose of this paper is to discuss the reasons and drivers for academic libraries affecting university strategy with regards to shaping and developing learning spaces in response to changing pedagogic behaviours.
Design/methodology/approach
A review of available literature within the context of academic libraries and their position to influence and lead institutional strategic change. This theory and practice is addressed and evidenced by four case studies of university libraries in the UK.
Findings
Many UK academic libraries find themselves able to lead on and influence their institution's strategic direction with regards to teaching, learning and research. This is particularly the case in the design and development of learning spaces within the university. Academic libraries are in a unique position within a university with a view to observing student behaviours, being responsive to ever changing demands from academics and students, spotting trends and benchmarking against comparative institutions. These practices make it possible for academic libraries to advise, guide and lead on teaching and learning strategy and lead on learning spaces developments within their institutions.
Practical implications
Academic libraries can use existing quality assurance, responsiveness and benchmarking frameworks to influence university strategy and decision making.
Originality/value
This paper focuses on the concept of academic libraries influencing change, rather than responding to change, within their university. The case studies provide examples of where this has been the case, and suggest ways and frameworks which can be adopted by other academic libraries.
Details
Keywords
John Chelliah and Elizabeth Clarke
This paper aims to examine pedagogical issues in higher education as a result of the shift to a social networking society where Web 2.0 collaborative technologies increase user…
Abstract
Purpose
This paper aims to examine pedagogical issues in higher education as a result of the shift to a social networking society where Web 2.0 collaborative technologies increase user creativity, contributing to unique forms of communication and community building that support a “social constructivism”. In this context, it is becoming clear that traditional pedagogical models cannot be sustained into the future. Engaging the digital generation of students in a learning process that emphasizes creation of skill sets that match views on twenty‐first‐century learning skills (problem solving, self‐regulated learning, collaboration, sharing ideas, focus on learning etc.) as well as views on 21st‐century employability skills (communication, collaboration, creativity, leadership and technology proficiency, etc.) is the new imperative. This paper seeks to identify related pedagogical challenges and to provide some recommendations for higher education institutions towards tackling these challenges.
Design/methodology/approach
A literature review of the opportunities presented by emerging Web 2.0 technologies and critical assessment of the challenges in addressing the transformation of pedagogical needs is the approach taken in this paper.
Findings
Emerging Web 2.0 technologies are pervading higher education and have the potential to trigger learning innovation and enhance teaching and learning. However, technologies are and remain tools and cannot by themselves generate innovation, nor realize many educators' vision for technology to improve education. Technology by itself cannot change the nature of classroom instruction unless educators are able to evaluate and integrate the use of that technology into the curriculum. Changes such as addressing organizational and cultural factors that reflect the whole institution governance community's combined efforts to create a new and all embracing concept for higher education are also necessary. By identifying and addressing those dimensions of organizational development which are most affected by drivers and directions of change, higher education can remain relevant in the future.
Originality/value
The paper provides a theoretical analysis in relation to the pedagogical role of social technologies in teaching and learning, with concern for the contrast between generational differences in relation to perceptions of learning and teaching and the limitations of technology.
Details
Keywords
Thibaut Bardon and Emmanuel Josserand
The purpose of this paper is to explore why digital games based learning (DGBL) is spreading rapidly in all educational settings, when the literature does not provide clear…
Abstract
Purpose
The purpose of this paper is to explore why digital games based learning (DGBL) is spreading rapidly in all educational settings, when the literature does not provide clear empirical evidence of the pedagogical benefits. The paper seeks to understand why DGBL is constantly developing despite this lack of consensus about the learning outcomes.
Design/methodology/approach
In order to identify the motivations for DGBL adoption and implementation beyond pedagogical ones, the authors use organizational theories to propose a three‐dimensional framework in which pedagogical motivation is articulated with political (linked to local characteristics) and institutional (linked to the macro‐environment) motivations. They then study the respective importance the three kinds of motivation in the adoption decisions and the implementation process of DGBL. To this end, they conducted a retrospective analysis of four embedded case studies in European business schools.
Findings
The authors find that institutional motivation plays a major role in adoption decisions while political motivations can contribute to the decision but are not necessarily present. Isomorphic pressure is essentially mimetic for early adopters and combined with coercive elements for late adopters.
Practical implications
During the implementation phase customization is mainly driven by political objectives while institutionalized ideas about the best way to implement the game are not typically influential.
Originality/value
The study shows that pedagogical benefits are a prerequisite rather than the core motivation for adoption or implementation. Second, the study is a call for both academics and practitioners not to over‐rationalize or under‐rationalize DGBL and, more broadly, pedagogical innovations and adoption decisions.
Details
Keywords
Kasun Gomis, Mandeep Saini, Chaminda Pathirage and Mohammed Arif
Persistent critical issues in built environment higher education (BEHE) curricula may need to be addressed by improving course organisation and management. In addition to the…
Abstract
Purpose
Persistent critical issues in built environment higher education (BEHE) curricula may need to be addressed by improving course organisation and management. In addition to the implications of the COVID pandemic, issues such as inadequate communication and lack of contemporary and innovative practices integrated with course delivery have resulted in a gap for Course organisation and management. The purpose of this study is to recommend a set of drivers that can assist academics and academic institutions in improving course development, organisation and management in the BEHE context. Thus, the study focused on three themes: course organisation and administration, timetabling and course communication.
Design/methodology/approach
A systematic approach was taken to obtain data, where a documental analysis and a close-ended questionnaire were adopted as data collection instruments. The documental analysis considered 334 mid module reviews (MMRs) generating data from architecture, construction management, civil engineering, surveying and real estate students. Content analysis was used to identify critical themes within the MMRs and develop a closed-ended questionnaire. Twenty academics from each discipline completed the questionnaire. Eight drivers were developed from the data obtained from both MMRs and questionnaires. Content analysis and interpretive structural modelling were applied to identify the relationship between the drivers. Finally, these drivers were categorised by their level of influence and reliance to highlight how they contributed to improving course organisation and management.
Findings
The study revealed eight drivers that can improve course organisation and management in the BEHE context. The study found that using virtual learning environments and communication are fundamental in course organisation and management.
Practical implications
This research paper suggests drivers to improve how academics and academic institutions organise and manage courses. The study recommends eight drivers that could be used as a guideline and a best practice as per the level partitioning diagram developed to enhance the course organisation and management in BEHE.
Originality/value
The study proposes a set of drivers to improve course organisation and management in BEHE curricula. Furthermore, insight into how these drivers influence and rely on each driver and their relation with the national student survey theme are novel contributions to the current body of knowledge. The paper further clarifies how they should be implemented for successful course organisation and management, thus, improving the quality of courses in higher education curricula.
Details
Keywords
The purpose of this paper is to explore the role of collaborative learning in the development of teachers’ entrepreneurial competences in the school context at primary, secondary…
Abstract
Purpose
The purpose of this paper is to explore the role of collaborative learning in the development of teachers’ entrepreneurial competences in the school context at primary, secondary and vocational levels of education.
Design/methodology/approach
The research is based on an interpretative and collaborative learning approach to teachers’ entrepreneurial competence development. The empirical work relies on teachers’ written learning reflections collected during the chosen training programme and applies an Interpretative Phenomenological Analysis (IPA) method to analyze the data.
Findings
The findings demonstrate that collaborative learning can help teachers to adopt a more entrepreneurial teaching approach. The findings highlight that social interaction and collegial support are important “drivers” for building self-confidence, further showing that conceptual and pedagogical renewal leads to an in-depth understanding of the work role and its meaning in society.
Research limitations/implications
The study is of an explorative nature and bound to a specific contextual setting in Finland. Therefore further empirical research is needed to affirm the study’s suggestions on the effects of other collaborative learning interactions.
Practical implications
The research findings provide new insights for teacher trainers and policy makers on how to enhance entrepreneurial teaching competences. The study concludes with new directions for designing and managing teacher training programmes.
Originality/value
The paper enhances the understanding of teachers’ entrepreneurial competences, the role of collaborative peer learning in this process and thus bridges the gap between teacher research and entrepreneurial competence literature.
Details
Keywords
Peter Ling and Kym Fraser
The purpose of this chapter is to provide a framework to guide learning and teaching practice in next generation learning spaces. The framework is informed by both learning and…
Abstract
The purpose of this chapter is to provide a framework to guide learning and teaching practice in next generation learning spaces. The framework is informed by both learning and teaching theory and the current context of the sector. The framework provides guidance to those who teach in next generation learning spaces and is illustrated with examples of effective pedagogic practices that use the affordances of spaces while avoiding their limitations. The chapter discusses the tension between next generation learning space design and use. Design is influenced by drivers ranging from a need to accommodate ever-larger student numbers and responding to digital technologies and other developments in educational media, to providing for new approaches to learning. Use is determined by understandings of the teaching task, which can range from presentation by a teacher through to students working individually or in groups to generate meaningful knowledge, useful skills and professional values. In this chapter we identify drivers underpinning the creation and design of next generation learning spaces in universities today and associated expectations of the ways in which the spaces will be used. We reflect on understandings of sound pedagogic practice and work through to implications for learning and teaching in NGLS. In some cases advocated pedagogic practice asks teaching staff to make the most of spaces designed to allow students to engage constructively in their learning. In other cases it involves teaching constructively in spite of the design of the space.
Details