Situated Learning: Legitimate Peripheral Participation (Learning in Doing: Social, Cognitive and Computational Perspectives) by Jean Lave; Etienne Wenger, John Seely Brown, Roy PeaThe authors maintain that learning viewed as situated activity has as its central defining characteristic a process they call legitimate peripheral participation (LPP). Learners participate in communities of practitioners, moving toward full participation in the sociocultural practices of a community.
Call Number: BF318 Lav 1991
Publication Date: 1991
Work-Based Learning in Clinical Settings; Insights from Socio-Cultural Perspectives by Vivian Cook, Daly Caroline, Newman MarkThe importance of learning in the workplace has long been recognised in clinical education, however the twin demands of the explosion in clinical knowledge and the changing dynamics of the clinical workplace have exposed the shortcomings of existing clinical learning practices and understandings of clinical learning in the workplace. There is a growing demand for conceptual and methodological tools that can help to develop understanding of the complex set of relationships involved in learning in professional healthcare contexts.
Better Learning Through Structured Teaching : A Framework for the Gradual Release of Responsibility by Douglas Fisher; Nancy FreyTo gradually release responsibility is to equip students with what they need to be engaged and self-directed learners. On a day-to-day level, it means delivering lessons purposefully planned to incorporate four essential and interrelated instructional phases: 1. Focused Instruction: Preparing students for learning by establishing lesson purpose, modeling strategies and skills, thinking aloud, and noticing how students respond. 2. Guided Instruction: Strategically using prompts, cues, and questions to lead students to new understanding. 3. Collaborative Learning: Allowing students to consolidate their understanding through exploration, problem-solving, discussion, and thinking with their peers. 4. Independent Learning: Requiring students to use the skills and knowledge they've acquired to create authentic products and ask new questions.
Publication Date: 2013, 2nd Ed.
Advancing Higher Education with Mobile Learning Technologies by Jared Keengwe, Marian B. MaxfieldRapid advancements in technology are creating new opportunities for educators to enhance their classroom techniques with digital learning resources. This book examines the implementation and success of mobile digital learning tools. With the inclusion of data on specific learning environments enhanced by ubiquitous educational technologies, this publication emphasizes the benefits of exploration and discovery in and out of the classroom.
Call Number: eBook
Publication Date: 2014
Technology and the Disruption of Higher Education by Henry C. LucasThe book identifies some of these threats and opportunities and offers suggested strategies to take advantage of the technology.Is this technology enough to save the university system? While new ways of teaching and learning are exciting, they are only part of the puzzle. Radical change beyond what happens in the classroom is needed if our higher education system is to continue to flourish and some of these ideas are discussed in the last chapter of the book. The book is a call to action for educators to realize that the technology is both transformational and disruptive, and that some universities are going to fail in the next 15 years.
Creating Significant Learning Experiences by L. Dee FinkThis book provides busy faculty with invaluable conceptual and procedural tools for instructional design. Step by step, Fink shows how to use a taxonomy of significant learning and systematically combine the best research-based practices for learning-centered teaching with a teaching strategy in a way that results in powerful learning experiences. This edition addresses new research on how people learn, active learning, and student engagement; includes illustrative examples from online teaching; and reports on the effectiveness of Fink's time-tested model. Fink also explores recent changes in higher education nationally and internationally and offers more proven strategies for dealing with student resistance to innovative teaching.
Call Number: eBook
Publication Date: 2013-08-26
Design for How People Learn by Julie DirksenReaders discover how to use the key principles behind learning, memory, and attention to create materials that enable their audience to both gain and retain the knowledge and skills they're sharing.
Engineering Education : research and development in curriculum and instruction by John HeywoodA synthesis of nearly 2,000 articles to help make engineers better educators While a significant body of knowledge has evolved in the field of engineering education over the years, much of the published information has been restricted to scholarly journals and has not found a broad audience. This publication rectifies that situation by reviewing the findings of nearly 2,000 scholarly articles to help engineers become better educators, devise more effective curricula, and be more effective leaders and advocates in curriculum and research development. The author's first objective is to provide an illustrative review of research and development in engineering education since 1960. His second objective is, with the examples given, to encourage the practice of classroom assessment and research, and his third objective is to promote the idea of curriculum leadership. The publication is divided into four main parts: Part I demonstrates how the underpinnings of education-history, philosophy, psychology, sociology-determine the aims and objectives of the curriculum and the curriculum's internal structure, which integrates assessment, content, teaching, and learning Part II focuses on the curriculum itself, considering such key issues as content organization, trends, and change. A chapter on interdisciplinary and integrated study and a chapter on project and problem-based models of curriculum are included Part III examines problem solving, creativity, and design Part IV delves into teaching, assessment, and evaluation, beginning with a chapter on the lecture, cooperative learning, and teamwork The book ends with a brief, insightful forecast of the future of engineering education. Because this is a practical tool and reference for engineers, each chapter is self-contained and may be read independently of the others. Unlike other works in engineering education, which are generally intended for educational researchers, this publication is written not only for researchers in the field of engineering education, but also for all engineers who teach. All readers acquire a host of practical skills and knowledge in the fields of learning, philosophy, sociology, and history as they specifically apply to the process of engineering curriculum improvement and evaluation.
A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives by David R. Krathwohl, Peter W. Airasian, Kathleen A. Cruikshank, Richard E. Mayer, Paul R. Pintrich, James Raths, Merlin C. Wittrock Lorin W. AndersonTAXONOMY OF EDUCATIONAL OBJECTIVES
T is a framework for classifying statements of
what we expect or intend students to learn as a result of instruction. The framework was conceived as a means of facilitating the exchange of test items among faculty at various universities in order to create banks of items, each measuring the same educational objective.
Call Number: LB17 Tax 2014
Publication Date: 2014, 2nd ed
Teach Students How to Learn : Strategies You Can Incorporate Into Any Course to Improve Student Metacognition, Study Skills, and Motivation by Thomas Angelo, Stephanie McGuire, Saundra Yancy McGuireSaundra McGuire offers a simple but profound answer: If you teach students how to learn and give them simple, straightforward strategies to use, they can significantly increase their learning and performance. For over a decade Saundra McGuire has been acclaimed for her presentations and workshops on metacognition and student learning because the tools and strategies she shares have enabled faculty to facilitate dramatic improvements in student learning and success. This book encapsulates the model and ideas she has developed in the past fifteen years, ideas that are being adopted by an increasing number of faculty with considerable effect. The methods she proposes do not require restructuring courses or an inordinate amount of time to teach. They can often be accomplished in a single session, transforming students from memorizers and regurgitators to students who begin to think critically and take responsibility for their own learning.
Call Number: eBook
Publication Date: 2015
Discussion in the College Classroom by Jay R. Howard; Maryellen WeimerKeep students engaged and actively learning with focused, relevant discussion Discussion in the College Classroom is a practical guide which utilizes that research, frames it sociologically, and offers advice, along with a wide variety of strategies, to help you spark a relevant conversation and steer it toward specific learning goals. Applicable across a spectrum of academic disciplines both online and on campus, these ideas will help you overcome the practical challenges and norms that can undermine discussion, and foster a new atmosphere of collaborative learning and critical thinking.
Call Number: eBook
Publication Date: 2015-05-18
Student Engagement Techniques by Elizabeth F. BarkleyKeeping students involved, motivated, and actively learning is challenging educators across the country,yet good advice on how to accomplish this has not been readily available. The ready-to-use format shows how to apply each of the book's techniques in the classroom and includes purpose, preparation, procedures, examples, online implementation, variations and extensions, observations and advice, and key resources.
Publication Date: 2010
The Skillful Teacher by Stephen D. BrookfieldEnergize your classrooms with these key techniques for college teaching Students say the best teachers get them excited about learning, stretch their thinking, and keep them actively involved in class.