This book provides holistic guidance and proposes practical frameworks to navigate complex learning environments in the rapidly evolving climate, and an environment to facilitate effective learning and knowledge transfer, while advocating a shift in the learning culture, and culture of learning, in varying contexts. It serves well for varying and cross-disciplinary clusters of individuals, particularly for academics, senior management of higher education institutions, and senior leaders of corporate organizations. This book equips readers with a deeper understanding of the evolving and dynamic issues that need to be addressed in the higher education context; to handle multifaceted situations in the process of engaging University students to be nurtured as future global leaders and knowledge workers.
Author(s): Kumaran Rajaram
Publisher: Springer
Year: 2023
Language: English
Pages: 470
City: Singapore
Preface
Praise for Learning Intelligence: Innovative and Digital Transformative Learning Strategies
Contents
List of Figures
List of Tables
Part I Introduction
1 Future of Learning: Teaching and Learning Strategies
1.1 What’s New: The Future Learning
1.2 Trends and Drivers
1.2.1 Globalization
1.2.2 Demographic: Diversity of Learners
1.2.3 Labour Market and Employer Demands
1.2.4 Emerging Technologies
1.3 Learning Intelligence
1.3.1 Strategic Level Planning and Interventions
1.3.2 Tactical Level Planning and Interventions
1.3.3 Operational Level Planning and Interventions
1.4 Key Evolving Challenges and Concerns of Future Learning
1.5 The 21st Century Classroom: How to Learn and Teach?
1.5.1 Evolving Teaching Methodologies
1.5.2 Blended Learning
1.5.3 Online Learning
1.5.4 Mobile Learning
1.5.5 Simulations, Gamification and Video Games
1.6 Learning Strategies for the Future
1.7 Educators of the Future
1.7.1 Cross-Cultural Competence
1.7.2 Empathy: Leadership Skills Development
1.7.3 Teacher-Thinking
1.7.4 Growth Mindset: Lifelong Learning
1.7.5 Collaborative and Networked Learning
1.8 Future Curriculum Learning Design and Assessment
1.8.1 Collaboration
1.8.2 Co-creation with Learners
1.8.3 Connectedness
1.8.4 Technological Disruptions and Interventions
1.8.5 Assessments
1.9 Learning Mobility—The New Expectation of Learning “Anywhere and Anytime”
1.10 Individualized and Personalized Learning: Customization for Learners
1.11 Sociocultural Interventions for Future
1.12 Recommendations
1.13 Concluding Thoughts: Implications for Future Learning
References
Part II Cultural and Social Engineering of Learning
2 Cultural Intelligence in Teaching and Learning
2.1 Introduction
2.2 Cultural Intelligence and Its Impact on Higher Education (HE)
2.3 Globalization of Higher Education
2.4 Cultural Intelligence: Analysis from an Education Perspective—Effects on Teaching and Learning in Higher Education
2.4.1 Strategic-Tactical and Operational Levels
2.4.2 Increasing Cultural Diversity Within Student Populations
2.5 Sociocultural Localized Context and Transnational Education
2.6 Cross-Cultural Teaching
2.7 Pedagogical Learning Design: Learning Strategies and Instructional Techniques for Cross-Cultural Context
2.7.1 Virtual Learning
2.7.2 Flipped Classroom
2.7.3 Cooperative Learning
2.7.4 Blended Learning
2.7.5 Experiential Learning
2.8 Enhancing Learning Efficacy Through Pedagogical Learning Design
2.9 Challenges in Cross-Cultural Teaching
2.9.1 Communication
2.9.2 Assessment
2.9.3 Class Participation
2.9.4 Differences in Learning Orientation
2.9.5 Facilitating Cross-Cultural Group Work
2.9.6 Use of Technology
2.9.7 Student-Teacher Relationships
2.10 Multicultural Teaching Efficacy
2.11 Measurement of Multicultural Teaching Efficacy: Frameworks and Scales
2.12 Student Engagement: Cross-Cultural Learning Contexts
2.12.1 Differences in Learning Styles
2.12.2 Fear of Judgement from Peers
2.12.3 Increasing Use of IT in Classrooms
2.12.4 Lack of Confidence
2.13 Teachers’ Training: Proficiency in Adapting in a Cross-Cultural Context
2.14 Teachers’ Outlook Towards Culturally Diverse Students
2.15 Correct Mix of Teaching Strategies for High Efficacy of Learning in Cross-Cultural Settings
2.16 Concluding Thoughts
References
3 Social-Psychological Intervention: Development of Cognitive Empathy
3.1 Introduction
3.2 Leadership Competencies
3.3 Empathy
3.3.1 Cognitive Empathy
3.3.2 Teaching Empathy
3.4 Design Thinking
3.5 Social-Psychological Interventions
3.6 Hypotheses
3.7 Methods
3.7.1 Settings
3.7.2 Data Sources
3.7.3 Procedures
3.7.4 Measures and Reliability
3.8 Results
3.8.1 Assignment Completion by Conditions
3.8.2 Use of Management and Design Thinking Terms by Conditions
3.8.3 Assignment Solution by Conditions
3.8.4 Presence of Empathy by Condition
3.9 Discussion
3.10 Conclusion
References
Part III Innovation and Transformation in Learning
4 Exploiting Disruptive Innovation in Learning and Teaching
4.1 Introduction
4.2 Impact of Globalization on Higher Education
4.2.1 Higher Education in a VUCA World
4.2.2 The 21st Century Learners in Higher Education
4.3 The Influence of Technology on Higher Education
4.3.1 The Impact of the Fourth Industrial Revolution on Education
4.3.2 COVID-19 Pandemic Impact on Education
4.4 A New Framework for Innovation in Teaching and Learning
4.4.1 Clayton Christensen and Disruptive Innovation
4.4.2 Transformative Strategic Framework for Innovation in Teaching and Learning
4.5 A Revised Framework for Innovation in Teaching and Learning
4.6 Implementation of Innovation Through Diffusion of Innovation
4.6.1 The Gartner Hype Cycle
4.6.2 The Diffusion of Innovation Model
4.6.3 The Synergy Gartner Hype Cycle and the Diffusion of Innovation Model
4.7 Conclusion
References
5 Blended Learning
5.1 Introduction
5.2 Blended Learning
5.2.1 Benefits of Blended Learning
5.2.2 Types of Blended Learning
5.2.3 Approach Adopted: How Blended Learning Is Conducted?
5.2.4 Impact
5.2.5 Level
5.3 Technology Enhanced Learning (TEL)
5.3.1 Impact of Technology Enhanced Learning (TEL)
5.3.2 The Link of TEL to Blended Learning
5.4 Blended Learning Design
5.4.1 Online Learning
5.4.2 Voice-over Lectures
5.4.3 Animations
5.4.4 Quizzes
5.4.5 Online Reflection Journal
5.4.6 Face-to-Face Learning
5.4.7 Face-to-Face Seminars with Technological Interventions
5.5 Assessment of Blended Learning
5.5.1 Online Learning Assessment
5.5.2 Face-to-Face Learning Assessment
5.6 Social-Cultural Aspects of Blended Learning
5.6.1 Online Learning
5.6.2 Face-to-Face Learning
5.7 Application to Teaching and Learning
5.7.1 Global Perspectives
5.7.2 Financial Costs of Blended Learning
5.7.3 Future of Blended Learning Pedagogy
5.7.4 Perspectives of Students and Instructors
5.8 Concluding Thoughts and Future Directions
References
6 Authentic Learning Digital Transformation and Innovations
6.1 Introduction
6.2 Digital Transformation in Learning and Learning Innovations
6.3 Learning Interventions
6.4 Learning Transformation
6.4.1 Social Engineering
6.4.2 Learning Culture and Culture of Learning
6.5 Pedagogy
6.5.1 E-Learning
6.5.2 Blended Learning
6.5.3 Flipped Classroom
6.5.4 Virtual Reality and the Future of Pedagogy
6.6 Class Participation
6.6.1 Facilitation of Class Participation
6.6.2 Meta-Analysis: Aspects of Class Participation and Its Impact on Learning Outcomes and Processes
6.6.3 Learning Intervention: K^mAlive Learning Application—Class Participation Functionality
6.7 Critical Thinking
6.7.1 Meta-Analysis: Instructional Approaches to Enhance Critical Thinking, Its Impact on Learning and Application to Employability
6.7.2 Facilitation of Critical Thinking
6.7.3 Learning Intervention: K^mAlive Learning Application—Critical Reflection Functionality
6.8 Peer Evaluation
6.8.1 Meta-Analysis: Types of Peer Evaluation
6.8.2 Facilitation of Peer Evaluation
6.8.3 Learning Intervention: K^mAlive Learning Application—Peer Review Functionality
6.9 Group Discussions and Group Review
6.9.1 Meta-Analysis: Approaches to Group Discussion and Its Impact to Learning
6.9.2 Facilitation of Group Discussion and Group Review
6.9.3 Learning Intervention: K^mAlive Learning Application—Group Discussion and Group Review Functionality
6.10 Leadership, Human and Soft (Employability) Skills and Competencies
6.10.1 Meta-Analysis: Leadership, Human and Soft (Employability) Skills Development, Impact on Learning and Application to Future Work
6.10.2 Training of Leadership, Human and Soft (Employability) Skills
6.10.3 Learning Intervention: K^mAlive Learning Application—Leadership, Human and Soft (Employability) Skills Functionality
6.11 Application to Teaching and Learning Practice
6.12 Recommended Learning Interventions with Sociocultural Engineering Strategies
6.12.1 Class Participation
6.12.2 Critical Thinking
6.12.3 Peer Evaluation
6.12.4 Group Discussions and Group Review
6.12.5 Leadership and Soft Skills Competencies
6.13 Practical Implications and Recommendations
6.14 Concluding Thoughts
References
Part IV Digital Transformation and Data Analytics in Learning
7 Harnessing Immersive Technologies for Innovation in Teaching and Learnings
7.1 Introduction
7.2 Literature Review Immersive Learning
7.2.1 Jensen and Konradsen (2018)
7.2.2 Merchant et al. (2014)
7.2.3 Wu et al. (2020)
7.2.4 Radianti et al. (2020)
7.3 Meta-Analysis of Immersive Learning
7.3.1 Immersive Technology
7.3.2 Learning Outcome Evaluation
7.3.3 Application in Domain Knowledge
7.3.4 Defining the Types of Knowledge or Learning Content
7.3.5 Contextualising Immersive Technologies for Innovation in Teaching and Learning
7.4 Reframing Immersive Technology for Innovation in Teaching and Learning
7.4.1 Immersion
7.4.2 Presence
7.4.3 Interactivity
7.4.4 Agency
7.4.5 Sociocultural Dynamics
7.5 Immersive Learning Design Model
7.5.1 Tacgin’s Instructional Design Model for Immersive Virtual Reality Learning Environments
7.5.2 Dalgarno and Lee’s (2010) Affordance Model for 3D Virtual Learning Environments
7.5.3 Makransky and Petersen’s (2021) Cognitive Affective Model of Immersive Learning (CAMIL)
7.5.4 Revised Instructional Model for Immersive Learning
7.6 Conclusion
References
8 Harnessing Artificial Intelligence for Innovation in Education
8.1 Introduction
8.2 What Is Artificial Intelligence (AI)?
8.3 Will AI Take Over from Humans?
8.3.1 Human Intelligence (HI) and Artificial Intelligence (AI)
8.3.2 Impact of AI on Society
8.4 A Framework for Artificial Intelligence in Education
8.5 Applying Artificial Intelligence in Education (AIEd)
8.6 Trends and Developments of Personalized Adaptive Learning Systems (PALS)
8.6.1 Distribution of Learning Content
8.6.2 Distribution of System Support/Hardware
8.6.3 Distribution of Learning Outcomes
8.6.4 Distribution of Parameters of Personalized Adaptive Learning
8.7 Designing an AI-Powered New Personalized Adaptive Learning
8.8 Teacher-Facing AIEd
8.8.1 Automated Grading or Marking
8.8.2 Feedback
8.9 System-Facing AIEd Applications
8.9.1 Profiling and Prediction
8.9.2 Admission Decisions and Course Scheduling
8.9.3 Drop-Out and Retention
8.9.4 Student Models and Academic Achievement
8.10 Future of Artificial Intelligence in Education (AIEd)
8.10.1 AIEd Augment Our Physical Landscape
8.10.2 AIEd Connect to the Internet of Things
8.11 Conclusion
References
Part V Assessment and Feedback for Learning
9 Assessment, Assessment Rubrics and Feedback
9.1 Introduction
9.2 Assessment
9.2.1 Importance of Assessments
9.2.2 Categories of Assessments
9.2.3 Assessments for Developing Varying Learning Outcomes
9.3 Feedback
9.3.1 Importance of Feedback
9.3.2 Guidelines to Provide Effective Feedback
9.4 Types of Feedback
9.4.1 Formative Feedback
9.4.2 Summative Feedback
9.4.3 Formal Feedback
9.4.4 Informal Feedback
9.5 Assessment Rubrics
9.5.1 Use of Assessment Rubrics
9.5.2 Types of Assessment Rubrics
9.6 Social-Cultural Aspects of Assessment
9.7 Background of Study
9.8 Method
9.8.1 Participants
9.8.2 Procedure
9.9 Analysis
9.10 Findings
9.11 Discussion
9.12 Strategies for the Effective Adoption of Assessments and Feedback
9.12.1 Effective Design and Structural Process of Assessments
9.12.2 Well-Devised Plan and Effective Execution of Strategies
9.12.3 Engineering the Sociocultural Eco-System: Strategies to Handle Diverse Student Population
9.12.4 Utilizing Digitalization and Technological Interventions to Enhance Feedback
9.13 Concluding Thoughts
Appendix A: Interview Questions for Instructors and Course Designers
Appendix B: Interview Questions for Students
References
Part VI Conclusion
10 Concluding Thoughts
10.1 Cultural Intelligence in Teaching and Learning
10.2 Blended Learning Strategy
10.3 Future of Learning: Teaching and Learning Strategies
10.4 Innovation and Transformation in Learning
10.5 Social-Psychological Intervention
10.6 Digital Transformation: Data-Driven Learning
10.7 Assessment and Feedback for Learning: Now and the Future
10.8 Artificial Intelligence and Immersive Learning for the Future
10.9 Cultural and Social Perspectives
References
Index
