LEADER 05375nam 2200661 a 450 001 9910957067503321 005 20251117080605.0 010 $a1-00-344520-9 010 $a1-000-97382-4 010 $a1-003-44520-9 010 $a1-57922-615-9 035 $a(CKB)2670000000161087 035 $a(EBL)911861 035 $a(OCoLC)781635681 035 $a(SSID)ssj0000622976 035 $a(PQKBManifestationID)12223781 035 $a(PQKBTitleCode)TC0000622976 035 $a(PQKBWorkID)10655651 035 $a(PQKB)10514696 035 $a(Au-PeEL)EBL911861 035 $a(CaPaEBR)ebr10545769 035 $a(MiAaPQ)EBC911861 035 $a(EXLCZ)992670000000161087 100 $a20110331d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aIdea-based learning $ea course design process to promote conceptual understanding /$fEdmund J. Hansen 205 $a1st ed. 210 $aSterling, Va. $cStylus Pub.$d2011 215 $a1 online resource (225 p.) 300 $aDescription based upon print version of record. 311 08$a1-57922-613-2 320 $aIncludes bibliographical references and index. 327 $aCover; CONTENTS; LIST OF FIGURES; ACKNOWLEDGMENTS; 1. PRACTICAL BENEFITS OF COURSE DESIGN; Faculty Stressors in Teaching; Lack of Students' Intellectual Curiosity; Students' Academic Underpreparedness; Fear of Antagonizing Students; Time Spent on Grading Papers; The Addition of New Teaching Roles; Benefits From Idea-Based Course Design; Focus on the Big Picture Gives Direction and Reduces Information Overload; Detailed Criteria for Quality Performance Are Defined Up Front; Ample Practice Opportunities for Key Skills Are Built Into the Design 327 $aCourses Are Built Around Authentic Performance TasksThe Emphasis on Formative Assessment Turns the Faculty Into Coaches; Course Activities Are Structured to Overcome Students' Barriers Against Critical Thinking; Idea-Based Learning; Some Principles; 2. BACKWARD DESIGN; Traditional Course Design; How Do Faculty Spend Their Time When Designing a Course?; Which Course Design Approaches Have Been Documented by Research?; The Flowchart of Traditional Course Design; How Are Course Goals/Outcomes Established?; Critique of the Traditional Design; Why Faculty Might Not Believe in Course Design 327 $aWhere Is the Student in Traditional Course Design?How Does the ''Logic of the Content'' Differ From the ''Logic of Learning the Content''?; The Backward Design Model; What Is Curricular Alignment?; The Importance of Course Design; How Course and Curriculum Development Fit Together; 3. LEARNING OUTCOMES; Problems With (Conceptualizing) Learning Outcomes; Why Formulate Goals at All?; A History of Changing Terminology; Identifying Big Ideas; First, Look at the Curriculum!; How to Establish Priorities; Deriving Enduring Understandings; Connecting Big Ideas With Student Horizons 327 $aWhich Understandings Are Enduring?Determining Learning Outcomes; How General and How Specific Should They Be?; Examples From Specific Courses; Linking Them With Different ''Facets of Understanding''; 4. REMOVING BARRIERS TO CRITICAL THINKING; Significance of Critical Thinking; Critical Thinking Isn't Just for Upper-Level Classes; Lay Definitions of Critical Thinking; The Critical Thinking That Instructors Assume Is Implied in Their Courses; The Confusing State of the Critical Thinking Literature; How Many Characteristics Does Critical Thinking Have?; Critical Thinking in Different Disciplines 327 $aNeed for Teaching Critical ThinkingIs Critical Thinking Acquired ''Naturally''?; How College Students Have Changed; Barrier 1: Intellectual Development; How Students' Thinking About Learning Evolves; How These Developmental Orientations Affect Students' Learning Behaviors; Barrier 2: Habits of Mind; How Intellectual Habits Affect Learning; Which Intellectual Habits Are Important for Critical Thinking?; Barrier 3: Misconceptions; Why Learning Often Requires ''Unlearning'' First; The Typical Misconceptions That Plague Various Disciplines; Barrier 4: Complex Reasoning 327 $aWhy Thinking/Understanding Is Deeper Than Knowing 330 $aSynthesizing the best current thinking about learning, course design, and promoting student achievement, this is a guide to developing college instruction that has clear purpose, is well integrated into the curriculum, and improves student learning in predictable and measurable ways. The process involves developing a transparent course blueprint, focused on a limited number of key concepts and ideas, related tasks, and corresponding performance criteria; as well as on frequent practice opportunities, and early identification of potential learning barriers. Idea-based Learning takes as its poin 606 $aEducation, Higher$xCurricula$zUnited States 606 $aCurriculum planning$zUnited States 606 $aConcept learning 615 0$aEducation, Higher$xCurricula 615 0$aCurriculum planning 615 0$aConcept learning. 676 $a378.1/990973 700 $aHansen$b Edmund$f1952-$01883236 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910957067503321 996 $aIdea-based learning$94499236 997 $aUNINA LEADER 05174nam 22007091 450 001 9910955331003321 005 20170104160310.0 010 $a9781474240437 010 $a1474240437 010 $a9781474240444 010 $a1474240445 010 $a9781474240420 010 $a1474240429 024 7 $a10.5040/9781474240444 035 $a(CKB)3710000001141119 035 $a(MiAaPQ)EBC4835138 035 $a(OCoLC)981125839 035 $a(UtOrBLW)bpp09260764 035 $a(MiAaPQ)EBC6160955 035 $a(UtOrBLW)BP9781474240444BC 035 $a(Perlego)808292 035 $a(EXLCZ)993710000001141119 100 $a20170613d2017 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aAutonomous language learning with technology beyond the classroom /$fChun Lai 210 1$aLondon ;$aNew York :$cBloomsbury Academic,$d[2017] 215 $a1 online resource (232 pages) $cillustrations, tables 225 0 $aAdvances in Digital Language Learning and Teaching 300 $aIncludes bibliographical references (p. [197]-225) and index 311 08$a9781350094727 311 08$a1350094722 311 08$a9781474240413 311 08$a1474240410 320 $aIncludes bibliographical references and index. 327 $apt. I Understanding Out-of-Class Autonomous Language Learning with Technology. 1.Introducing Key Concepts ; 2.Theoretical Backgrounds and Frameworks ; 3.The Nature of Out-of-Class Autonomous Language Learning with Technology ; 4.Factors that Affect Out-of-Class Autonomous Language Learning with Technology -- pt. II Promoting Out-of-Class Autonomous Language Learning with Technology. 5.Promoting Out-of-Class Autonomous Language Learning with Technology: Learner Training ; 6.Promoting Out-of-Class Autonomous Language Learning with Technology: Teachers' Role ; 7.Promoting Out-of-Class Autonomous Language Learning with Technology: The Resource and Environment Design -- pt. III Researching Out-of-Class Autonomous Language Learning with Technology ; 8.Towards a Research Agenda of Out-of-Class Autonomous Language Learning with Technology ; 9.Conclusion and the Way Forward. 330 $a"This book looks beyond the classroom, and focuses on out-of-class autonomous use of technology for language learning, discussing the theoretical frameworks, key findings and critical issues. The proliferation of digital language learning resources and tools is forcing language education into an era of unprecedented change. The book will stimulate discussions on how to support language learners to construct quality autonomous technology-mediated out-of-class learning experience outside the classroom and raise greater awareness of and research interest in this field. Out-of-class learning constitutes an important context for human development, and active engagement in out-of-class activities is associated with successful language development. With convenient access to expanded resources, venues and learning spaces, today's learners are not as dependent on in-class learning as they used to be. Thus, a deeper understanding of the terrain of out-of-class learning is of increasing significance in the current educational era. Technology is part and parcel of out-of-class language learning, and has been a primary source that learners actively use to construct language learning experience beyond the classroom. Language learners of all ages around the world have been found to actively utilize technological resources to support their language learning beyond formal language learning contexts. Insights into learners' out-of-class autonomous use of technology for language learning are essential to our understanding of out-of-class learning and inform educators on how language learners could be better supported to maximize the educational potentials of technology to construct quality out-of-class learning experience."--Bloomsbury Publishing. 410 0$aAdvances in digital language learning and teaching. 606 $aDistance education$xTechnological innovations 606 $aLanguage and languages$xComputer-assisted instruction 606 $aLanguage and languages$xStudy and teaching$xSelf-instruction 606 $aLanguage and languages$xStudy and teaching$xTechnological innovations 606 $aWeb-based instruction$xTechnological innovations 606 $2linguistics 615 0$aDistance education$xTechnological innovations. 615 0$aLanguage and languages$xComputer-assisted instruction. 615 0$aLanguage and languages$xStudy and teaching$xSelf-instruction. 615 0$aLanguage and languages$xStudy and teaching$xTechnological innovations. 615 0$aWeb-based instruction$xTechnological innovations. 676 $a418.0078/5 686 $a807$2njb/09 686 $a418.0078/5$2njb/09 700 $aLai$b Chun$c(Language teacher),$01868701 801 0$bUtOrBLW 801 1$bUtOrBLW 906 $aBOOK 912 $a9910955331003321 996 $aAutonomous language learning with technology beyond the classroom$94476681 997 $aUNINA