October 28, 2015
(Adelphi, Md., Oct. 26, 2015) – William E. Kirwan Center Director MJ Bishop set the direction for the 12th annual International Conference on Cognition and Exploratory Learning in Digital Age, revisiting instructional message design’s objectivist learning theory and transmission-oriented communication theory foundations, discussing current trends and issues being raised in the literature, and exploring ways the field might continue to serve as a “linking science” between learning theory and instructional practice. In her keynote address, Dr. Bishop provided recommendations for a revised guiding theoretical framework based in conversation theory, a broader definitional focus that looks at more than just optimizing cognitive processing, and a new systems view of our approach to research in this area.
The blind peer-reviewed conference [http://celda-conf.org/] held at Maynooth University in Dublin, Ireland, addressed issues concerned with the learning processes and supporting pedagogues and applications in the digital age.
Read more about her address at http://celda-conf.org/keynote-speaker/
October 27, 2015
The Kirwan Center for Academic Innovation has released today a new report detailing the emergence of a new, interdisciplinary “innovation infrastructure” within higher education administration.
This report presents the findings from the following activities conducted by the Kirwan Center:
- Bringing together a cross-section of academic innovation leaders to begin the conversation around academic change leadership during a 2-day Leading Academic Change Summit;
- Conducting Interviews with Innovative Teaching and Learning Centers to learn more about how their centers are functioning and where changes are occurring; and
- Designing a National Survey of Campus Centers for Teaching and Learning to explore the larger landscape.
October 27, 2015
The Kirwan Center for Academic Innovation has released a new report to shed light on how institutions of higher education can make sustainable improvements in who can learn what they learn by the time they graduate. This report details thr learnings from studying a series of initiatives at the University System of Maryland (USM) to improve the effectiveness and efficiency of selected courses. These redesigns incorporated a variety of learning-centered practices, that is, teaching practices that were chosen and applied using evidence of student learning.