Learning Intelligence: Innovative and Digital Transformative Learning Strategies

Beschreibung

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.

“It provides a comprehensive and in-depth analyses of practice-oriented strategies that are evidence-based… It nudges educators to venture into uncharteredwaters in higher learning that includes immersive technologies and AI for education. This book helps educators to be well-equipped and competent with the key skills for future learning.” — Professor S.H. Annabel Chen, Professor of Psychology, School of Social Sciences, Director, Centre for Research and Development in Learning (CRADLE), Nanyang Technological University, Singapore

“The book delivers a total of 10 chapters that are rich in evidence and provide practice-oriented frameworks for those involved in advancing transformative and innovative learning strategies in socio-cultural contexts. The amazing set of insights and practical – and policy-related recommendations serve as positive transformational changes in higher education, focusing on specifics of the much under-researched notion of learning intelligence.” — Associate Professor Churchill, Daniel, Academic Unit of Teacher Education and Learning Leadership, Faculty of Education, The University of Hong Kong

“Combining scientific evidence with practical as well a futuristic approaches, the book offers invaluable theoretical and applied knowledge.” — Associate Professor George Christopoulos, Ph.D. (University of Cambridge), Assistant Dean (Research), Nanyang Business School, Nanyang Technological University, Singapore

Autor*in

Kumaran Rajaram

Themen in »Learning Intelligence: Innovative and Digital Transformative Learning Strategies«

blended learning team-based learning cultural intelligence in teaching and learning social-psychological intervention developing cognitive empathy developing soft skills developing student competencies assessment rubrics in learning social engineering of learning cultural and social engineering of learning artificial intelligence and learning teaching and learning strategies innovation in learning data-driven learning immersive learning

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“As Dr Rajaram’s colleague and a Professor of Finance at Nanyang Business School, Nanyang Technological University, Singapore, I recommend the book to anyone interested to know where the education landscape is heading next. Modern education requests that we become not only experts in our specific academic domains but also masters of technologies that help improve the effectiveness, efficiency and engagement of teaching. As the world is becoming increasingly flat and with a growing sentiment on ESG, we must embed more cultural intelligence and cognitive empathy in our school environment and curriculum. In the end, innovation is the key to succeeding in every field, including delivering quality teaching at universities. If we want to educate future leaders who will transform industries and societies, we, as teachers, must equip ourselves with a continuously learning mentality and technology know-how. If you share the same vision, I recommend reading this illuminating book.“ (Professor Xin Simba Chang, Associate Dean (Research), Nanyang Business School, Nanyang Technological University, Singapore)

“Dr Rajaram’s book makes a vital contribution to the field of learning science and teaching scholarship in higher education to be adopted by working professionals in the future workplace context. The book delivers a total of 10 chapters that are rich in evidence and provide practice-oriented frameworks for those involved in advancing transformative and innovative learning strategies in socio-cultural contexts. The amazing set of insights and practical – and policy-related recommendations serve as positive transformational changes in higher education, focusing on specifics of the much under-researched notion of learning intelligence. As institutions must deal with evolving and complex challenges brought about by, for example, digitalization, strategic re-positioning and health crisis, socio-cultural complexities, the forward-looking and visionary strategic, tactical and operations proposals integrated into the book provide safeguard for sustainable development in transformative and innovative teaching and learning context of higher education.” (Dr. Churchill, Daniel, Associate Professor, Academic Unit of Teacher Education and Learning Leadership, Faculty of Education, The University of Hong Kong)
“This timely work overviews important educational discourses about the complex and changing learning environment. It also presents innovative and tested strategies about nurturing students to be business leaders. What is particularly striking is the focus on balance between teaching practical competencies while at the same time developing mindfulness and empathy. The result is an innovative book offering holistic guidance beyond a priori knowledge.” (Mark Brooke (EdD), Senior Lecturer, Centre for English Language Communication, National University of Singapore)
“Today's world has challenged us at many levels. We live in highly volatile and unpredictable times. We have seen and will continue to witness disruptions arising from new innovations and technological advancements, as well as unprecedented events both within and outside of human control. The higher education sector will not be immune to these disruptions and must be resilient and versatile to cater to a world in which change is the only constant. Dr Kumaran Rajaram's "Learning Intelligence: Innovative and Transformative Learning Strategies, Cultural and Social Engineering Perspectives" aptly captures the challenges and opportunities in the higher-education sector. While the book touches on a wide range of topics, its detailed and in-depth reflections on how the higher-education sector can harness immersive technologies and AI are exceptionally relevant to the modern educator. There is much for educators to learn from the pedagogically sound, coherent and evidenced-based approach adopted by the book written is simple and accessible language suitable to readers of any background and experience.” (Dr Althaf Marsoof, Assistant Professor, Division of Business Law, Nanyang Business School, Nanyang Technological University, Singapore)
“Higher education, learning and pedagogy is expected to not only reflect but, also, predict and even shape societal, cultural and technological changes. University education, and business education in particular, needs to continuously and creatively adapt to new needs, tools, priorities. “Learning Intelligence: Innovative and Transformative Learning Strategies” by Dr. Kumaran Rajaram exactly discusses these topics and prepares everyone involved in higher education to rethink, assess and re-design the whole spectrum of the educational process. The added value that this book brings lies on that, on top of explaining what needs to be done, Dr. Rajaram convincingly details why it is needed and, critically, how this can be done.  Combining scientific evidence with practical approaches (based on Dr. Rajaram’s extensive experience of teaching a demanding multicultural audience) but, as well, a futuristic approach, the book offers invaluable theoretical and applied knowledge. Yet, Dr. Rajaram brings in something more, namely a vision on how the learning environment in the next ten to twenty years should be. Dr. Rajaram envisions higher education as a learning process through which students, over and above acquiring skills and knowledge, realise their role as carriers of change. In a world that faces increasingly more complex and universal challenges requiring global and local solutions, I think most of us would agree that ensuring that students have the knowledge, confidence and courage to act is the most important skill we want to inculcate. Dr. Rajaram’s book shows us the way to do it.” (George Christopoulos, Ph.D. University of Cambridge (Neuroscience), Associate Professor, Assistant Dean (Research), Nanyang BusinessSchool, Nanyang Technological University, Singapore)
“In March 2018, OECD published a position paper in which it proposed an initial framework designed to help countries address two key questions: (1) What knowledge, skills, attitudes, and values will today’s students need to thrive and shape their world, and (2) How can instructional systems develop these knowledge, skills, attitudes, and values effectively? These two questions are well addressed by Dr Kumaran Rajaram in his ground-breaking new book, Learning Intelligence: Innovative and Transformative Learning Strategies. A major theme in the book is the focus on the future of learning, bridging the human and technological aspects of learning, which educators will find captivating.  As an educator as well as an intelligence scholar and practitioner, I was captivated by the 3 Is in the book: (1) innovative approach, (2) informed by research, (3) inspirational insights that would challenge us to rethink and reimagine learning intelligence.” (Associate Professor Tan Joo Seng, Division of Strategy, International Business and Entrepreneurship, Nanyang Business School, Nanyang Technological University, Singapore)
“Dr Kumaran Rajaram’s book on learning intelligence from cultural and social engineering perspectives for higher education is indeed a must read for all future-ready educators. It provides a comprehensive and in-depth analyses of practice-oriented strategies that are evidence-based. The learner-centered approach to motivate learning with “just-in-time” social psychological interventions for cognitive empathy and to maximize the learner’s potential is refreshing. Employing disruptive innovation and transformative frameworks for learning innovation, he provides the authentic backdrop helping educators to prepare learners to be resilient and engage with the VUCA world where black swan events are becoming not uncommon. His book guides us through familiar grounds of blended learning strategies with a twist for higher impact and efficacy. Further, it nudges educators to venture into unchartered waters in higher learning that includes immersive technologies and AI for education. The educator is challenged to be a learner as well through embedding analytics in instruction using design learning to continually improve one’s teaching in instilling 21st century skills and beyond. This book helps educators to be well-equipped and competent with the key skills for future learning. Most importantly, it encourages scholarship of teaching and learning to reflect and rethink teaching philosophies and guiding principles for a more collaborative and cohesive learning environment for the future of education.” (S.H. Annabel Chen, Professor of Psychology, School of Social Sciences | Clinical Neuropsychologist | Director, Centre for Research and Development in Learning (CRADLE) | Director (NTU), Centre for Lifelong Learning and Individualised Cognition (CLIC) acollaboration with Cambridge University (a NRF-CREATE programme) | LKCMedicine and National Institute of Education (joint appointments) | Nanyang Technological University, Singapore)
“University education has moved beyond training for the workforce to educating people for the uncertain future. This move requires a new form of pedagogy that is rooted in the science of learning. This book essentially is the translation of the science of learning into the practice of education. The chapters here provide evidence-based frameworks and guidance towards being engaged in teaching. Specifically, the guidance is rooted in current practice which may be applicable for developing “future-ready” citizens. Readers will quickly notice that the author is strongly advocating the development of intra- and inter-personal competencies as the mechanism through which technical competencies may be developed. How may we, as educators, be assured that has taken place? This book advocates learning analytics as the basis for the assurance of learning. In sum, this book should be of interest to educators whose values share the author’s evidence-based approach to education.” (Associate Professor Damien Joseph, Associate Dean (Undergraduate Academics), Nanyang Business School, Nanyang Technological University, Singapore)
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