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Reimagining Spaces for Learning in Higher Education [Mīkstie vāki]

(Sheffield Hallam University, Holmfirth, UK)
  • Formāts: Paperback / softback, 231 pages, height x width: 216x138 mm, weight: 321 g
  • Sērija : Teaching and Learning
  • Izdošanas datums: 22-May-2018
  • Izdevniecība: Red Globe Press
  • ISBN-10: 1137564261
  • ISBN-13: 9781137564269
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  • Mīkstie vāki
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Reimagining Spaces for Learning in Higher EducationPalielināt
  • Formāts: Paperback / softback, 231 pages, height x width: 216x138 mm, weight: 321 g
  • Sērija : Teaching and Learning
  • Izdošanas datums: 22-May-2018
  • Izdevniecība: Red Globe Press
  • ISBN-10: 1137564261
  • ISBN-13: 9781137564269
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781137564269.html
Keywords:

This text challenges binary perceptions of space and explores the possibilities afforded by a hybrid learning space at the intersection of physical, virtual, formal and informal spaces. It examines how new technologies and modes of delivery, including media-enhanced learning and open education, present opportunities as well as challenges. Chapters are supported by a wealth of case studies which illustrate academic innovation in diverse learning spaces and demonstrate how it can be used to inspire learners and promote student engagement.

Packed with practical guidance and questions for reflection and discussion, this thought-provoking and timely guide is an essential resource for anyone involved in improving the student learning experience. 

Recenzijas

This is a thoughtful and practical companion to the journey that every institution is undertaking to respond to the demands of a modern higher education experience. * Peter Bryant, Head of Learning Technology and Innovation, London School of Economics and Political Science, UK * This rich exploration of the complex interplay between learning and space provides inspiration for reshaping the core of higher education in complex times. * David White, Head of Digital Learning, University of the Arts, UK * This is a good book for people interested in how space can be used and conceived of within learning. It would be useful as an overview for people new to this subject, and its organisation would make it easy for dippers to just pick out the chapters they are particularly interested in easy to read them individually and then go into more depth regarding the context that is particularly interesting. * Alke Gröppel-Wegener, Innovative Practice in Higher Education, Vol. 03 (3) *

Papildus informācija

This book explores innovative approaches to teaching and learning, and what they mean for learning and learning spaces in higher education.
List of figures and boxes
viii
List of case studies
x
Series editor's preface xi
Preface: Where do you learn? xii
Acknowledgements xiii
Section 1 New spaces in the learning landscape
1(98)
1 Space to think
3(15)
1.1 The digital experience
4(1)
1.2 Academic innovation
5(1)
1.3 Disrupting assumptions about space
6(1)
1.4 Hybrid learning space -- a hypothesis
7(1)
1.5 Theoretical underpinnings
7(2)
1.6 Developing agility and confidence
9(1)
1.7 Beyond technology enhancement
10(1)
1.8 Co-ordination and complexity
11(1)
1.9 The use of case studies
12(1)
1.10 An overview of Reimagining Spaces for Learning in Higher Education
13(5)
2 Space to learn
18(14)
2.1 The learning paradigm
18(1)
2.2 Defining the learning paradigm
18(3)
2.3 Learning as self-authorship
21(9)
2.4 Learning space towards defining the hybrid learning paradigm
30(2)
3 Renegotiating the lifewide learning landscape
32(23)
3.1 Reflecting on the case studies
35(3)
3.2 Space, context and meaning
38(1)
3.3 Formal learning space
39(7)
3.4 Non-formal learning
46(6)
3.5 Space understood as learning context
52(1)
3.6 Framing formal and non-formal learning space
53(2)
4 In-between spaces
55(17)
4.1 Reflecting on Facebook as a timely Third Space
59(1)
4.2 Joined-up thinking for the design of joined-up space
60(2)
4.3 Reflecting on place, timetabling and hybridity as an outcome of joined up thinking
62(1)
4.4 A sense of being between and within
62(5)
4.5 In-between and adjacent space
67(4)
4.6 `Other' spaces
71(1)
5 Open spaces
72(13)
5.1 Meanings of openness
75(3)
5.2 Openness: from MOOCs to open networks
78(4)
5.3 Open content and open practice
82(1)
5.4 Open boundaries
83(2)
6 Being an academic innovator
85(14)
6.1 Being agile
91(1)
6.2 The academic innovator
92(4)
6.3 The value of innovators to the transformation of learning spaces
96(3)
Section 2 New ways of being
99(102)
7 Being open and flexible
101(9)
7.1 Learning beyond boundaries
104(3)
7.2 Spaces and places for self-determined social learning
107(2)
7.3 The absence of self-determined interest-driven learning space
109(1)
8 Being digital: literacies, capabilities and fluency
110(12)
8.1 Reviewing the need for digital literacy
111(3)
8.2 Digital literacy or literacies?
114(1)
8.3 Literacies and capabilities in the generational context
115(2)
8.4 Media literacies
117(2)
8.5 Learning literacies, new capabilities and experiences in a digital-social age
119(1)
8.6 Making sense of digital disruption
120(2)
9 Being social: the connected learning space
122(20)
9.1 About tweetchats
122(8)
9.2 Networked authorship of socially mediated Third Space and Place
130(1)
9.3 Co-regulation and networked authorship
131(2)
9.4 Friendship and alienation
133(1)
9.5 Purposeful collaborative learning amongst peers
134(1)
9.6 Adaptability and versatility through familiarity and simplicity
135(4)
9.7 Social media learning space
139(2)
9.8 Learner independence and self-determination
141(1)
10 Being mobile
142(10)
10.1 Resituating learning: space as subject
147(2)
10.2 Ubiquitous devices and pervasive media
149(1)
10.3 The learner-generated context
149(1)
10.4 Becoming `lifewise' and agile in an era of supercomplexity
150(1)
10.5 From mobile towards smart hybrid contexts
151(1)
11 Being smart
152(6)
11.1 Smart learning and the digital nomad
152(1)
11.2 Navigating and negotiating the smart learning space
153(1)
11.3 Personalisation and invested learning
154(1)
11.4 The nomadic hybrid learner and the new learning paradigm
155(1)
11.5 Constructing unbuilt pedagogy: heutagogy and the learner-generated context
156(1)
11.6 A bill of rights for hybrid learning
156(1)
11.7 Conclusion
157(1)
12 Being rich: learning in the age of YouTube
158(14)
12.1 Media-enhanced learning
158(2)
12.2 New media-enhanced learning spaces
160(1)
12.3 Inclusive media practice
160(2)
12.4 Developing motivation in a media-enhanced space
162(1)
12.5 Personalisation in media-enhanced space
162(8)
12.6 The benefits of rich media-enhanced learning
170(1)
12.7 Navigating the `wild open'
171(1)
13 Being there: active learning spaces
172(22)
13.1 Active classrooms
177(5)
13.2 Studio as an active learning space
182(6)
13.3 Labs and superlabs
188(1)
13.4 Makerspaces
189(1)
13.5 Incubators
190(1)
13.6 The professional learning studio
191(1)
13.7 Hybrid learning studio
191(3)
14 Future learning spaces: context and connections
194(7)
14.1 A summary of themes informing the design of future learning spaces
194(2)
14.2 The ENABLE Framework
196(2)
14.3 Room for risk
198(2)
14.4 Leading spaces
200(1)
Bibliography 201(23)
Index 224
Andrew Middleton is Head of Academic Practice and Learning Innovation at Sheffield Hallam University, UK. He has been Chair of the Media Enhanced Learning Special Interest Group (MELSIG) since 2009.