Don't show me this again. My Basket 0. Please fill in your email address below to join our newsletter mailing list. An experiment in form and content, its aim is to be a guide and map of some of the opportunities to develop more open and networked practices while navigating the potential downsides of social media, including perceived loss of privacy and amplification of disadvantage and abuse.
In Grutter, the Court upheld the law school's admissions program, ruling that diversity in higher education is a compelling state interest. What not to do in teaching cases. Facilitates the attainment of vicarious experience by helping us to distinguish the positive models to emulate from the negative model. Conclusions This article has demonstrated that the inclusion of case studies in OR teaching is widespread, with case studies being used in a range of teaching contexts and assessed in a variety of ways. I'd also recommend this book as a course textbook. The latest: Harvard filed a motion to dismiss the lawsuit, arguing that the policy is gender-neutral and therefore does not discriminate on the basis of sex.
It is an excellent and accessible starting point for, as well as route to, a deeper understanding and a more sophisticated use of social media. How does social media affect working life in Higher Education? How are universities harnessing its power to aid student learning? This innovative collection brings together academics and those working in professional services to examine these questions and more. The diverse and expert contributors analyse the many ways social media can be used to enhance teaching and learning, research, professional practice, leadership, networking and career development.
The impact of social media is evaluated critically, with an eye both to the benefits and the problems of using these new forms of digital communication. This is the first volume to give such detailed attention to this area of high interest. Its innovative approach extends to its creation, with contributors found via their presence on Twitter.
The short and impactful chapters are accessible while retaining an academic focus through their application of relevant learning theories and educational context. Social Media and Higher Education is essential reading for any professional working in higher education, including lecturers teaching education courses. It is also significant for researchers looking at more recent developments in the field and what it means to work in a modern higher education environment.
Edited by Chris Rowell June DOI: This work is licensed under a Creative Commons Attribution 4. This license allows you to share, copy, distribute and transmit the text; to adapt the text and to make commercial use of the text providing attribution is made to the authors but not in any way that suggests that they endorse you or your use of the work.
Attribution should include the following information:. Chris Rowell ed. Lighter PDF edition available here. His research interests include academic staff development needs for blended and online learning; ways technology can be used pedagogically to enhance learning; curriculum design; learning theories; Open Educational Resources OER ; the future of online learning. Sam designs and delivers a broad range of teaching activities from innovative, credit-bearing, assessed units to development of academic skills support within programmes for students and staff.
Sam has a flair for creating effective learning environments and encouraging creative active learning interactions, and has a keen interest in developing the groups with whom she works. Her areas of specialist interest are: skills development during transition into higher education, and the application of digital pedagogy.
Alex is a business and management professional with particular interests in enabling effective teaching and learning in higher education. He has worked extensively with active and experiential learning methods within a spectrum of traditional and online programmes in the higher education sector. His current research focuses on lateral pedagogy.
Her research interests include the use of social media in higher education, and technology-enhanced learning and interpersonal communication; she has published and given keynotes on this work both nationally and internationally. Jennie Blake is the Learning Development Manager at the University of Manchester Library and has been working in education for over twenty-five years, teaching in schools and universities in the US and UK.
She is particularly interested in how curriculum design and pedagogy can explicitly address inequality and enable student success.
You can find her on Twitter jnyrose , and she is always up for a chat. In twenty-five years teaching in schools, colleges and universities in the UK and overseas, Martin Compton has witnessed a shift from overhead projectors to digital projectors; from gigantic TVs on wheels to YouTube; and from cut-and-paste with scissors and glue to its electronic equivalent. History will telescope this era and describe what has happened as a digital revolution, but to live it is to see how slow change can be; especially in terms of technology for teaching and learning.
Much of this is tangential to his actual role which is as a Senior Lecturer in teaching, learning and professional development at the University of Greenwich. His research interests include training lecturers in Trans-National Education settings and unorthodox approaches to the observation of teaching and learning. Twitter: uogmc. Serena Gossain is a creative professional and lecturer in Advertising and Branding. She has over twenty years of industry experience, working as a senior creative for ad agencies and design consultancies and has developed a passion for teaching and learning in the creative field.
She is also a lecturer on branding, design management and luxury brand management in other universities. She loves all things design and enjoys creating images and finding the extraordinary in unexpected places. Twitter: julieh8. Andy Horton is currently a library manager at BPP University and enjoys delivering training to law and health students at London Waterloo and Cambridge and in partner centres overseas.
Andy is passionate about the role of librarians as educators. He also serves on the committee of the Alumni Libraries Forum.
Twitter: fechtbuch. Currently he works in materials development, teacher training and undertakes research at the Open University of China. He is a lifelong student with a wide range of research interests in teaching English and using learning technologies. The online environment also allows guided access to a variety of educational materials that any teacher can immediately use.
And again, the text guides to all the activities of the online environment, guidelines and models derived from regional, national and international experiences. The biggest threats come from the TE's negative attitude towards training and the resistance to training on ICT. Furthermore, there is an inadequate infrastructure preventing the development of ICT in education.
As for digital technologies, a large number of teachers have been trained to use them in teaching. Thus, these artefacts can be used as resources for teachers, to be creative, designing their own educational material Kynigos, Higher education institutions that conduct programs of PD have the authority to provide affirmations that one has attended these programs. The most recent policy document concerned with the establishment of the certificate was released in May by the Educational Committee of the Greek Parliament White paper, The pc-lab in schools is not available very often, because of the complexity of the school program.
There is also a prohibition for teachers and students to use mobile devices with them in school.
papanstibobsper.gq All these obstacles create a framework where many teachers speak of the use of ICT in the classroom, as a context that cannot be easily implemented. Many PD programs are based on the voluntary involvement of teachers.
Thus, it is sometimes hard for teacher educators to ensure the participation of a large number of trainees. This barrier is even more apparent in the cases of in-service teachers, where the institution conducting the PD program is not systemically linked to a School or a structure of primary or secondary education. Universities have adopted a crucial role in this procedure. Teachers in Greece are in quest of ways to identify creativity on students work, and how to support them in making creative projects.
In , the Greek Institute of Educational Policy evaluated this implementation, highlighting their positive effect in school communities, while pointing out the importance of ICT in the actualization of the pedagogical aims of these projects. There is a low budget invested in conducting in-service training for teachers.
However, this drawback may be balanced by the need for training. There has been no recruitment of teachers in Greece since except for a small number of secondary school teachers, recently. Thus, the introductory training of teachers has stopped being held. A large number of deputy teachers are hired each year. However, their unstable working status makes it difficult for them to attend a long term CPD course, since they are not working every year in the same school, not even in the same region of Greece. Moreover, no explicit reference to creativity can be found in National level curriculum of the degrees in which ITEs teach.
We can find, though, learning outcomes about ICT. Since the National level legislation does not elaborate on those learning goals, the curricula of each university should be examined in order to find out about the particular use of ICT to support creative processes. Studies covering the whole country are not found. The most comprehensive data available refer to Catalonia.