Creativity in Materials Development: A Resource to Enhance Active Learning in Higher Education

Susanna Wai Ching Lai-Yeung, The Open University of Hong Kong

Abstract

Contemporary higher education faces many challenges: funding cuts and diminished resources, large class size, wider university participation, increased student diversity, and rapidly changing student characteristics. In the midst of these challenges, teachers remain a very important factor in student engagement. Using examples from teaching an undergraduate course in educational psychology, the author discusses ways in which teachers can be creative in developing authentic, interesting and meaningful course materials to engage students in active learning.
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Multi-Level Knowledge Transfer in a Blended Learning Environment

Birgit Pitscheider, University of Innsbruck, Austria

Abstract

The possibilities offered by Web 2.0 tools and methods in teaching environments have the potential to change the traditional, mostly unidirectional form of knowledge transfer. Today, students come to class with a strong background in internet-based tools and can enrich the teaching/learning environment, if they are provided with the opportunity, the structures, and the motivation to do so. This paper describes a self-reinforcing knowledge and skills transfer framework in a blended-learning business communication class. Firstly, knowledge transfer occurs on several levels (teacher — student, student — student, student — teacher, student — IT administration team, etc.). Secondly, the framework develops its own dynamics and generates a new quality of knowledge transfer that necessitates a redefinition of the teacher’s role as a primary knowledge transfer agent.
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“Please Sir, I Want Some More” – MORE! Oliver Twist in the 21st century

Andrew Sackville Edge Hill University, UK

Abstract

Are resources for learning really diminishing? Where does most of our learning take place? What are the resources we actually use? This paper questions the conventional views of “diminished resources”, “learning” and “resources” and argues for the recognition of the learning that takes place both within and outside the workplace. Using two small case studies from very different areas – clinical education and heritage learning – the paper focuses on the learning that takes place within both the workplace and the broader area of “leisure time” activity. It presents a challenge to all teachers: to review their learning facilitation strategies.
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Doing More with Less?: A Case Study of Gaining Efficiencies through Alignment of SoTL and Strategic Planning for Learning and Teaching

Mark Schofield, Edge Hill University, UK

Abstract

In challenging economic times practices should be informed by research and SoTL, integrated into strategic planning. Such thinking informs this case study which comprises Edge Hill University’s approaches to efficiency and doing “more with less resource,” whilst managing associated risks. Elements include the SOLSTICE concept of learning design in interdisciplinary Technology Enhanced Learning teams; efficient harvesting of curriculum design approaches though “Learning Task Teams” and galvanizing developmental advice and guidance though an Excellence Fellowship Scheme.
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