Abstract
Innovative pedagogies represent a flexible, student-centred approach to learning by focusing on authentic, situated, real world tasks, which are complex and non-linear. When contextualised with learning development, this type of real world learning allows for engagement that goes beyond the individual, beyond the curriculum and beyond the classroom.
This ‘beyondness’ of learning allows for alternative ways of seeing through the cross-pollination of disciplinary approaches, interactivity outside the subject group and flexibility in teaching spaces. The model presented makes explicit a learning community that exists beyond the immediate experience of the student. All three case studies present a means by which the student can negotiate their role and construct knowledge alongside others, in complex, dynamic and situated learning environments that value student-centred, emancipatory practices.
This ‘beyondness’ of learning allows for alternative ways of seeing through the cross-pollination of disciplinary approaches, interactivity outside the subject group and flexibility in teaching spaces. The model presented makes explicit a learning community that exists beyond the immediate experience of the student. All three case studies present a means by which the student can negotiate their role and construct knowledge alongside others, in complex, dynamic and situated learning environments that value student-centred, emancipatory practices.
| Original language | English |
|---|---|
| Title of host publication | Applied Pedagogies for Higher Education |
| Subtitle of host publication | Real World Learning and Innovation across the Curriculum |
| Editors | Dawn A. Morley, Md Golam Jamil |
| Place of Publication | Cham |
| Publisher | Palgrave Macmillan Ltd. |
| Pages | 269-297 |
| Number of pages | 29 |
| ISBN (Electronic) | 978-3-030-46951-1 |
| ISBN (Print) | 978-3-030-46950-4 |
| DOIs | |
| Publication status | Published - 6 Nov 2020 |