Technology-Enhanced Learning in Higher Education
Libri Publishing (Verlag)
978-1-909818-61-3 (ISBN)
showcases some of the latest pedagogical technologies and their most
creative, state-of-the-art applications to learning in higher education from
around the world. It explores
technology-enhanced learning in terms of policy and practice and contains descriptions
of approaches taken in different curriculum areas.
Technology-Enhanced
Learning in Higher Education is an anthology produced by the
international association, Learning in Higher Education (LiHE). LiHE, whose scope includes the activities
of colleges, universities and other institutions of higher education, has been
one of the leading organisations supporting a shift in the education process
from a transmission-based philosophy to a student-centred, learning-based
approach.
Traditionally education has been envisaged as a process
in which the teacher disseminates knowledge and information to the student,
and directs them to perform – instructing, cajoling, encouraging them as
appropriate – despite different
students’ abilities. Yet higher education is currently experiencing rapid
transformation, with the introduction of a broad range of technologies which
have the potential to enhance student learning. This anthology draws upon the
experiences of those practitioners who have been pioneering new applications
of technology in higher education, highlighting not only the technologies
themselves but also the impact which they have had on student learning.
The anthology illustrates how new technologies – which
are increasingly well-known and accepted by today’s ‘digital natives’
undertaking higher education – can be adopted and incorporated. One key
conclusion is that learning remains a social process even in
technology-enhanced learning contexts. So the technology-based proxies we
construct need to retain and reflect the agency of the teacher.
Technology-Enhanced
Learning in Higher Education showcases some of the latest pedagogical
technologies and their most creative, state-of-the-art applications to
learning in higher education from around the world. Each of the chapters explores
technology-enhanced learning in higher education in terms of either policy or
practice. They contain detailed descriptions of approaches taken in very
different curriculum areas, and demonstrate clearly that technology may and
can enhance learning only if it is designed with the learning process of
students at its core. So the use of technology in education is more linked to
pedagogy than it is to bits and bytes.
John Branch is Clinical Assistant Professor of Business Administration at the Stephen M. Ross School of Business, and Faculty Associate at the Center for Russian, East European, and European Studies, both of the University of Michigan. John is also Visiting Fellow at Wolfson College, University of Cambridge in Cambridge, England. Professor Dr. Paul Bartholomew is Director of Learning Innovation and Professional Practice at Aston University, Birmingham, England. Claus Nygaard is Professor in Management Education and Director of Research at CBS Learning Lab, Copenhagen Business School, Denmark. He was a driving force behind the formulation and implementation of the Learning Strategy for Copenhagen Business School in 2005. He has received distinguished research awards from Allied Academies, outstanding paper awards from Students in Free Enterprise, and he was voted ‘best teacher’ at Copenhagen Business School in 2001. His research has resulted in several anthologies, and he has published in leading journals including Higher Education, International Studies of Management & Organization, International Journal of Public Sector Management, and Assessment & Evaluation in Higher Education.
| Erscheint lt. Verlag | 31.5.2015 |
|---|---|
| Vorwort | Morten Flate Paulsen |
| Verlagsort | Faringdon |
| Sprache | englisch |
| Maße | 152 x 229 mm |
| Themenwelt | Schulbuch / Wörterbuch ► Unterrichtsvorbereitung ► Unterrichts-Handreichungen |
| Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung | |
| ISBN-10 | 1-909818-61-5 / 1909818615 |
| ISBN-13 | 978-1-909818-61-3 / 9781909818613 |
| Zustand | Neuware |
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