Peter Goodyear

Robert A. Ellis

This integrated collection of perspectives on the spaces of teaching and learning uses ‘learning space’ to place educational practice in context. It considers the complex relationships involved in the design, management and use of contemporary learning spaces. It sheds light on some of the problems of connecting the characteristics of spaces to the practices and outcomes of teaching and learning. The contributions show how research into learning spaces can inform broader educational practices and how the practices of teaching, learning and design can inform research. The selection of chapters demonstrates the value of gathering together multiple sources of evidence, viewed through different epistemological lenses in order to push the field forward in a timely fashion. The book provides both a broad review of current practices as well as a deep-dive into particular educational and epistemological challenges that the various approaches adopted entail. Contrasts and commonalities between the different approaches emphasise the importance of developing a broad, robust evidence-base for practice in context. This is the inaugural book in the series Understanding Teaching-Learning Practice.

Integrating Perspectives on Research and Practice

Spaces of Teaching and Learning

This volume examines the proposal that studies of human teaching can be used to inform the design of intelligent computer tutors along with the reciprocal proposal that attempts to understand how teachers' knowledge and action can benefit from the models and methods of artificial intelligence and cognitive science. All of the contributors are directly involved in building Intelligent Tutoring Systems, carrying out empirical studies of teaching to help think about the design of ITSs, taking a cognitive stance in studying teaching, or using AI-based systems to help in teacher education.

Teaching Knowledge and Intelligent Tutoring

Many universities around the world are finding that the structures and processes they have put in place to further their educational missions are being tested by rapidly changing circumstances. These changes involve new pedagogies, new course designs, new technologies and updating of the physical campus; reflecting diversifying student needs, growing student numbers, increasing competition and more demanding stakeholder expectations. The Education Ecology of Universities examines these issues, starting with the challenges identified by university leaders who have responsibility for education, digital and campus planning. Sharing an analysis of in-depth interviews with more than 50 leaders, it identifies a range of conceptual and procedural gaps that undermine the full development and alignment of education, digital and campus strategies. The second half of the book provides practical ideas for taking a more holistic – indeed ecological – approach to understanding and improving university learning environments. Setting out a case for a new applied science of educational ecology, this book offers foundational concepts and theoretical perspectives, introducing methods for analysing and evaluating teaching and learning ecosystems. It will be of interest to anyone who wants better ways of understanding how local systems function and can be improved. It is a must-read text for all leaders and researchers in education, and indeed for anyone concerned with the future of higher education.

Integrating Learning, Strategy and the Academy

The Education Ecology of Universities

Lina Markauskaite

This book, by combining sociocultural, material, cognitive and embodied perspectives on human knowing, offers a new and powerful conceptualisation of epistemic fluency – a capacity that underpins knowledgeable professional action and innovation. Using results from empirical studies of professional education programs, the book sheds light on practical ways in which the development of epistemic fluency can be recognised and supported - in higher education and in the transition to work. The book provides a broader and deeper conception of epistemic fluency than previously available in the literature. Epistemic fluency involves a set of capabilities that allow people to recognize and participate in different ways of knowing. Such people are adept at combining different kinds of specialised and context-dependent knowledge and at reconfiguring their work environment to see problems and solutions anew. In practical terms, the book addresses the following kinds of questions. What does it take to be a productive member of a multidisciplinary team working on a complex problem? What enables a person to integrate different types and fields of knowledge, indeed different ways of knowing, in order to make some well-founded decisions and take actions in the world? What personal knowledge resources are entailed in analysing a problem and describing an innovative solution, such that the innovation can be shared in an organization or professional community? How do people get better at these things; and how can teachers in higher education help students develop these valued capacities? The answers to these questions are central to a thorough understanding of what it means to become an effective knowledge worker and resourceful professional.

Innovation, Knowledgeable Action and Actionable Knowledge

Epistemic Fluency and Professional Education

Niall Winters

Barbara L Grabowski

Joshua Underwood

Rosemary Luckin

Sadhana Puntambekar

The Handbook of Design in Educational Technology provides up-to-date, comprehensive summaries and syntheses of recent research pertinent to the design of information and communication technologies to support learning. Readers can turn to this handbook for expert advice about each stage in the process of designing systems for use in educational settings; from theoretical foundations to the challenges of implementation, the process of evaluating the impact of the design and the manner in which it might be further developed and disseminated. The volume is organized into the following four sections: Theory, Design, Implementation, and Evaluation. The more than forty chapters reflect the international and interdisciplinary nature of the educational technology design research field.

Handbook of Design in Educational Technology

Robert Ellis

Students’ Experiences of e-learning in Higher Education helps higher education instructors and university managers understand how e-learning relates to, and can be integrated with, other student experiences of learning. Grounded in relevant international research, the book is distinctive in that it foregrounds students’ experiences of learning, emphasizing the importance of how students interpret the challenges set before them, along with their conceptions of learning and their approaches to learning. The way students interpret task requirements greatly affects learning outcomes, and those interpretations are in turn influenced by how students read the larger environment in which they study. The authors argue that a systemic understanding is necessary for the effective design and management of modern learning environments, whether lectures, seminars, laboratories or private study. This ecological understanding must also acknowledge, though, the agency of learners as active interpreters of their environment and its culture, values and challenges. Students’ Experiences of e-learning in Higher Education reports research outcomes that locate e-learning within the broader ecology of higher education and: Offers a holistic treatment of e-learning in higher education, reflecting the need for integrating e-learning and other aspects of the student learning experience Reports research on students’ experiences with e-learning conducted by authors in the United States, Europe, and Australia Synthesizes key themes in recent international research and summarizes their implications for teachers and managers.

Peter Goodyear

Books

Your next favorite book is out there