05878nam 2200745 450 991045344500332120200903223051.01-118-87028-X1-118-87019-0(CKB)2550000001272958(EBL)1662688(SSID)ssj0001209210(PQKBManifestationID)11672333(PQKBTitleCode)TC0001209210(PQKBWorkID)11171285(PQKB)10287276(MiAaPQ)EBC1662688(Au-PeEL)EBL1662688(CaPaEBR)ebr10856784(CaONFJC)MIL595085(OCoLC)875820446(EXLCZ)99255000000127295820140413h20142014 uy 0engur|n|---|||||txtccrActive learning spaces /Paul Baepler, D. Christopher Brooks, J. D. Walker, editorsSan Francisco, California :Jossey-Bass,2014.©20141 online resource (114 p.)New Directions for Teaching and Learning,1536-0768 ;Number 137Description based upon print version of record.1-118-87011-5 1-306-63834-8 Includes bibliographical references at the end of each chapters and index.Active Learning Spaces; CONTENTS; FROM THE SERIES EDITOR; EDITORS' NOTES; Literature Review; Acknowledgments; References; 1 History and Evolution of Active Learning Spaces; Why Should Learning Spaces Change?; The World Is Different; Information Is Readily Accessible; Students Are Different; So Why Are Lecture Halls So Common?; Change Arrives Slowly; Active Learning in Labs; Active Learning in Lectures; History of Studios; Active Learning in Studios; Future of Active Learning Classrooms; 2 Using Qualitative Research to Assess Teaching and Learning in Technology-Infused TILE ClassroomsIntroductionResearch Methods; The Need for a Better Environment for Student-Centered Learning Activities; Faculty Development for TILE Instructors; The Challenges Instructors Face in TILE Classrooms; Conclusion and Implications; References; 3 Active Learning Classrooms and Educational Alliances: Changing Relationships to Improve Learning; Introduction; Data and Methods; Findings; Dimension 1: Mutual Respect; Dimension 2: Shared Responsibility for Learning; Dimension 3: Effective Communication and Feedback; Dimension 4: Cooperation; Dimension 5: Trust and Security; Conclusion; Note; References4 Coffeehouse as Classroom: Examination of a New Style of Active Learning EnvironmentWhy We Conducted the Study; Method; Participants; Instrument and Data Collection Description; Key Findings; Faculty and Students Overwhelmingly Felt That the Space Was Conducive to Collaboration.; Design of the Room and Furniture Received Mixed Reviews from Faculty and Students; Faculty and Students Rated the Space Very Positively with Respect to the Comfort and Overall Feel of the Classroom; With the Exception of the Projector, the Technology in the Room Was Not Used to Significant EffectFaculty DevelopmentSummary and Key Takeaways; References; 5 Pedagogy Matters, Too: The Impact of Adapting Teaching Approaches to Formal Learning Environments on Student Learning; Introduction; Literature Review; Data; Analysis; Conclusion; Note; References; 6 Strategies to Address Common Challenges When Teaching in an Active Learning Classroom; Differences between ALCs and Traditional Classrooms; Challenges Imposed by the Physical Layout of the Room; No Focal Point; Multiple Distractions; Overwhelming Technology; Challenges Imposed by Changes in Teaching RolesThe Instructor Is No Longer the Focal PointStudents Can't Hide; Loss of Wider Community; Methods for Using Student Feedback to Address Challenges; References; 7 Conducting an Introductory Biology Course in an Active Learning Classroom: A Case Study of an Experienced Faculty Member; Study Overview; Results; Pedagogical Practices; Insights; Discussion; References; 8 TILE at Iowa: Adoption and Adaptation; Introduction; Laying the Groundwork; Departmental Buy-In; Shifting Perspectives and Remaining Questions; Notes; References9 Active Learning Environments in Nursing Education: The Experience of the University of Wisconsin-Madison School of NursingWith the paradigm shift to student-centered learning, the physical teaching space is being examined The configuration of classrooms, the technology within them, and the behaviors they encourage are frequently represented as a barrier to enacting student-centered teaching methods, because traditionally designed rooms typically lack flexibility in seating arrangement, are configured to privilege a speaker at the front of the room, and lack technology to facilitate student collaboration. But many colleges and universities are redesigning the spaces in which students learn, collapsing traNew directions for teaching and learning ;Number 137.Active learningStudy and teaching (Higher)Active learningUnited StatesCase studiesEducation, HigherEffect of technological innovations onEducational technologyElectronic books.Active learningStudy and teaching (Higher)Active learningEducation, HigherEffect of technological innovations on.Educational technology.371.39Baepler PaulBrooks D. ChristopherWalker J. D.MiAaPQMiAaPQMiAaPQBOOK9910453445003321Active learning spaces2060252UNINA