This volume contests the current higher educational paradigm of using objectives and outcomes as ways to measure learning. Instead, the contributors propose approaches to learning that draw upon the creative arts and humanities, including cinema, literature, dance, drama and visual art. Such approaches, they argue, can foster deeper learning, even in subjects not normally associated with these forms of creativity. Drawing on their own practical experience in developing new educational methods, the contributors embody a refreshing alternative perspective on teaching, learning and assessment.
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