The University of Tennessee at Knoxville (UT) has completed a $3.5 million redesign of its Humanities and Social Sciences building. The renovation supports the university's aim to replace traditional classrooms with new learning spaces that foster collaboration and student-centric learning.
Kim Flintoff's insight:
The university has 36 classrooms all of which have been refitted in much the same way as the "next generation collaborative spaces" at Curtin.
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Online learning is nothing new. Many schools and universities have been offering some form of virtual education for a few years, either to complement a class or as a full alternative to real life interaction in a classroom.
Many universities, such as Stanford and MIT, have made educational material, known as Open Courseware, available. However, in the past year, there has been a major growth in what are known as Massive Online Open Courses or MOOCs.
Reflexivity, on the other hand, is to engage in the moment, to understand the thoughts and feelings of an experience while experiencing that experience. As a self-reflexive professor, for example, I would evaluate my teaching as I’m teaching. I wouldn’t wait until the end of a course to see how I’d done or to think about changing my pedagogical strategy. I would ask some hard questions at the end of each lesson to help understand what I was doing and why I was doing it. Similarly, when we encourage students to be self-reflexive, we are asking them to understand what they are learning as they are learning. Additionally, self-reflexivity not only allows students to understand what they learned but why they learned it.
On Saturday 13 April 2013, the newly appointed Minister for Tertiary Education, Dr Craig Emerson, announced $2.3b in budget savings from the higher education sector to help fund the implementation of the Government’s reforms to school education.
In all the discussion about learning management systems, open educational resources (OERs), massive open online courses (MOOCs), and the benefits and challenges of online learning, perhaps the most important issues concern how technology is changing the way we teach, and - more importantly - the way students learn. For want of a better term, we call this “pedagogy.”
What is clear is that major changes in the way we teach post-secondary students are being triggered by online learning and the new technologies that increase flexibility in, and access to, post-secondary education.
This completed Commissioned Project transferred and adapted the successful North American Carl Wieman Science Education Initiative (CWSEI)model to the New Zealand tertiary system.
Interventions were used to engage and enhance learning in tertiary science in Biology and Geology courses at the University of Canterbury and Massey University. The results from this study can be applied to different academic disciplines in a variety of tertiary settings, including polytechnics.
This project was launched at the University of Canterbury in March 2013
"Showing students by demonstrating your thinking process in figuring out how to solve a problem will help them learn better than simply telling them how to do it, educator Karen Lea writes in this blog post. Lea offers two examples of reading lessons for fourth and sixth grades to describe how to model for students. "It is the teacher doing while involving the students in the thinking, the doing and all aspects of the process," Lea writes"
The process of modelling is a key educational skill that educators at all levels must master and demonstrate. It is no less necessary in Higher Education than it is in K-12 and must be employed regardless of the learning context - face-to-face, online, blended, MOOC...
"Rankings are an input into strategy, they don't drive it,"
Kim Flintoff's insight:
The obvious next step is engineering artifical solutions to the criteria... need a better research output index? Easy, change the reproting systems to create better figures, or reclassify staff who have limited research opportunities in their workload model...
In a world driven by exponential accelerating technological and social change, globalization, and a push for more creative and context-driven innovations, how can we ensure the success of ourselves as individuals, communities, and the planet?
Knowmads are nomadic knowledge workers –creative, imaginative, and innovative people who can work with almost anybody, anytime, and anywhere. Industrial society is giving way to knowledge and innovation work. Whereas industrialization required people to settle in one place to perform a very specific role or function, the jobs associated with knowledge and information workers have become much less specific concerning task and place. Moreover, technologies allow for these new paradigm workers to work within a broader options of space, including “real,” virtual, or many blended. Knowmads can instantly reconfigure and recontextualize their work environments, and greater mobility is creating new opportunities.