Positive learning and pluriliteracies: Growth in higher education and implications for course design, assessment and research

Oliver Meyer*, Margarete Imhof, Do Coyle, Mita Banerjee

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

3 Citations (Scopus)

Abstract

Deeper learning and the development of transferable knowledge and skills are highly desirable goals in Higher Education programs. However, current studies indicate that these goals are rarely achieved. In this article, we will present a model of deeper learning that promotes the development of disciplinary literacies and transferable knowledge. Based on our joint work we will outline a revised course design that aims at putting the principles of deeper learning into practice through a focus on affect, student engagement, knowledge construction, meaning making and active demonstration of understanding as well as refl ective practice. Further, we will outline a research agenda for evaluating and assessing deeper learning processes and outcomes in Higher Education and discuss how deeper learning might pertain to the notion of positive learning envisioned by PLATO.

Original languageEnglish
Title of host publicationPositive Learning in the Age of Information
Subtitle of host publicationA Blessing or a Curse?
EditorsOlga Zlatkin-Troitschanskaia, Gabriel Wittum, Andreas Dengel
PublisherSpringer Fachmedien Wiesbaden
Pages235-265
Number of pages31
ISBN (Electronic)9783658195670
ISBN (Print)9783658195663
DOIs
Publication statusPublished - 2018

Keywords

  • Constructive competence development
  • Deeper learning
  • Designing teaching and assessment for learning quality
  • Evidence-based teaching
  • Higher education
  • Instructional science
  • Learner engagement
  • Pluriliteracies
  • Systems model of learning and teaching
  • Teaching and learning
  • Teaching and learning ecologies

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  • Cite this

    Meyer, O., Imhof, M., Coyle, D., & Banerjee, M. (2018). Positive learning and pluriliteracies: Growth in higher education and implications for course design, assessment and research. In O. Zlatkin-Troitschanskaia, G. Wittum, & A. Dengel (Eds.), Positive Learning in the Age of Information: A Blessing or a Curse? (pp. 235-265). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-19567-0_15