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.
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Enhancing Student Learning Outcomes in Higher Education
Enhancing StudentLearning Outcomes in Higher Education
Kayoko Enomoto, Richard Warner and Caus Nygaard (Eds.) Foreword by Professor Curtis J. Bonk
he rigt of Kayoko Enomoto, Ricard Warner and Claus Nygaard to be identified as te editors of tis work as been asserted in accordance wit te Copyrigt, Designs and Patents Act, 1988.
ISBN 978-1-911451-20-4 eISBN 978-1-911451-22-8 All rigts reserved. No part of tis publication may be reproduced, stored in any retrieval system or transmitted in any form or by any means, electronic, mecan-ical, potocopying, recording or oterwise, witout te prior written permission of te copyrigt older for wic application sould be addressed in te first instance to te publisers. No liability sall be attaced to te autor, te copy-rigt older or te publisers for loss or damage of any nature suffered as a result of reliance on te reproduction of any of te contents of tis publication or any errors or omissions in its contents.
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ContentsForeword Curtis J. Bonk
Capter 1:How to Enance Student Learning Outcomes in Higer Education:he ESLO Model Kayoko Enomoto, Ricard Warner and Claus Nygaard
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Capter 2:Pysician, Heal hyself: Enancing Student Learning Outcomes troug Reflective Practice Jon D Branc33
Capter 3:Enablers of Student Learning Outcomes Based on Eigt Cases of Second Language Learning and Teacing in Higer Education Kayoko Enomoto and Ricard Warner57
Capter 4:Developing STEM Doctoral Students’ Collaboration Skills as Learning Outcomes Janet De Wilde and Elena Forasacco91
Capter 6:Interactive Practices in a Library Makerspace Using Tecnology to Deliver Positive Student Outcomes Henriette van Rensburg147
Capter 7:Enancing Student Learning troug Hidden Motivational Learning Outcomes András Margitay-Bect and Udayan Das
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Capter 8:Enancing Learning Outcomes for STEM Doctoral Students troug Perspective Taking in Safe Spaces Janet De Wilde and Elena Forasacco205
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Contents Capter 9:Enancing Learning Outcomes troug a Student-Centred Learning-Teacing Process in a Master of Human Resource Management Program Selly Jose
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Capter 10:he Use of Debate Cases for Enancing Students’ Reasoning Skills as Learning Outcomes Jon D Branc and David Wernick263
Capter 11:Bringing Employability to Life: Developing Employability Skill Sets and Understandings as Student Learning Outcomes Katryn Bowd and Kayoko Enomoto289
Capter 12:A Pedagogical Approac to Enance Nursing Students’ Written Communication Skills as Learning Outcomes Bernie St. Aubyn and Amanda Andrews327
Capter 13:How Increased Volume of Low-Stakes Testing Improved Student Engagement and Performance witout Additional Grading Burden Franco (Frank) Saccucci
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Capter 14:Partnering wit Clinical Provider Organisations to Enance Learning Outcomes for Healtcare Practitioners Amanda Andrews and Bernie St. Aubyn371
Capter 15:Student-Centric Pedagogy: Wat Happens Wen Learning Outcomes Are Customised to Students’ Own Interests Sara Swann389
Foreword Foreword
Troubes in Thaiand No matter were I travel around tis planet, wen it comes to education, everyone I meet wants teir community, organization, or institution to be among te best and ave some program, course, or even a module witin it tat ranks wit te finest seen elsewere. hose aspirations often lead to overarcing visions and lofty goals to strive toward. In tis foreword, I discuss some of te opeful educational visions I ave seen wen visiting hailand during te past decade. Notably, eac capter in tis book also lays out some type of vision, model, or best practice. Across te 15 capters, it is evident tat tere are new roles for educators and students tat need to be embraced to foster deeper understanding and often more self-directed forms of learning. You will find tat te book contributors reflect on te various projects, initiatives, and learning communities tat ave been built and tested to foster knowledge interaction, creation, and excange in a more equitable, inclusive, and meaningful way tan previ-ously seen. In effect, tey ave joined forces in tis volume to offer us stories of ow to effectively ‘Enance Student Learning Outcomes’ — ESLO— in iger education; and wit tat, teESLO Modelis born. And tat leads to my story. Have you ever been talked into giving a speec on a topic you never eard of before, let alone, ad actually read anyting about? If so, ow did it go? Ironically, tis situation appened to me back in February 2014 and again tree years later in te same city and country. On te morning of February 19, 2014, I received an email from my old friend hitinun (Ta) Boonseng from te University of Missouri. At te time, I was on sabbatical, and Ta was arranging te hailand portion of my scedule for an upcoming trip to hailand and Vietnam. I ad full confidence in Ta as e ad previously arranged a fantastic trip to hailand back in December 2006. hat journey was during a military coup tat included te ousting of Prime Minister haksin Sinawatra by te hai army. At te time, Ta informed me tat is dissertation advisor and my good friend at te University of Missouri, te famed learning tecnologist, Dr. David Jonassen, ad decided not
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Foreword to travel to Bangkok for an educational conference due primarily to safety reasons. So Ta was wondering if I would be interested in taking is place and give te conference keynote at Ramkamaeng Univer-sity. After more tan an our on te pone wit im, I finally agreed. Fortunately, it was te rigt coice. I was deligted by te ospitality and igly respectful nature of everyone in Bangkok as well as Ciang Mai and Maa Sarakam wit wom I encountered during my week in hailand. I even got to celebrate my birtday tere into te wee ours of te nigt on December 16, 2006. Fast forward to February 2014, and te anti-government protest movement was growing muc louder in te Land of Smiles (BBC News, 2014). Once again, I was warned to be cautious if I was to go tere. Demonstrations and military responses ad been front-page news te mont before. By some reports, on some days, more tan 150,000 people ad massed in te streets of Bangkok, along wit approximately 20,000 security personnel (BC News, 2014). I ad also read tat eigt people ad already died in te violence and undreds more were injured (Olarn et al., 2014). he New York Times even named te university in wic I was supposed to speak at, Culalongkorn University, as one of te key institutions wic was divided (Fuller, 2014). To my surprise, some of my Cula friends tat I talked to were involved in te protests. Wat was evident was tat tousands of people were marcing, demonstrating, and protesting against te government of Prime Minister Yingluck Sinawatra’s as well as te former Prime Minister haksin Sinawatra, wo was er older broter. he marcers wanted te prime minister replaced for corruption, ineptitude, and an assortment of oter reasons, among wic included being a puppet of er billionaire older broter (Fuller, 2014). Of course, er attempts at getting an amnesty bill passed for er broter certainly did not elp matters (Olarn et al., 2014). A few weeks earlier, Ta once again assured me not to be scared out of coming to hailand. I told im tat I ad survived an incident tree years prior in Riyad, Saudi Arabia after te Second International Conference on e-Learning and Distance Learning in wic I tougt I was being kidnapped by my taxi driver. Fortunately, te power window still worked after e locked me inside and went out to yell at someone on is mobile pone late tat nigt. Later, it was determined tat tis crazed taxi driver was only attempting to scare te bejesus out of me, and, tereby, extort
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Foreword some money before delivering me to te airport for my journey ome. he extortion part did not work; te oter part definitely did. his situ-ation in hailand sounded mild in comparison. he email tat I received from Ta tat day concerned anoter matter. In tat February 14, 2014 email, e told me tat: “Folks at Cula [Cula-longkorn University] would like to ask if tey could modify te name of te topic of your talk to ‘Education 3.0: his is te Next Generation.’ Education 3.0 as been teir key performance indicator. Would you be willing to do tat?” I tougt for a moment and responded, “If I could travel to hailand during a military coup on my previous trip, speaking on Education 3.0 would be a breeze.” In effect, I ad survived muc worse; for instance, back in te first six monts of 2011, I ad a series of a dozen straigt travels wit inci-dents suc as ice in te engines, flat tires on te runways, canceled fligts, people being bumped off fligts just as we were about to take off, pilots wo could not find te airport runway due to fog, pilots wo could not land te plane due to extreme weater, and so on. Kidnappings, extortions, military coups, etc., I ad seen it all (Bonk, 2011). So, naturally, I said yes wen e asked me to return to Bangkok to speak on Education 3.0 during yet anoter military cue. How difficult or stressful could it be? Now, I started to scratc my ead. “Wat is Education 3.0?”, I asked Ta. He really did not know and said tat tey wanted me to speak on it anyway. hailand wanted to pus teir educational system and economy aead and tis was one of te key mecanisms for doing so. It was for me to figure it out and create a presentation. Wat I did know, just like te title of tis book implies, is tat Education 3.0 was anoter way of saying tat tey wanted to enance student learning outcomes in tese fast-canging economic and educa-tional times. Instruction in te 21st century must prepare learners in iger education settings for vastly different careers tan tey would ave experienced in te previous one. I am a product of 20t-century skill training to be an accountant, and, so, terefore, I fully realize tat suc drill-and-kill curriculum approaces are no longer sufficient. We need to enance student learning outcomes, not in te coming decade, but today. Rigt ere, rigt now. Given climate cange and te transformation of learning and work settings, we need to immediately enance, extend, elevate, and transform student learning outcomes (Bonk & Zu, 2022; Koo & Bonk, 2022). he world needs problem
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Foreword finders as muc as it needs problem solvers. It also requires workers to increasingly ave global collaboration skills to negotiate and build ideas as well as te communication skills to present tem. People need innovation and idea-generation mindsets as well as analytical skills to properly evaluate novel designs and artifacts.
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The Search for Education 3.0 So, as most people do wen asked to present someting new alfway around te world, I went on a fact-finding mission. My initial searc troug te literature yielded minimal results. But I did eventually stumble upon a couple of writings. As I informed Ta less tan an our later, “here are many definitions of it. Some are more mobile-focused; some are tinking skill-focused; some are K-12 focused; and some are eclectic. I tend to be more eclectic.” hen I asked im wat e tougt I migt do. In tat same email cain, I mentioned tat I ad already discovered one igly informative and quite unexpected source related to Education 3.0. It was an intriguing article found in a 2007 issue ofFirst Mondaydescribing te emergence of Education 3.0 and its potential utility in Africa. Autored by Derek Keats and J. Pillip Scmidt of te University of te Western Cape in Cape Town, Sout Africa, tat article reflected on tree educational generations in iger education (Keats & Scmidt, 2007). Across tese tree generations, Education 1.0, Education 2.0, and Education 3.0, tere is increasing access to information and greater control over te creation and use of it. In Education 1.0, te teacer or professor is te key source of content knowledge; most of wic is covered by traditional copyrigt. Learners are given tests to assess teir understanding of tat knowledge. hese courses and exams are offered by an accredited institution. As we all know, suc teacing to te test system is largely passive. It is a one-way trans-mission system from an instructor to awaiting students. If tecnology is involved, it is mainly in te service of te storage of tat course content to wic te learner clicks is way troug. In te early days of e-learning, suc a system was referred to as ‘sovelware’ (Bonk & Dennen, 1999; Oliver & McLouglin, 1999). Fellow educational psycologists deemed tis approac as a continuation of beavioral teories of learning. Suc objectively based approaces ave been dominant in education for more