scholarly journals Making Projects Real in a Higher Education Context

2020 ◽  
pp. 163-185
Author(s):  
Roy Hanney
Keyword(s):  
Higher Education ◽  
Social Learning ◽  
Real World ◽  
Theoretical Underpinning ◽  
The World ◽  
Model Of Management ◽  
Real World Learning ◽  
Real Value ◽  
Agile Learning ◽  
Industry Professionals

Abstract Challenging educators to rethink projects and see them as a practice rather than as a model of management the authors explore the possibilities for using live projects to enhance real world learning in higher education. Drawing on the work of the ‘critical projects movement’ the chapter outlines a theoretical underpinning for reconceptualising projects as a practice and proposes a new pedagogic model that of ‘agile learning’. Framing the use of live projects is a mode of real world learning that generates encounters with industry professionals and provides real-value outputs for clients. The chapter explores the challenges that face educators who wish to foreground ‘social learning’ and engagement with communities of practice as a means of easing the transition for students from education to the world of work.

scholarly journals Introduction: Real World Learning—Recalibrating the Higher Education Response Towards Application to Lifelong Learning and Diverse Career Paths

2020 ◽  
pp. 1-17
Author(s):  
Dawn A. Morley ◽  
Md Golam Jamil
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Real World ◽  
Curriculum Design ◽  
Career Paths ◽  
Longitudinal Development ◽  
The World ◽  
Real World Learning ◽  
Alternative Approaches

Abstract Morley and Jamil critique the changing higher education landscape where metrics, marketisation and challenging employment prospects for graduates put into question traditional modes of higher education ethos and delivery. Theorists identify alternative approaches where learning is focused on greater authenticity, personalisation and longitudinal development. The chapter introduces the emerging concept of ‘real world learning’, which is under-researched within higher education yet shows early potential to address some of the disjunctions between students’ learning and the world of work. An introduction is made to the chapters within the book that follow, written with the intention to illuminate what is real world learning and how it can be applied to curriculum design and pedagogy.

scholarly journals Real World Learning: Simulation and Gaming

2020 ◽  
pp. 187-214
Author(s):  
Jonathan Lean ◽  
Jonathan Moizer ◽  
Cathrine Derham ◽  
Lesley Strachan ◽  
Zakirul Bhuiyan
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Real World ◽  
Teaching And Learning ◽  
Classroom Setting ◽  
Real World Learning ◽  
Subject Areas ◽  
Insight Into

Abstract Simulations and games are being used across a variety of subject areas as a means to provide insight into real world situations within a classroom setting; they offer many of the benefits of real world learning but without some of the associated risks and costs. Lean, Moizer, Derham, Strachan and Bhuiyan aim to evaluate the role of simulations and games in real world learning. The nature of simulations and games is discussed with reference to a variety of examples in Higher Education. Their role in real world learning is evaluated with reference to the benefits and challenges of their use for teaching and learning in Higher Education. Three case studies from diverse subject contexts are reported to illustrate the use of simulations and games and some of the associated issues.

scholarly journals ‘Getting to the Soul’: Radical Facilitation of ‘Real World’ Learning in Higher Education Programmes Through Reflective Practice

2020 ◽  
pp. 299-322
Author(s):  
Jo Trelfa
Keyword(s):  
Higher Education ◽  
Everyday Life ◽  
Reflective Practice ◽  
Real World ◽  
Space Time ◽  
Doctoral Research ◽  
Correct Performance ◽  
Real World Learning

Abstract This chapter foregrounds reflective practice as integral to ‘real world’ learning in higher education. Concerning the development of professional ‘artistry’ of and for post-degree life, literature focuses on the nature and form of reflective activities to foster student scrutiny therefore control of self and situation whilst engaged in real world learning. Yet, Trelfa’s doctoral research suggests the only real ‘learning’ is correct performance to pass their course. Reflective practice, and real world learning, has ‘lost its soul’. Drawing on Lefebvre’s (Rhythmanalysis: Space, time and everyday life. London: Continuum, 1992/2004) concept of ‘breaking-in’ to understand this soul-less situation (illustrated in case study one), Trelfa calls for it to be radically different: if real world learning is to live up to its name then its reflective practice needs to be authentic (illustrated in case study 2).

A Comparative Study of Digital Game Curricula in Taiwan and United States

2018 ◽  
pp. 281-301 ◽  
Author(s):  
Yowei Kang
Keyword(s):  
Higher Education ◽  
Digital Games ◽  
World Market ◽  
Program Assessment ◽  
Digital Game ◽  
Advertising Industry ◽  
The World ◽  
Industry Professionals ◽  
The U.S

The advertising industry has increasingly integrated digital game as a viable platform to deliver messages. The economic impacts of this emerging platform can also be seen globally. Digital game revenue in Asia is predicted to reach $20 billion, about 38% of the world market. As a result, higher education institutes around the world have enthusiastically developed programs to educate future multi-platform advertising professionals. In this book chapter, the author identifies selected departments, programs, or curricula in digital games among higher education institutes in both U.S. and Taiwan. This chapter describes, reports, and analyzes curricula from over 387 programs in the U.S. and 35 programs from Taiwan. An overview of these digital game curricula enables educators to better assess these programs to discuss how digital game has been taught as a viable platform. The chapter also discusses trends in program assessment to better educate future digital creative industry professionals.

Real-world rigour

2018 ◽  
Vol 32 (5) ◽  
pp. 285-289 ◽  
Author(s):  
Joseph M. Woodside
Keyword(s):  
Higher Education ◽  
Real World ◽  
Business Environment ◽  
Academic Excellence ◽  
Learning Approach ◽  
Integrative Learning ◽  
Education Development ◽  
Higher Education Development ◽  
The World ◽  
The Future

In the interests of better preparing students for the world of work and developing the industry competencies that graduates need, this article sets out an integrative learning approach for higher education development at the undergraduate and graduate levels to improve academic excellence through real-world rigour across all disciplines of industry and higher education. Real-world rigour is required to increase the adaptability of higher education graduates in a fast-changing business environment and to ensure that graduates have gained the industry competencies in higher education that will enable them to be successful in the future workforce. Changes such as automation and new skills requirements will have major employment impacts in the future.

Adaptive education applied to higher education for sustainability

2018 ◽  
Vol 19 (6) ◽  
pp. 1111-1130 ◽  
Author(s):  
Allison Earl ◽  
Robert VanWynsberghe ◽  
Pierre Walter ◽  
Timothy Straka
Keyword(s):  
Higher Education ◽  
Real World ◽  
Teaching And Learning ◽  
Education Programme ◽  
Education For Sustainability ◽  
Content Type ◽  
Interpretive Case Study ◽  
Real World Learning ◽  
Sustainability Challenges

Purpose This paper aims to present an interpretive case study in education for sustainability (EfS) that applies VanWynsberghe and Herman’s (2015, 2016) adaptive education as pedagogy. Dewey’s theory of behaviour change is applied to educative experiences based on habit disruption and real-world learning, leading to creativity in the formation of new habits. The programme presented inverts dominant conceptions of knowledge to design innovative sustainability pedagogy. Instead knowledge resides alongside experience, cases, intuition, advice, experimentation and dialogue in the individual and collective effort to address daily sustainability challenges. Design/methodology/approach The paper reports on the outcomes of an interpretive case study (Merriam, 1998) of a higher education programme in sustainability pedagogy. It presents a series of reflections by instructors and participants in discussing the programme’s relationship with the core themes of habit, disruption, creative action and dialogue framed within the five features of adaptive education: stakeholders, real-world learning, off campus, transdisciplinarity and non-traditional rewards. Findings Through this examination, the authors found that adaptive education offered a pedagogy that simultaneously addressed the need for increased sustainability knowledge, whilst inverting its dominance. As a long-term project, the extent of the programme’s impact will be evident beyond the programme’s completion. Research limitations/implications This interpretive case study is analysed through high-level conceptual and theoretical aspects of the pedagogy rather than the particularities of the case. By putting the centrality of knowledge into question, the authors are advocating for a more experimental role for higher education in its teaching and learning. These questions are broadly applicable. Social implications There are research, learning and social benefits to this programme. Adaptive education builds capacity for future leaders and educators of sustainability. Originality/value The paper concludes with a discussion for further theorizing and research on adaptive education and EfS in higher education. This research will contribute to broader discussions of the evolving role of education in sustainability.

scholarly journals Mengembangkan Sikap Positif dan Pemahaman Siswa Melalui Pembelajaran Kontekstual dengan Metode Demonstrasi atau Field Trip

2020 ◽  
Vol 9 (1) ◽  
pp. 81-89
Author(s):  
Eka Hendi Andriansyah
Keyword(s):  
Real World ◽  
Student Attitudes ◽  
Field Trip ◽  
Field Trips ◽  
Contextual Learning ◽  
Contextual Approach ◽  
The World ◽  
Real World Learning ◽  
Students Attitudes ◽  
The Right

The purpose of this study is to create the formation of students' attitudes and understanding of teaching materials through a contextual approach by comparing the use of two methods that are almost the same, namely the demonstration method and the field trip method. The contextual approach is very compatible with the 2013 curriculum, in which students are required to be able to construct their learning through an approach by leading to real-world learning. The research method used is the experimental method that tests the use of two learning methods that exist in contextual learning, namely the control class treatment with the Demonstration method and the experimental class treatment with the field trip method. It was found the significance of the differences in learning by using a contextual approach, especially using the field trip method compared to using a contextual approach with a demonstration method. Learning done with field trips results in higher scores in terms of understanding as well as student attitudes compared to demonstration methods on the same contextual approach. Bringing students directly into the real world while providing students the opportunity to socialize with the world around them and learn to interact in the right way so that they can create better attitudes than learning in the classroom.

scholarly journals Conclusion: Real World Learning—Researching and Co-constructing Working Definitions for Curriculum Development and Pedagogy

2020 ◽  
pp. 395-412
Author(s):  
Dawn A. Morley
Keyword(s):  
Higher Education ◽  
Open Access ◽  
Qualitative Study ◽  
Curriculum Development ◽  
Focus Groups ◽  
Concept Mapping ◽  
Thematic Analysis ◽  
Real World ◽  
Curriculum Planning ◽  
Real World Learning

Abstract Morley presents a research paper on a qualitative study of 15 groups of authors who were submitting chapters to an edited open-access collection, “Applied pedagogy for higher education. Real world learning and innovation across the curriculum”. Through the method of concept mapping, authors discuss their views and experience of “real world learning”. The concept of real world learning is an emerging area in higher education where students are focusing not only on their present learning but on how they can develop attributes and identities that equip them to progress following graduation. A thematic analysis of the author focus groups identifies three themes of fidelity, individuality and mutuality. A discussion of the themes applies the authors’ experience of real world curriculum planning and pedagogy in higher education.

scholarly journals Real World Learning and the Internationalisation of Higher Education: Approaches to Making Learning Real for Global Communities

2020 ◽  
pp. 107-132
Author(s):  
Md Golam Jamil ◽  
Nazmul Alam ◽  
Natascha Radclyffe-Thomas ◽  
Mohammad Aminul Islam ◽  
A. K. M. Moniruzzaman Mollah ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Real World ◽  
Internationalisation Of Higher Education ◽  
Diverse Learning ◽  
Real World Learning ◽  
Practical Guidelines ◽  
Citizenship Skills ◽  
The Uk

Abstract Real world learning and the internationalisation of curricula are relatively new considerations in contemporary higher education discourses. Inquiry and application lie at the heart of real world learning, and the internationalisation of academic programmes is expected to equip learners with diverse learning styles and global citizenship skills. However, combining these two sets of educational objectives for pedagogic success is challenging, mainly because of learners’ academic, social and cultural differences. The chapter addresses this problem theoretically and with the help of three real cases drawn from the UK and Bangladesh. The cases convey the ethos and procedures for accommodating diversity, inquiry, application of learning, and cross-cultural collaboration in international educational settings. The findings suggest several practical guidelines on creating authentic and long-term learning opportunities in higher education.

scholarly journals The Role of Professional Networks in Supporting and Developing Real World Learning

2020 ◽  
pp. 41-62
Author(s):  
Joanne Brindley ◽  
Stuart Sims
Keyword(s):  
Higher Education ◽  
Professional Learning ◽  
Real World ◽  
Good Practice ◽  
Learning Activity ◽  
Learning Networks ◽  
Professional Networks ◽  
Effective Learning ◽  
Real World Learning ◽  
The University

Abstract The chapter provides insight into how professional learning networks can be effectively implemented to encourage the sharing of good practice and developed to support a real world learning context within higher education. Observations will be provided into the potential use and effectiveness of professional learning networks, including setting out a framework which maps how this type of learning activity can be effectively developed and administered within higher education settings. This section provides a forward narrative for the case studies from the University of Portsmouth, which acts as a vehicle for contextualising the effectiveness and prerequisites required for effective learning networks to be established. The chapter will culminate by providing the reader with a proposed approach for the implementation of an effective learning network.

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