The future of learning and teaching in next generation learning spaces /
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| Imprint: | Bradford : Emerald Group Publishing Limited, 2014. |
|---|---|
| Description: | 1 online resource (383 pages) |
| Language: | English |
| Series: | International Perspectives on Higher Education Research ; v. 12 International perspectives on higher education research. |
| Subject: | |
| Format: | E-Resource Book |
| URL for this record: | http://pi.lib.uchicago.edu/1001/cat/bib/12015538 |
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| 245 | 0 | 4 | |a The future of learning and teaching in next generation learning spaces / |c edited by Kym Fraser. |
| 260 | |a Bradford : |b Emerald Group Publishing Limited, |c 2014. | ||
| 300 | |a 1 online resource (383 pages) | ||
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| 490 | 1 | |a International Perspectives on Higher Education Research ; |v v. 12 | |
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Front Cover; The Future of Learning and Teaching in Next Generation Learning Spaces; Copyright Page; Acknowledgements; Contents; List of Contributors; The Future of Learning and Teaching in Next Generation Learning Spaces; Introduction; Sections of the Book; References; Section I: The future of next generation learning spaces in universities; CHAPTER 1 Personalised Learning Strategies for Higher Education; Learning in Ubiquitous Spaces; Personalised Learning Strategies; Learning Space Literacies; Conclusion; References. | |
| 505 | 8 | |a CHAPTER 2 Diverse Pictures of Learning: The Hidden Work of Shaping Next Generation Learning SpacesIntroduction; Pictures of Learning: Conceptualising Intersections of Technologies and Space; Digital Technologies, Pedagogies and Learning Spaces: A Democratising and Potentially Disruptive Force; Challenges and Opportunities Provided by Digital Mobile Technology Implementation; Hidden Work of New Technologies for Academics and Students; Conclusion; References; CHAPTER 3 Keeping Pace with the Rapid Evolution of Learning Spaces; Planning for the Learning Spaces of Tomorrow. | |
| 505 | 8 | |a The Future of Learning Spaces: On-Demand Apps and Bring your Own Technology (BYOT)Transcending Physical Learning Spaces; References; Section II: The future of learning and teaching in next generation learning spaces; CHAPTER 4 Pedagogies for Next Generation Learning Spaces: Theory, Context, Action; Introduction; Some Pedagogic Underpinnings; Drivers and Constraints in the Development and Use of NEXT GENERATION LEARNING SPACES; Implications of Drivers and Learning Theories for Pedagogy in NEXT GENERATION LEARNING SPACES; Use and Abuse of Next Generation Learning Spaces; Conclusion; References. | |
| 505 | 8 | |a CHAPTER 5 Assessment in Next Generation Learning SpacesLearning, Assessment and Space; Next Generation Learning Spaces Demand New Approaches to Assessment; Gamification of Learning and Assessment; Conclusion; References; CHAPTER 6 Spaces for Engaging, Experiential, Collaborative Learning in Higher Education; Pedagogy Challenges; Design Challenges; Pedagogy Disruptors; Design and Pedagogical Opportunities; Conclusion; References; CHAPTER 7 What Does It Take to Learn in Next Generation Learning Spaces?; Introduction; The review; Findings and discussion; Conclusions; Notes; Acknowledgements. | |
| 504 | |a ReferencesCHAPTER 8 Inclusive Practices in Academia and Beyond; Introduction; The potential benefits and challenges of next generation learning spaces; Student diversity and an inclusive approach; Why is an inclusive approach important?; Preparing work ready graduates; The principles of universal design for learning; Towards being inclusive in academia and beyond; Applying universal design for learning principles to practice; Inclusive physical and virtual environments; Inclusive work integrated learning; Conclusion; Acknowledgement; References. | ||
| 500 | |a Section III: The future of support for teaching in next generation learning spaces. | ||
| 520 | |a This book focuses on key elements of learning, teaching, professional development and design. The book addresses the compelling questions of the decade in an effort to help senior university managers think beyond the pedagogies of yesterday in order to maximize the use and design of physical learning spaces for the future. | ||
| 546 | |a English. | ||
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