Freedom to learn: a radically revised pedagogy to facilitate lifewide learning in the academic curriculum.

Higher education has progressed fairly steadily to a common pedagogical approach which centres on the idea of alignment. In this arrangement, intended learning outcomes are identified and declared; learning activities which will enable the desired learning and development to be achieved are conceived and undertaken with the support of appropriate and effective teaching; and assessment which calls for these outcomes is (ideally) carefully designed and implemented. All three elements are aligned in advance. The same principles and practices underpinned by notions of alignment have been applied to date in most of the purposeful schemes for personal development planning. In this chapter I argue that lifewide learning, wherein learning and development often occur incidentally in multiple and varied real-world situations throughout an individual’s life course, calls for a different approach, and a different pedagogy. Higher education should therefore visualise lifewide learning as an emergent phenomenon wherein the outcomes of learning emerge later on, and are often unintended. Consequently, they cannot be defined in advance of the activities through which they are formed. The main purpose of this chapter is to offer some practical ideas to support the development of pedagogies that would enable programme designers to embed in their programmes the principle and practice of lifewide education.

Curriculum: directions, decisions and debate.

The purpose of this paper is to provide an overview of the factors which may effect, stimulate or be the cause of curriculum changes in higher education (HE) in Scotland. This overview leads to a series of questions which could be used to encourage debate within and across institutions on strategic developments, which may enhance and inform the development of and support for the curriculum. The paper will begin by offering a definition of the term 'curriculum' before identifying the current areas of influence on how the curriculum, in its broadest sense, is shaped and delivered. This paper will provide an outline of some of the different approaches to the design and delivery of the curriculum which enhance the student experience in Scottish higher education, but which will of course have a wider relevance to HE in the UK and perhaps beyond.

Solar photovoltaic system applications: a guidebook for off-grid electrification.

Presenting a complete guide for the planning, design and implementation of solar PV systems for off-grid applications, this book features analysis based on the authors’ own laboratory testing as well as their in the field experiences. Incorporating the latest developments in smart-digital and control technologies into the design criteria of the PV system, this book will also focus on how to integrate newer smart design approaches and techniques for improving the efficiency, reliability and flexibility of the entire system. The design and implementation of India’s first-of its-kind Smart Mini-Grid system (SMG) at TERI premises, which involves the integration of multiple renewable energy resources (including solar PV) through smart controllers for managing the load intelligently and effectively is presented as a key case study. Maximizing reader insights into the performance of different components of solar PV systems under different operating conditions, the book will be of interest to graduate students, researchers, PV designers, planners, and practitioners working in the area of solar PV design, implementation and assessment.