Info
The Flipped Classroom : Practice and Practices in Higher Education / / edited by Carl Reidsema, Lydia Kavanagh, Roger Hadgraft, Neville Smith
| The Flipped Classroom : Practice and Practices in Higher Education / / edited by Carl Reidsema, Lydia Kavanagh, Roger Hadgraft, Neville Smith |
| Edizione | [1st ed. 2017.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2017 |
| Descrizione fisica | 1 online resource (XXI, 307 p. 52 illus.) |
| Disciplina | 378 |
| Soggetto topico |
Education, Higher
Learning, Psychology of Professional education Vocational education Technical education Higher Education Instructional Psychology Professional and Vocational Education Engineering and Technology Education |
| ISBN |
9789811034138
9811034133 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1 Introduction to the flipped classroom -- Chapter 2 Design Considerations -- Chapter 3 Technology in the flipped classroom -- Chapter 4 Assessing Flipped Classrooms -- Chapter 5 Reflective and reflexive practice in the flipped classroom -- Chapter 6 Case Study Framework -- Chapter 7 Designing an active learning environment architecture within a flipped classroom for developing first student engineers -- Chapter 8 Experiences with "Flipping" an Introductory Mechanical Design Course -- Chapter 9 Inclusive STEM: Closing the learning loop -- Chapter 10 Flipping on a shoestring: A case study of Engineering Mechanics at the University of Technology -- Chapter 11 Design, Deployment and Evaluation of a Flipped Learning First Year Engineering Course -- Chapter 12 Flipped classes: Drivers for change, transition and implementation -- Chapter 13 A Technology Enabled Flipped Classroom Model -- Chapter 14 Flipping a Postgraduate Classroom: Experience from Griffith University -- Chapter 15 Flipping the learning of subdivision design for Surveying students -- Chapter 16 Flipping a collaborative classroom to gain deeper understanding of the health system -- Chapter 17 Implications for pedagogy: Flipping the classroom to engage pre-service teachers -- Chapter 18 Flipped Tutorials in Business Courses. |
| Record Nr. | UNINA-9910255108903321 |
| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Reshaping Engineering Education : Addressing Complex Human Challenges / / by Fawwaz Habbal, Anette Kolmos, Roger G. Hadgraft, Jette Egelund Holgaard, Kamar Reda
| Reshaping Engineering Education : Addressing Complex Human Challenges / / by Fawwaz Habbal, Anette Kolmos, Roger G. Hadgraft, Jette Egelund Holgaard, Kamar Reda |
| Autore | Habbal Fawwaz |
| Edizione | [1st ed. 2024.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2024 |
| Descrizione fisica | 1 online resource (274 pages) |
| Disciplina | 607.11 |
| Altri autori (Persone) |
KolmosAnette
HadgraftRoger HolgaardJette Egelund RedaKamar |
| Soggetto topico |
Technical education
Educational sociology Education, Higher Teaching Education - Curricula Engineering and Technology Education Sociology of Education Higher Education Didactics and Teaching Methodology Curriculum Studies |
| ISBN |
9789819958733
9819958733 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction -- A Systems Approach to Addressing Human Challenges -- Design for Complexity -- New Competencies for Systems Thinking -- Towards a Comprehensive Pedagogy -- Teaching and Learning Strategies -- Generic Competencies -- Educational Transformation -- Engineers and Practice at Harvard -- Problem and Project-Based Learning at Aalborg -- Studios Reshape Engineering Curricula -- Invitation to Change. |
| Record Nr. | UNINA-9910799280703321 |
Habbal Fawwaz
|
||
| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2024 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||