LEADER 05939nam 2200769 450 001 9910828006703321 005 20200903223051.0 010 $a1-118-87028-X 010 $a1-118-87019-0 035 $a(CKB)2550000001272958 035 $a(EBL)1662688 035 $a(SSID)ssj0001209210 035 $a(PQKBManifestationID)11672333 035 $a(PQKBTitleCode)TC0001209210 035 $a(PQKBWorkID)11171285 035 $a(PQKB)10287276 035 $a(MiAaPQ)EBC1662688 035 $a(Au-PeEL)EBL1662688 035 $a(CaPaEBR)ebr10856784 035 $a(CaONFJC)MIL595085 035 $a(OCoLC)875820446 035 $a(MiAaPQ)EBC7147300 035 $a(Au-PeEL)EBL7147300 035 $a(EXLCZ)992550000001272958 100 $a20140413h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aActive learning spaces /$fPaul Baepler, D. Christopher Brooks, J. D. Walker, editors 205 $a1st ed. 210 1$aSan Francisco, California :$cJossey-Bass,$d2014. 210 4$dİ2014 215 $a1 online resource (114 p.) 225 1 $aNew Directions for Teaching and Learning,$x1536-0768 ;$vNumber 137 300 $aDescription based upon print version of record. 311 $a1-118-87011-5 311 $a1-306-63834-8 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aActive 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 Classrooms 327 $aIntroductionResearch 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; References 327 $a4 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 Effect 327 $aFaculty 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 Roles 327 $aThe 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; References 327 $a9 Active Learning Environments in Nursing Education: The Experience of the University of Wisconsin-Madison School of Nursing 330 $aWith the paradigm shift to student-centered learning, the physical teaching space is being examined The configuration of classrooms, the technology within them, and the behaviors they encourage are frequently represented as a barrier to enacting student-centered teaching methods, because traditionally designed rooms typically lack flexibility in seating arrangement, are configured to privilege a speaker at the front of the room, and lack technology to facilitate student collaboration. But many colleges and universities are redesigning the spaces in which students learn, collapsing tra 410 0$aNew directions for teaching and learning ;$vNumber 137. 606 $aActive learning$xStudy and teaching (Higher) 606 $aActive learning$zUnited States$vCase studies 606 $aEducation, Higher$xEffect of technological innovations on 606 $aEducational technology 615 0$aActive learning$xStudy and teaching (Higher) 615 0$aActive learning 615 0$aEducation, Higher$xEffect of technological innovations on. 615 0$aEducational technology. 676 $a371.39 702 $aBaepler$b Paul 702 $aBrooks$b D. Christopher 702 $aWalker$b J. D. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910828006703321 996 $aActive learning spaces$94008760 997 $aUNINA