After an introductory
chapter, the book has 20 other chapters grouped into 5 sections.
The introductory
chapter, written by the two editors, sets out the background of how the book came about. The authors use the term
‘academic adventurers’ to describe the international group of contributors to
the book. The rationale for the book and its contribution to the scholarship of
teaching and learning (SoTL) in higher ed is also presented. In particular,
student demographics and the importance of engaging students (mind, body and
spirit) are discussed with how each of the chapters connect to the book’s
rationale.
Part 1 has 5 chapters
focused around ‘transforming the ‘traditional’ in higher ed.
Chapter 2 by J. T.
Baun discusses ‘concentrated learning: a linear approach to knowledge in higher
ed.’ Concentrated learning is defined and investigated as an option. The
distinctions between and history of accelerated, intensive, immersion and
concentrated learning are provided. Neurological studies supporting the concept
are summarised and discussed. Two case studies are used to unravel
recommendations or suggested factors for concentrated courses. These include
the need to have active, experiential or applied learning as part of programme
design. Instructor enthusiasm and feedback, emphasis on depth of learning and
the strategic application of ‘spacing’ to allow students time to digest and
reflect.
In the next chapter, P.
C. Layne reports on work undertaken at
Elon University with ‘higher education:
a slow route to revolutionary innovation”. The university undertook
comprehensive strategies to support SoTL. Both the physical spaces (whole
campus development) and the virtual spaces were developed / structured to
engage students in learning. Even the academic calendar was restructured to
allow for shorter / ‘condensed’ courses which were also ‘blended’. Student
feedback was used to illustrate the impact of the restructure on students’
perception of learning.
Chapter 4 by V.
Barnes, D. Gachago and E. Ivala is on ‘digital storytelling in industrial
design’ at a South African higher education institute. Background on South
African socio-political context and the need to meet the learning needs of a
diverse range of students are provided. A Universal Design of Learning
framework underpins the approach reported in the chapter. Students’ challenges
are discussed. There is good information of how digital storytelling is aligned
to UDL principles.
Sue Burkill writes the
next chapter on ‘challenging pedagogic norms: engaging first-year undergraduates in an intensive research informed learning programme’. The
‘grand challenges’ approach is described and substantiated through the chapter
with examples from work undertaken at the University of Exeter. In essence, the
‘grand challenge’ is an intensive section offering useful and exciting
educational experiences – usually completed over part of a ‘summer’ term. Both
student and staff perspectives on how the approach work are summarised.
‘Rethinking evidence:
assessment in the history discipline in Australian universities’ is the topic
of A. Nye’s chapter. A discipline focused study is detailed with the reasons
provided for undertaking the study. In short, rationale and suggestions for
shifting how assessments are carried out in a traditional discipline.
Innovations include – fraudulent evidence task whereby students create a false
‘primary source’ which is inserted into authentic evidence. Other groups are
tasked with sifting through the evidence, identifying and rationalising their
decision; role play of historical events; and analysis of ‘areas of
contention’.
Part 2 showcases
global innovations in teaching and learning with two chapters on how to
acknowledge and provide opportunities to learn intercultural competency through
‘culturally relevant’ pedagogy.
Part 3 is on
‘transgressing boundaries using technologies’
Chapter 10 by S. M.
Morris and J. Stommel is on ‘the course as a container: distributed leanring
and the MOOC’. The chapter provides overview of MOOCs, origins, definitions and
evolution. The importance of building community through MOOCs is the underlying
theme through the chapter. Data visualisation is used to trace and understand
the connections MOOC learners make and the communities formed during and beyond
the MOOCs. Proposes ‘tenets’ to enhance community building in MOOCs including teachers
not being the sole arbiters of the MOOC but to provide opportunities for
flexible learning and to make courses more ‘permeable’.
D. R. Kulchitsky, A.
F. Zeid and A. M Hamza detail ‘the efficacy of LSA (Variant)-based feedback for
assessing student learning in an introductory international relations course’.
Details an innovative way (not possible before advent of digital technology) to
provide automated feedback / checking of student notes as a course progresses.
The process is argued to provide for ‘student-centred digital note-taking’ so
students are able to ensure their note-taking assists learning.
Two chapters follow on
code-switching (using Twitter as a classroom communication tool) and how to
work with conflict in online learning between groups of learners.
Part 4 has 7 chapters
on ‘restructuring delivery, formats and modes’
Chapter 14 by R.A.
Collins on ‘what’s an instructor to do’ recommends activities useful to support
the teacher as innovative learning approaches are entered into. Techniques
include allowing for students’ adult learning attributes. Approaches include
cooperative / collaborative learning, reflection / concept maps and questioning
techniques.
P. Lake contributes to
a discussion on ‘does duration matter: a case study’. As accelerated learning
is one of the innovations presented through the book, this chapter investigates
and substantiates the ‘shortening’ of course time.
Chapter 16 on ‘active
student engagement: the heart of effective learning’ is by R. Strachan and L.
Liyanage. Active learning approaches are rationalised with good discussion and
examples from both on and off campus delivery. The approaches are based on work
of Phil Race (ripples model), Salmon’s e-tivities and e-moderation and the REAP
approach to assessment and feedback.
Three chapters follow,
one on using lego and serious play to ‘learn in three dimensions’ another on
contemplation and mindfulness in higher ed. and last one on fostering the
affective and cognitive dimension of learning in exploratory search.
The final chapter by
the editors brings the book to a close with a discussion on ‘moving the field
forward’.
