| |
|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910953172703321 |
|
|
Autore |
Halsey Vicki <1955-> |
|
|
Titolo |
Brilliance by design : creating learning experiences that connect, inspire, and ENGAGE / / Vicki Halsey |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
San Francisco, : Berrett-Koehler Publishers, c2011 |
|
|
|
|
|
|
|
ISBN |
|
9786612961274 |
9781282961272 |
1282961276 |
9781605094236 |
1605094234 |
|
|
|
|
|
|
|
|
Edizione |
[1st ed.] |
|
|
|
|
|
Descrizione fisica |
|
1 online resource (241 p.) |
|
|
|
|
|
|
Classificazione |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Organizational learning |
Learning |
Employees - Training of |
Effective teaching |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
Description based upon print version of record. |
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references and index. |
|
|
|
|
|
|
Nota di contenuto |
|
Contents; Preface; Introduction: The Time for Brilliance Has Come; 1 Fire Up the Synergy between Learners and Teachers; 2 Craft Content That Sings; 3 The ENGAGE Model: An Overview; 4 Step 1: Energize Learners; 5 Step 2: Navigate Content; 6 Step 3: Generate Meaning; 7 Step 4: Apply to Real World; 8 Step 5: Gauge and Celebrate; 9 Step 6: Extend Learning to Action; 10 Bringing Out Brilliance in the Virtual Classroom; Conclusion: A Legacy of Learning; Resources; A: Free Assessment-The Building Excellence Survey; B: Getting Started Creating Brilliance by Design; Running a Meeting |
Designing a WorkshopC: Do- It- Yourself Templates; Notes; Bibliography; Acknowledgments; Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; U; V; W; Z; About the Author |
|
|
|
|
|
|
|
|
Sommario/riassunto |
|
Many subject matter experts are just that, subject matter experts--not experts in the art of teaching, facilitating, or designing. Thousands of authors, trainers, and speakers have great content, but they lack the skills required to convey their content in a way that inspires learners to |
|
|
|
|
|
|
|
|
|
|
unleash their brilliance and move the learning to practice.. They often spend 70% of their time on WHAT they are going to teach, and 30% of their time on HOW, when they should be spending 30% on WHAT, and 70% on HOW. Their instructional techniques often are at odds with their message of inclusivity, eagerness |
|
|
|
|
|
| |