Fostering new pedagogies for a new age

Abstract

Since the start of the current millennium, new pedagogies have begun to evolve in response to the need for revolutionising the way learning takes place that will match the scale, scope, speed, and intensity of a fast changing world landscape. Advances in technology, and the affordances they provide for teaching and learning, are changing how students prefer to learn. These technological developments and initiatives are disrupting the status quo in higher education, compelling us to push the boundaries of how we conceptualise the delivery of education. A continued challenge we face is the task of enhancing our pedagogies to cater to the expanding goals and rising expectations of our student clientele in ways that make learning more satisfying, more hands-on, more relevant and meaningful to them. Sharing our experience and expertise in the development and delivery of new pedagogies that will serve our students well in the new age we live in is both a timely and professionally useful activity. It is fitting therefore that our present issue of JNUSTA should attempt to address these concerns. (Abstract taken from first paragraph of document)