By Les Bell, Mike Neary, Howard Stevenson
ISBN-10: 1847064728
ISBN-13: 9781847064721
ISBN-10: 1847064736
ISBN-13: 9781847064738
The way forward for larger schooling explores coverage, pedagogy and the coed adventure at a conceptual point, permitting college employees to put their very own paintings inside of a much wider theoretical framework and to increase their very own understandings of a few of the major controversies that encompass instructing and studying in larger schooling.
The e-book is split into 3 elements:
Part 1 explores key rules that experience formed greater schooling because the past due 20th century, and strains the effect that those regulations have had at the volume and nature of upper schooling provision.
Part 2 explores how those rising guidelines, and the necessity for greater schooling associations to reply to them, have produced a thorough second look of what better schooling is and the way it may possibly most sensible be introduced at an institutional point.
Part three supplies attention to pedagogy and the scholar adventure in modern greater schooling.
The way forward for greater schooling could be beneficial to all college employees, specially these following the PGCertHE and different programmes inside institutional CPD frameworks. it's going to even be of curiosity to researchers during this field.
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Additional resources for The future of higher education: policy, pedagogy and the student experience
Example text
The joy of living’ (Thrift 2008: 5). The teaching space captures the joy of learning, and ‘a certain attitude to life as potential’ (Thrift 2008: 5), and a ‘jump towards another world’ (Thrift 2008: 15). This attitude to life and learning is not based merely within the cognitive aspects of teaching, but includes a recognition of the importance of different states of knowing and not-knowing, or precognition, that is, body language, where the emphasis is on a recognition of the ambient self (Thrift 2008: 12).
The teaching space is a rectangular block: 120 square metres of light and colour, stripped of all decoration – white walls, blue rubber floor, primary colour cubed seats, round yellow bean bags and long monochrome grey and black benches. There are no tables and chairs, nor is there any obtrusive technology, only Ethernet connection points, electric sockets around the walls and a Wi-Fi capability. There are no screens or projectors to create focal points where the teacher might stand to deliver a lecture.
Furthermore, if academic freedom is no longer considered an essential liberty, other broader freedoms enjoyed by society may also come to be considered as extravagant luxuries. Hence as Shiell points out, ‘although academic freedom for teachers and professors is a set of rights (and responsibilities) assigned to individuals, the rights (and responsibilities) are justified not through their value to that individual but through their value to society’ (Shiell 2006: 40). 29 3 Learning Landscapes: Designing a Classroom of the Future Mike Neary and Angela Thody Introduction In the recent period universities have become increasingly aware of the importance of their built environment for making a statement about their institutional mission.
The future of higher education: policy, pedagogy and the student experience by Les Bell, Mike Neary, Howard Stevenson
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