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.

Is China's fifth-largest inland lake to dry-up? Incorporated hydrological and satellite-based methods for forecasting Hulun Lake water levels

Hulun Lake, China’s fifth-largest inland lake, experienced severe declines in water level in the period of 2000-2010. This has prompted concerns whether the lake is drying up gradually. A multi-million US dollar engineering project to construct a water channel to transfer part of the river flow from a nearby river to maintain the water level was completed in August 2010. This study aimed to advance the understanding of the key processes controlling the lake water level variation over the last five decades, as well as investigate the impact of the river transfer engineering project on the water level. A water balance model was developed to investigate the lake water level variations over the last five decades, using hydrological and climatic data as well as satellite-based measurements and results from land surface modelling. The investigation reveals that the severe reduction of river discharge (- 364±64 mm/yr, ~70% of the five-decade average) into the lake was the key factor behind the decline of the lake water level between 2000 and 2010. The decline of river discharge was due to the reduction of total runoff from the lake watershed. This was a result of the reduction of soil moisture due to the decrease of precipitation (-49±45 mm/yr) over this period. The water budget calculation suggests that the groundwater component from the surrounding lake area as well as surface run off from the un-gauged area surrounding the lake contributed ~ net 210 Mm3/yr (equivalent to ~ 100 mm/yr) water inflows into the lake. The results also show that the water diversion project did prevent a further water level decline of over 0.5 m by the end of 2012. Overall, the monthly water balance model gave an excellent prediction of the lake water level fluctuation over the last five decades and can be a useful tool to manage lake water resources in the future.