Info
- Utilizzare la checkbox di selezione a fianco di ciascun documento per attivare le funzionalità di stampa, invio email, download nei formati disponibili del (i) record.
Problem-based Learning into the Future : Imagining an Agile PBL Ecology for Learning / / by Megan Yih Chyn A. Kek, Henk Huijser
| Problem-based Learning into the Future : Imagining an Agile PBL Ecology for Learning / / by Megan Yih Chyn A. Kek, Henk Huijser |
| Autore | Kek Megan Yih Chyn A |
| Edizione | [1st ed. 2017.] |
| Pubbl/distr/stampa | Singapore : , : Springer Singapore : , : Imprint : Springer, , 2017 |
| Descrizione fisica | 1 online resource (XVIII, 195 p. 3 illus., 2 illus. in color.) |
| Disciplina | 371.3 |
| Soggetto topico |
Learning
Instruction Assessment Educational technology Higher education Professional education Vocational education Teaching Learning & Instruction Assessment, Testing and Evaluation Educational Technology Higher Education Professional & Vocational Education Teaching and Teacher Education |
| ISBN | 981-10-2454-5 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1 Introduction -- Part 1: Imagining PBL in a changing world for learning -- Chapter 2 Imagining an agile PBL: Towards an ecology for connected learning -- Chapter 3 Agile PBL and the next generation of learners -- Part 2 Imagining an agile PBL curriculum for learning -- Chapter 4 Imagining an agile PBL curriculum: Focusing on learning outcomes and authentic interdisciplinary problems -- Chapter 5 Assessing agile PBL -- Part 3 Imagining an agile university for learning -- Chapter 6 Agile student development and engagement for learning -- Chapter 7 Agile staff professional learning for learning -- Chapter 8 Agile curriculum sustainability: Continuous improvement -- Chapter 9 Agile PBL research: Developing a sustainable research and scholarship agenda -- Chapter 10 Conclusion. |
| Record Nr. | UNINA-9910136718603321 |
Kek Megan Yih Chyn A
|
||
| Singapore : , : Springer Singapore : , : Imprint : Springer, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Student Support Services / / edited by Henk Huijser, Megan Yih Chyn A Kek, Fernando F. Padró
| Student Support Services / / edited by Henk Huijser, Megan Yih Chyn A Kek, Fernando F. Padró |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (55 illus., 29 illus. in color. eReference.) |
| Disciplina | 378.197 |
| Collana | University Development and Administration |
| Soggetto topico |
Education, Higher
School management and organization School administration International education Comparative education Higher Education Organization and Leadership International and Comparative Education Estudiants universitaris Serveis per als estudiants |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-16-5852-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Academic Writing and Student Identity: Helping Learners Write in an Age of Massification, Metrics and Consumerism -- 2. Creating Collaborative Spaces: Applying a ‘Students as Partner’ Approach to University Peer Mentoring Programs -- 3. Empowerment versus Power: The Learning and Performativity Conflict -- 4. Engaging and Retaining Students in Productive Learning -- 5. From ‘Customer’ to ‘Partner’: Approaches to Conceptualization of Student-University Relationships -- 6. Future Institutional and Student Services Leadership Challenges: Implementing a Holistic Whare Tapa Rima-Five-Sided Home Model -- 7. How to Increase Retention and Graduation Rates -- 8. Increasing student persistence: Wanting and doing -- 9. Learner Support Services in an Online Learning Environment -- 10. Neoliberalism and ‘resistance’. |
| Record Nr. | UNINA-9910568266903321 |
| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Student Support Services [[electronic resource] /] / edited by Henk Huijser, Megan Kek, Fernando F. Padró
| Student Support Services [[electronic resource] /] / edited by Henk Huijser, Megan Kek, Fernando F. Padró |
| Pubbl/distr/stampa | Singapore : , : Springer Singapore : , : Imprint : Springer, , 2021 |
| Descrizione fisica | 1 online resource (20 illus., 10 illus. in color.) |
| Disciplina | 378 |
| Collana | University Development and Administration |
| Soggetto topico |
Higher education
School management and organization School administration International education Comparative education Serveis per als estudiants Educació superior Higher Education Administration, Organization and Leadership International and Comparative Education |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-13-3364-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Academic Writing and Student Identity: Helping Learners Write in an Age of Massification, Metrics and Consumerism -- 2. Creating Collaborative Spaces: Applying a ‘Students as Partner’ Approach to University Peer Mentoring Programs -- 3. Empowerment versus Power: The Learning and Performativity Conflict -- 4. Engaging and Retaining Students in Productive Learning -- 5. From ‘Customer’ to ‘Partner’: Approaches to Conceptualization of Student-University Relationships -- 6. Future Institutional and Student Services Leadership Challenges: Implementing a Holistic Whare Tapa Rima-Five-Sided Home Model -- 7. How to Increase Retention and Graduation Rates -- 8. Increasing student persistence: Wanting and doing -- 9. Learner Support Services in an Online Learning Environment -- 10. Neoliberalism and ‘resistance’. |
| Record Nr. | UNINA-9910483102503321 |
| Singapore : , : Springer Singapore : , : Imprint : Springer, , 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Technology-Enhanced Learning and the Virtual University / / Michael David Sankey, Henk Huijser, and Rachel Fitzgerald, editors
| Technology-Enhanced Learning and the Virtual University / / Michael David Sankey, Henk Huijser, and Rachel Fitzgerald, editors |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Singapore : , : Springer, Springer Nature Singapore Pte Ltd., , [2023] |
| Descrizione fisica | 1 online resource (671 pages) |
| Disciplina | 371.3 |
| Collana | University Development and Administration Series |
| Soggetto topico |
Educational innovations
Educational technology Internet in higher education |
| ISBN | 981-9941-70-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- Access -- Approachability: Communicating Access and Benefit -- Sensemaking -- Acceptability: Alignment with Socially (Culturally) Appropriate Alternatives -- Academic Freedom -- Equality and Diversity -- Ethical Staff and Student Behavior -- Affordability -- Appropriateness: Demonstrating Accountability Through Normative Alignment with Standards of Practice -- Concluding Comments -- References -- Acknowledgments -- Contents -- About the Editors -- Contributors -- Part I: Introduction -- 1 The Virtual University: Moving from Fiction to Fact -- Introduction -- Laying a Solid Foundation: Policy and Governance Models -- The Virtual Learning Environment -- Supporting Staff and Students -- Learning Theories and the Application of TEL -- Using Social Media in the Virtual University and the Future of the LMS -- The Role Openness Plays in the Virtual University -- New and Emerging Forms of Online Assessment and Alternate Forms of Credentialing -- Gamification, Adaptive and Conditional Learning -- The Rise and Rise of AI, VR, AR, MR, and XR -- Quality, Benchmarking, Learning, and Educational Analytics -- Concluding Thoughts -- Cross-References -- References -- Part II: Laying a Solid Foundation: Policy and Governance Models -- 2 Aligning the Vision for Technology-Enhanced Learning with a Master Plan, Policies, and Procedures -- Introduction -- Conceptual and Theoretical Bases -- Digital Transformation of Higher Education -- Drivers of Digital Transformation: Why Should They Matter? -- The Emergence of Fit-for-Purpose Digital Campuses -- On Being Digital at Heart: A Shared Vision for a Digital Campus (*A version of this excerpt was published in Campus Morning Ma... -- Case Example: The University for the Real World -- Implementation Strategies and Considerations for Fulfilling the Digital at Heart Vision -- Digital Campus Master Plan.
RIPPLES as a Model for Supporting the Transformative Implementation of Innovations -- Resources: Financial, Materials, Personnel, and Support Structures -- Infrastructure: Hardware, Software, and Supporting Technologies -- People: The Essential Role that the People Play Within the Organization in the Technology-Enabled Transformation and Innovation -- Policies: Institutional Policies and Procedures to Adapt to New Technology -- Learning: The Need of the Technology to Enhance the Educational Goals of the University -- Evaluation: Ongoing as well as Summative Evaluation of Technologies, Including the Impact on Learning Goals -- Support: The Need to Have a Support System to Ensure Successful Adoption and Diffusion of Technologies -- Reflections and Recommendations -- Conclusion -- Cross-References -- References -- 3 Transparency in Governing Technology Enhanced Learning -- Introduction -- Technology Enhanced Learning -- The Great Acceleration -- Virtual Organization Theories -- Theory in Practice: Our Lived Experience of a Virtual HEI -- Transparency: The Key to Supportive Governance of Technology Enhanced Learning and Virtual Institutions -- Transparency Defined -- Transparency As a Problem and a Solution -- Transparency and Institutional Behavior -- Transparency and Technology -- Transparency and a Little Structure Go a Long Way -- Supporting Technology Enhanced Learning in Higher Education in a COVID Normal -- Where Are We? -- The Road Ahead -- Conclusion: Governing the Virtual Higher Education Institution -- References -- 4 Laying and Maintaining the Foundations for Quality -- Introduction -- Framing Conceptions of Quality for Virtual Universities -- Sense-Making Quality for Virtual Universities -- Discussion -- Conclusion -- Cross-References -- References -- Part III: The Virtual Environment. 5 A Social Equity-Based Framework Toward the Development of the Virtual University -- Introduction -- Digital Equity Through Virtual University -- A Social Equity Framework for the Virtual University -- Recognizing Barriers -- Economic Barriers -- Technological Barriers -- Cultural and Linguistic Barriers -- Equitable Access -- Targeted Widening Participation Policy -- Equitable Distribution of Financial Resources -- Informational Aspects of the Distribution of Resources -- Equitable Access to Technologies, the Internet, and Digital Literacy -- Equitable Opportunities and Experiences -- Inclusive Pedagogical Practices -- Social Networks Toward Community of Support -- Equitable Success and Outcomes -- Identifying At-Risk Students -- Improving Employability -- Conclusion and Future Directions -- Cross-References -- References -- 6 Academic Engagement in Pedagogic Transformation -- Introduction -- Large-Scale Pedagogic Transformation at the University of Northampton -- Lessons from the Implementation of ABL -- From Pre-pandemic ABL to Emergency Remote Teaching -- ERT Versus ``proper´´ Online Learning -- Implications for the Virtual University -- Conclusion and Future Directions -- References -- 7 Innovation and the Role of Emerging Technologies -- Introduction -- Innovative Online Study Models -- Digital Technologies in Learning Activities -- Providing Students with an Opportunity to Visualize Invisible Phenomena -- Supporting Students to Generate Ideas and Construct Knowledge -- Enabling Students to Gain Embodied Experiences -- Empowering Students and Teachers to Exchange Ideas and Co-construct Authentic Understanding -- Conclusion: A Way Forward -- Cross-References -- References -- Part IV: Supporting Staff and Students -- 8 Models of Professional Development for Technology-Enhanced Learning in the Virtual University -- Introduction: Where Are We Now?. Contexts/Rationales -- In the Virtual University, Teaching and Learning Is Accessible 24/7 (an Advantage of Being Virtual) -- From ``Sage on the Stage´´ to ``Steering on the Net´´ (Changes in Conceptions of Teaching and Learning) -- After COVID-19: Into a Virtual Future -- Case Studies: What Is the Reality? -- Digital Capabilities -- The Demand for More ``Hands-On´´ Support and ``Examples´´ -- The ``Panic´´ Pre/During Lockdown -- Digital Integration -- Perspectives Around the Role of Digital Tools in Teaching and Learning Practices -- Questionable Use of Digital Tools -- Proposed Model: Developing Digital Capabilities and Digital Integration -- Discussion: Professional Development for the Virtual University -- Conclusion: Ensemble Efforts Can, and Should, Realize the Virtuality -- Cross-References -- References -- 9 Peer Observation of Teaching in the Virtual University: Factors for Success -- Introduction -- Peer Observation of Teaching (PoT) -- PoT and the Virtual University -- Online PoT: Identifying Factors for Success -- Sharing and Listening to Stories of Practice -- Focus on Pedagogy in a Listening Environment -- Honesty and Openness -- A Longitudinal Approach Enabled Deep Reflection -- PoT and the Pandemic Online Pivot -- Teaching Online Is Different -- Teaching Presence -- Observing Teaching Online: What Matters? -- Building Trust and Collegiality -- Support and Guidance -- PoT in the Virtual University: Establishing Factors for Success -- Creating a Clear and Common Lens -- Recognizing the Lens of the Observer -- Relationship Building -- The Approach in Practice -- Establishing Relationships of Trust -- Agreeing the Lens -- Establishing the Boundaries -- Phased Approach to Reflective Discussions -- Conclusion and Future Directions -- References. 10 Transition Techniques When Introducing Change: A Sociomaterial Approach to the Virtual University -- Introduction -- Background and Context in Existing Literature -- Transformative Model of Teaching with Technology -- Organizational and Individual Factors for Technology-Enhanced Learning (TEL) Adoption -- Case Studies from RMIT University -- Project Rewire -- COVID Pivot -- Analysis and Discussion -- Conclusion and Future Directions -- Cross-References -- References -- 11 The Role of Analytics When Supporting Staff and Students in the Virtual Learning Environment -- Introduction -- How Learning Analytics Supports Learning -- Developing Deep Insights with Learning Analytics -- Enabling Cultural Change Using the Behavior Change Wheel -- Application of the Behavior Change Wheel in Learning Analytics -- Benefits and Challenges -- Data, Ethics, and Privacy -- Embedding Learning Analytics as a Virtual University: A Plan of Action -- Conclusion and Future Directions -- References -- Part V: Learning Theories and Application of TEL -- 12 The 3C Merry-Go-Round: Constructivism, Cognitivism, Connectivism, Etc. -- Introduction -- Literature Review -- Cognitivism -- Constructivism -- Connectivism -- Learning Theories and TEL -- Cognitivism and TEL -- Constructivism and TEL -- Connectivism and TEL -- Examples That Benefit the Virtual University -- Echo360 Data: Engaging with Cognitivism -- A Graduate Certificate Course: Embedding Constructivism -- PebblePad ePortfolio: Constructivism Through Learning -- Using Microsoft Teams: Connectivism Example -- Explore Learning and Teaching Website: Connectivism for Staff Professional Learning -- Discussion -- Conclusion -- Cross-References -- References -- 13 The Role and Application of Learning Theories in the Virtual University -- Introduction. Active Learning in the Context of the ``Three Cs´´: Social Constructivism, Cognitivism, and Connectivism. |
| Record Nr. | UNINA-9910746283503321 |
| Singapore : , : Springer, Springer Nature Singapore Pte Ltd., , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||