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As Generative AI accelerates its impact on the educational landscape, Generative Artificial Intelligence in Higher Education provides a visionary roadmap for university professionals to navigate this transformative era. Through inspiring case studies, expert analysis, and well-grounded learning theories, this book reveals how Generative AI can empower educators to personalise learning, promote inclusivity, and elevate pedagogical innovation. At the same time, it tackles the ethical dilemmas and practical challenges posed by adopting AI, offering actionable strategies for institutions committed to progress and integrity. Key highlights include: Practical insights into integrating AI tools to enhance student engagement and learning outcomes – Theoretical frameworks to guide AI's responsible and effective use in education – Strategies for institutions to scale AI, improve efficiency, and remain globally competitive. With contributions from leading scholars worldwide, this book is a vital resource for academics, administrators, and policymakers who aspire to harness AI's potential while upholding the principles of ethics, equity, and excellence in education. Why should you read this book? Because AI will transform the future of higher education. As AI reshapes the academic landscape, this book equips you with the knowledge and tools to lead your institution and students into an innovative and equitable future. Prepare to engage, inspire, and lead in the AI-enabled academic era.

In the evolving landscape of higher education, this book is a vital resource which addresses a fundamental concern: how to effectively enhance student learning outcomes and adequately prepare students for their professional futures. The book presents a central model for enhancing student learning outcomes, the ESLO model, which is a meticulously crafted framework designed to optimise the academic experience and outcomes for students in higher education. Each stage represents a critical step in the instructional journey, ensuring that teaching and learning methodologies are tailored to students'unique needs, effectively implemented, and subsequently assessed for their impact. The development of the ESLO model is a response to the growing demand for a more systematic, evidence-based approach in education – one that prioritises student learning outcomes and prepares students effectively for their future careers. Comprising 15 chapters, the book presents a wide range of perspectives from university educators spanning four continents: Australia, Asia, Europe, and North America. Their contributions detail their systematic approaches to designing, enacting, and assessing teaching and learning activities to enhance specific learning outcomes. Enhancing Student Learning Outcomes in Higher Education is an inspiring read for educators dedicated to advancing their pedagogical techniques and optimising student success.

This is the latest volume in the Learning in Higher Education series. Active Learning has at least two major benefits: 1) it engages students in their learning, and 2) it enhances their deeper learning outcomes. In this book, authors from universities in Australia, Canada, Italy, New Zealand, Romania, Turkey, the UK and the USA show how they have used active learning to engage their students and improve their deeper learning outcomes. Reading the book, you will gain insight into how the authors designed and carried out their teaching, using one of these eleven active learning methods: authentic project-based learning; case-based learning; experience-based learning; flipped and peer learning; inquiry-based learning; learning space design; project-based learning; research-based learning; students as partners framework; technology-enhanced learning; and virtual exchange co-design.

The latest volume in the Learning in Higher Education series, Teaching and Learning Innovations in Higher Education showcases transformative, theory-informed innovations in teaching and learning in Higher Education. It presents a brand new, unique perspective on innovation in HE - the Learning-centred Five-tier Model of Innovation - which guides educators in their innovation of teaching and learning products, processes, or services. A distinguishing feature of the book is the linkage to the Five-tier Model of Innovation that explicitly relates to three learning paradigms: Instructivism, Cognitivism, and Constructivism. In each chapter, authors situate their teaching and learning innovations in one of the three learning paradigms. The book contains twenty-one inspiring cases showing learning-centred product, process, or service innovations within five focus areas: Learning Space Design - E-Learning - Case-Methodology - Business Practice and Fieldwork - Creative Methodologies - Reflective Methodologies.

This volume encompasses the range of issues encountered by language scholars who teach and research in departments of languages and cultures within the higher education system, predominantly in Australia, but touching other universities worldwide. Related studies on language planning, methodology or pedagogy have focused on one or more of these same issues, but rarely on their totality. Intersections as a metaphor running discreetly through the essays in this volume, connects them all to a lived reality. The field of languages and cultures, as it is practised and reflected upon in Australian universities, is essentially an interdisciplinary and interconnecting space - one in which linguistic and disciplinary diversities meet and join forces, rather than collide or disperse along different pathways. The international and local studies featured here focus on language planning, new pedagogies and language reclamation and link to meeting points and commonalities. They show that language scholars are increasingly finding themselves on common ground as they tackle issues of policy and practice affecting their field, whether within their institutions, within the tertiary system, or within the framework of government policy.

The latest volume in the Learning in Higher Education series, Innovative Teaching and Learning Practices in Higher Education introduces the reader to a number of inspiring transformative educational practices. It explores in depth what has motivated these teachers to transform their teaching, how they went about doing it, and what the results were for their students in terms of learning and engagement. The innovative practices in the book centre around three types of innovations: Technology-based Simulation-based Practice-based Innovative Teaching and Learning Practices in Higher Education takes a pedagogical, procedural, and practical approach to the development of innovative teaching and learning practices. The authors, who are university teachers themselves, focus on encouraging, empowering and enabling fellow teachers to develop, design, and implement new and innovative teaching and learning practices for the improvement of student engagement and student learning. The book describes teaching and learning innovations in terms of the complex links between teaching practices and underlying theories and philosophies of learning. Showcasing innovative practices from across different fields of science, the book is cross-disciplinary and inclusive.