This presentation examines the precepts that social interaction and context are key components of learning in higher education and proposes that a studio learning environment and ‘inverting the curriculum’ would enhance the teaching and learning experiences. The presentation analyses the ‘traditional’ teaching methods of higher education, questions the strict adherence to a content-based curriculum, and argues that these factors are not best suited to the optimal attainment of relevant learning outcomes. The paper constructs a standpoint to question whether the correct learning environment prevails in higher education institutions to make the teaching and learning experience an enjoyable and self-motivating one and to promote the achievement of the necessary learning outcomes and the requisite educational standards demanded by society and employers. The narrative defines by example what the author means by the terms ‘inverting the curriculum’ and ‘studio culture’ and poses questions and suggestions rather than arriving at definite conclusions. The author uses two selected readings on which to construct the standpoint from which the propositions are put. The background to, and the rationale for, this presentation, comes from an involvement some years ago by the author in adventure-based experiential education. It was clear from this experience that people are more motivated to learn when they are deriving enjoyment from activities. The catalyst for enjoyment seems to involve two factors:1. social interaction and 2. activities which challenge the individual, but which are designed to be attainable.Based on these experiences and observations, this presentation suggests methods which make the teaching and learning experience more fun and enjoyable for both students and teachers, and which help students to develop learning techniques based on natural enquiry.
|Title of host publication||Proceedings of the International Conference on Interdisciplinary Social Sciences, University of the Aegean, Rhodes, Greece, 18 to 21 July 2006.|
|Publication status||Published (in print/issue) - 21 Jul 2006|
Bibliographical notePaper presented at International Conference on Interdisciplinary Social Sciences, University of the Aegean, Rhodes, Greece, 18 to 21 July 2006;
published in the Proceedings of the International Conference on Interdisciplinary Social Sciences, University of the Aegean, Rhodes, Greece, 18 to 21 July 2006.
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- teaching learning experience
- higher education.