A new book on Teaching, Learning and New Technologies in Higher Education has been published by Springer, featuring a chapter on innovative instructional practices at the University of York. The book draws on updated papers, first presented at the 2016 New Delhi international seminar event on teaching with new technologies in higher education, jointly organised by the British Council India, the Centre for Policy Research in Higher Education and the National University of Educational Planning and Administration (NEUPA), India.
The book addresses policy and organisational strategies for enhancing innovation in teaching–learning processes, offering a wide range of contributions on these themes. The University of York chapter explores how the affordances of learning technologies may be applied to support active learning opportunities for students across various modes of engagement, ranging from interleaved practice (formative assessment) to student-led teaching and content creation. It draws on a number of case studies of innovative practice, such as those focusing on structured interaction and collaborative writing research tasks, as well as on dialogical feedback supported through the medium of technology.
The University of York chapter discusses the broader context of technology enhanced learning developments across the UK HE sector and positions our institution’s pedagogical innovations within that space, highlighting the shift towards greater flexibility in course delivery and pedagogic support and the focus on student-centred learning. This foregrounds some of the key developments that we have seen over the past calendar year in terms of ‘dual delivery’ teaching practice, featuring pedagogical redesign for teaching approaches enabled through the use of content authoring (e.g. video) and communication tools. Note the Chemistry Department’s redefinition of the lecture as one such approach, which has involved a review of contact time with students, with an emphasis on greater flexibility and choice in how our students participate in teaching and assessment activities. We have seen further innovative practice showcased at our recent Learning and Teaching Forum event, demonstrating how student-centred learning is being supported at scale across the institution through the use of synchronous and asynchronous communication tools.
In summary the chapter discusses the impact of technological developments on the delivery of campus-based courses and the scope that learning technologies now present for innovation in the delivery of the taught curriculum.
Walker R. (2020) Facilitating Active Learning Opportunities for Students Through the Use of Technology-Enhanced Learning Tools: The Case for Pedagogic Innovation and Change. In: Varghese N.V., Mandal S. (eds) Teaching Learning and New Technologies in Higher Education. Springer, Singapore.
You can access information about this chapter and other research papers from our team, over on our “Team Research Papers and Recorded Lectures” page.