Professor of learning innovation at the University of Leicester Interested in learning design, open educational resources, social media, elearning, learning theories, methodology, strategy and policy
Acadmic Director JD CONFIDENTIAL. iPads. Teaching. Entertainment. Innovation. Leadership. Accessibility. Audio books and podcasts. Creativity. Digital Technologies. Digital Literacy. Digital identities. Trends/Futures. Personal. Futures. Funding. A New Pedagogy is Emerging... and Online Learning is a Key Contributing Factor. 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. In looking at what these pedagogical changes are and their implications for students, faculty, staff, and institutions, we consider: What drives the development of this new pedagogy? Changes in society, student expectations, and technology are motivating innovative university and college faculty and instructors to re-think pedagogy and teaching methods.
New Demands of a Knowledge-Based Society New Student Expectations.
PhD. Learning and Teaching. Social Learning. The Flipped Classroom. MOOCs. British Journal of Educational Technology - Volume 46, Issue 2 - Teacher-led Inquiry and Learning Design. Online and Distance Education. Learning Design. Social media. Videos. Mobile learning. Evaluation. Books. Theoretical Perspectives. Critical Realism. Pedagogies. “Being lazy” and slowing down: Toward decolonizing time, our body, and pedagogy. Being ‘Lazy’ and Slowing Down: Towarddecolonizing time, our body, and pedagogy Educational Administration, Michigan State University Abstract In recent years, scholars have critiqued norms of neoliberal higher education (HE) by calling for embodied and anti-oppressive teaching and learning.
Implicit in these accounts, but lack-ing elaboration, is a concern with reformulating the notion of ‘time’ and temporalities of aca-demic life. Employing a coloniality perspective, this article argues that in order to reconnect our minds to our bodies and center embodied pedagogy in the classroom, we should disrupt Eurocentric notions of time that colonize our academic lives. Keywords: coloniality, temporal, embodied pedagogy, higher education, teachingand learning Introduction 2014 Philosophy of Education Society of Australasia Educational Philosophy and Theory D o w n l o a d e d b y [ M i c h i g a n S t a t e U n i v e r s i t y ] a t 1 0 : 2 2 0 7 A p r i l 2 0 1 5.
PLEs. Assessment. Recipes. Research Methods. Journals. Hotels. OER. Entertainment. Creativity. Podcasts. Learner Experience. Threshold concepts. Pedagogies. Copyright.