Whole Brain® Learning in Higher Education

2013-10-15
 |  Education
Whole Brain® Learning in Higher Education

Author: Ann-Louise de Boer

Publisher: Elsevier

ISBN: 9781780634081

Category: Education

Page: 330

View: 320

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Facilitating of learning in higher education can be transformed through the use of Whole Brain® learning. Whole Brain® Learning in Higher Education argues that facilitating learning in Higher Education should undergo transformation in order to develop the full academic potential of all stakeholders following the principles of action research. Empirical data was collected from participants in a number of projects across diverse disciplines. Participants included students, academic staff, instructional designers, and professionals attending short courses at tertiary level. A number of case studies are discussed as evidence for the value of the proposed model for higher education. This title consists of seven chapters, covering: the theoretical framework, baseline study, professional development, studies in Whole Brain® application, learning material that makes a difference, multidisciplinary collaboration, and the way forward. Defines Whole Brain® learning Explains the rationale behind Whole Brain® learning Demonstrates how the model can be applied in facilitating Whole Brain® learning in order to develop the full academic potential of students

Whole Brain Learning Theory in Education

2011-06-10
 |  Education
Whole Brain Learning Theory in Education

Author: Joyce Diane Schulz

Publisher: Author House

ISBN: 9781456760724

Category: Education

Page: 73

View: 695

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The purpose of this Master Thesis at Argosy University in December 2010 was to identify dominant learning modalities, as understood by the nine Multiple intelligences of Dr. Howard Gardner (Garner, 1993), the intelligences of right/left-brain dominance processing fields leading to whole brain theory in education. It can be called the Balanced Whole Learner, Whole Mind/Open mind learning methods. The brain dominance seems to be part of the Multiple Intelligence preference fields (Connell, 1996). Fifty secondary students, ten diverse adult learners, two administrators and eight teachers were part of the surveys done through 2009-2010. At the back of the text are diagnostic surveys, a potential interested person can take to determine their dominant learning styles. The questions that were asked was whether or not the adult learner or students were aware of the learning style preferences, and did they want to be aware of them.? The second focus was did their heritage, language, culture, educational level, or gender affect their learning style preferences? The researcher found positive data that supports these issues. The other information supports that brain dominance, MI theories are interwoven within each other as a composite Whole Brain Learning Theory. The text gives resources, findings and recommendations on how it can be implemented in a public school learning environment. The modalities can be integrated into a composite whole, and not separate categories, but an interwoven process to discover a persons brain processing. This is a valuable resources for an administrator, teacher, student, and adults to understand their unique method of processing information called the Whole Brain Learning Theory of education.

Innovative Practices for Higher Education Assessment and Measurement

2016-07-18
 |  Education
Innovative Practices for Higher Education Assessment and Measurement

Author: Cano, Elena

Publisher: IGI Global

ISBN: 9781522505327

Category: Education

Page: 472

View: 130

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Both educators and their students are involved in the process of assessment – all parties are expected to meet and exceed expectations in the face of competing conditions. New practices are being developed to enhance students’ participation, especially in their own assessment, be it though peer-review, reflective assessment, the introduction of new technologies, or other novel solutions. Though widely researched, few have measured these innovations’ effectiveness in terms of satisfaction, perceived learning, or performance improvements. Innovative Practices for Higher Education Assessment and Measurement bridges the gap between political discourse, theoretical approach, and teaching practices in terms of assessment in higher education. Bringing new insights and presenting novel strategies, this publication brings forth a new perception of the importance of assessment and offers a set of successful, innovative practices. This book is ideal for educators, administrators, policy makers, and students of education.

Engaging the Senses: Object-Based Learning in Higher Education

2016-03-09
 |  Art
Engaging the Senses: Object-Based Learning in Higher Education

Author: Helen J. Chatterjee

Publisher: Routledge

ISBN: 9781317143406

Category: Art

Page: 244

View: 490

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The use of museum collections as a path to learning for university students is fast becoming a new pedagogy for higher education. Despite a strong tradition of using lectures as a way of delivering the curriculum, the positive benefits of ’active’ and ’experiential learning’ are being recognised in universities at both a strategic level and in daily teaching practice. As museum artefacts, specimens and art works are used to evoke, provoke, and challenge students’ engagement with their subject, so transformational learning can take place. This unique book presents the first comprehensive exploration of ’object-based learning’ as a pedagogy for higher education in a broad context. An international group of authors offer a spectrum of approaches at work in higher education today. They explore contemporary principles and practice of object-based learning in higher education, demonstrating the value of using collections in this context and considering the relationship between academic discipline and object-based learning as a teaching strategy.

Quality Management in Higher Education

2016-08-31
 |  Education
Quality Management in Higher Education

Author: Marmar Mukhopadhyay

Publisher: SAGE Publishing India

ISBN: 9789351509950

Category: Education

Page: 274

View: 868

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A timely intervention as higher education in India begins to pay equal importance to Quality, alongside Access and Equity. Indian higher education is the third largest in the world. It is undergoing unprecedented expansion and reforms. Yet, no Indian university figures among the World’s Top 100! The problem lies primarily with the quality of higher education. This book serves as a quality management guide for the heads of colleges and universities, focusing on issues, techniques and improvement at the institutional level. In building up a sound framework, it effectively combines generic methods and techniques with specific mechanisms of quality assurance for in-campus activities such as curriculum planning, teaching learning processes, human resource management, infrastructure management and information and communication technologies. The author’s expertise as a management scientist, trainer of heads of higher education institutes and experience of institution building gives the book an extra edge.

Professional Learning in Higher Education and Communities

2015-02-05
 |  Education
Professional Learning in Higher Education and Communities

Author: O. Zuber-Skerritt

Publisher: Springer

ISBN: 9781137455185

Category: Education

Page: 312

View: 823

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By integrating neuroscience and social science, this book introduces a bold new vision of Participatory Action Learning and Action Research (PALAR). The authors explain and enhance the art of action research through PALAR as a philosophy, methodology and theory of learning and as a facilitation process for professional learning and social justice.

We’re Losing Our Minds

2011-12-19
 |  Education
We’re Losing Our Minds

Author: R. Keeling

Publisher: Springer

ISBN: 9781137001764

Category: Education

Page: 205

View: 247

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America is being held back by the quality and quantity of learning in college. Many graduates cannot think critically, write effectively, solve problems, understand complex issues, or meet employers' expectations. The only solution - making learning the highest priority in college - demands fundamental change throughout higher education.

Crossing Mind, Brain, and Education Boundaries

2022-11-25
 |  Science
Crossing Mind, Brain, and Education Boundaries

Author: Ali Nouri

Publisher: Cambridge Scholars Publishing

ISBN: 9781527590762

Category: Science

Page: 263

View: 328

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Mind, Brain, and Education science is a very young field, though it has roots in thousands of years of academic reflection. This book is a brief but critical look into the key turning points in the field’s evolution and the existing initiatives in order to project its future directions. It draws on information from all major branches of the learning sciences, including philosophy and history, and more modern constructs such as cognitive psychology and neuroscience. First and foremost, it is a textbook for early graduate training programs in Mind, Brain, and Education science and Educational Neuroscience and those who would like to have Learning Sciences as their main area of study, but the book will also serve as an introduction for those educational policymakers who would like to ground decision-making in evidence from the Learning Sciences, and neuroscientists who need to have knowledge about mind and education.

A Participatory Paradigm for an Engaged Scholarship in Higher Education

2015-01-01
 |  Education
A Participatory Paradigm for an Engaged Scholarship in Higher Education

Author: Ortrun Zuber-Skerritt

Publisher: BRILL

ISBN: 9789463001847

Category: Education

Page: 283

View: 893

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This book provides a comprehensive conceptual framework, case studies, workshop processes and designs for academic development programs supported by two key concepts: Participatory Action Learning and Action Research (PALAR)—a conceptual integration of action learning and participatory action research—and action leadership.