Emerging Pedagogies for Policy Education: Insights from Asia

Acknowledgments
Contents
Notes on Contributors
Abbreviations
List of Figures
List of Tables
1 Introduction
	The Changing Landscape of Policy Education
	Motivation and Approach
	Organization of the Book
		Part I: Key Trends in the Policy Education Landscape
		Part II: Selected Cases of Pedagogical Approaches and Strategies
	References
Part I Key Trends in the Policy Education Landscape
2 Disruption and Public Policy Education Across Asia: The Fourth Industrial Revolution, the Climate Crisis, and Covid-19
	Introduction
	Public Policy Education Across Asia
	What Is the 4IR, and How Does It Impact Public Policy Education?
		An Interdisciplinary Approach to Public Policy Education
	How Can Public Policy Education Adapt to Disruption in the 4IR?
		Digital Literacy
		Big Data Literacy
	Conclusion
	References
3 What Can Pedagogic Theory Tell Us About Improving Instructional Design of MOOCs for Public Policy Education?
	Introduction
	Cognitive Learning Theory and Learning Styles
	Constructivist Theory
		Three Tenets
		Strategies for Aligning MOOC Design with Constructivist Pedagogy
			Strategy 1: Competence-Based Design Approach
			Strategy 2: Learner Empowerment
			Strategy 3: Learning Plan and Clear Orientations
			Strategy 4: Collaborative Learning
			Strategy 5: Social Networking
			Strategy 6: Peer Assistance
			Strategy 7: Interest Groups
		Self-Regulatory Skills and Formative Feedback
	Conclusion: Toward More Effective Instructional Design
	References
4 Learning by Doing, Reflecting, and Teaching
	Evidence and Policymaking
	What Role Do You Wish to Play?
	Some Personal Experiences and Reflections
		Catchment Management
		Extreme Floods
	Contributions to the Academy
	Implications for Pedagogy
	Conclusions
	References
5 Building Public Policy Capacity Through Systems Thinking and System Dynamics Modeling Education in an Undergraduate Residential College Setting
	Background
		The University Town College Programme (UTCP)
		Residential College 4 (RC4)
	Systems Thinking and System Dynamics Modeling
	Concluding Remarks
	References
6 The Prevalence of Big Data Analytics in Public Policy: Is There a Research-Pedagogy Gap?
	Introduction
	Themes in Big Data Research on Governance and Public Policy
	Assessing Academia’s Response
	Country and Institutional Dominance in Research and Teaching
	Conclusion
	References
7 Social Media Analytics for Policy Studies
	Introduction
	Studying Accountability and Transparency
		The Bottom-Up Aspect
		The Top-Down Aspect
	Social Media in Boosting Transparency
	E-Government to Improve Transparency and Accountability
	Social Media and Public Policy: Implication for Teaching in Policymaking
	References
Part II Selected Cases of Pedagogical Approaches and Strategies
8 Bridging a North–South Epistemological Divide in Public Policy Research and Education
	Introduction
	Stories that Shape Public Policy
	Theorizing About Policy Change in the Global South
	Theorizing About Policy Choice and Change
	What Happens When Policies Come to the Ground?
	Doing This won’t Get You There: Differentiating Between Policy Outputs and Outcomes
	Perspectives on Institutional Analyses
	Conclusion: Lessons for Pedagogy in Public Policy Education for Mid-Career Civil Servants
	References
9 Potential of a Serious game in Teaching and Learning of Systems Thinking and System Dynamics in a Multi-disciplinary Classroom
	Introduction
	Experiential Learning and Serious Games
	Tragedy of Commons and Forest at Risk
	Pedagogizing Forest at Risk for Students’ Learning of ST and SD
	Evidence of Learning from Analysis of Students’ Formative and Summative Assessments
		Category 1: Development of Nuanced Understanding of Tragedy of Commons Through ST
		Category 2: Development of Skills to Conceptualize and Formulate SD Model of Social-Ecological Issue
		Category 3—Ability to Test Model and Reflect on Policy and Unpack Adaptive Governance
	Conclusion
	References
10 Learning About LERN (Land and EnviRonment Nexus): A Case Study of Effective Pedagogy for Out-Of-Classroom Teaching
	Why Land-EnviRonment Nexus (LERN) for a Study Trip?
	Why LERN in Kumaon Range of Himalaya?
	How Did We Learn About LERN in Kumaon?
	What Did We Learn About LERN in Kumaon?
	How Did We Use Photovoice to Deepen Learning of LERN in Kumaon?
		Applying Photovoice in Mukteshwar
		Applying Photovoice in Nainital
		Application of Photovoice in Jim Corbett National Park
	Reflection and Action from LERN
	Key Insights for Replication in Other OCT Programs
	References
11 Teaching Comparative Public Policy Comparatively
	Introduction
	Course Design and Implementation
		Course Design
		Course Implementation
	Learning Outcomes
	Discussions and Conclusion
	References
12 Policy Learning Through Fieldwork Engagement: A Geography Classroom—fieldwork Assessment on Issues of Water for Policy Understanding
	Introduction
	Fieldwork as a Basis for Learning
	Integrating Human–environment Relations in Urban Fieldwork
	Engaging Reflexivity and Emotions in International Fieldwork Studies
	Student-Led Fieldwork
	Conclusion
	References
13 Gaps, Propositions and Insights for Policy Education: A Synthesis
	A synthesis of chapters
	Gaps in Integration of Policy Research, Practice and Education
	Propositions from Theory and Praxis to Bridge the Gaps
	Integration of PCK Components: Common Insights and Ways Forward
	Conclusion
	References
Index