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Collaborative active learning : practical activity-based approaches to learning, assessment and feedback / / edited by Chan Chang-Tik, Gillian Kidman, Meng Yew Tee
| Collaborative active learning : practical activity-based approaches to learning, assessment and feedback / / edited by Chan Chang-Tik, Gillian Kidman, Meng Yew Tee |
| Pubbl/distr/stampa | Singapore : , : Palgrave Macmillan, , [2022] |
| Descrizione fisica | 1 online resource (376 pages) : illustrations (some color) |
| Disciplina | 929.374 |
| Soggetto topico |
Education
Treball de grup en educació Aprenentatge actiu |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-19-4383-4 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- Preface -- About This Book -- Contents -- Notes on Contributors -- List of Figures -- List of Tables -- Part I Theoretical Perspectives of Collaborative Active Learning -- 1 Introduction: Collaborative Active Learning-Strategies, Assessment and Feedback -- Introduction -- Attributes of Collaborative Active Learning (CAL) -- Collaborative Active Learning Challenges, Strengths and Opportunities -- Socio-constructivist Theory and Collaborative Active Learning (CAL) Strategies -- Collaborative Active Learning Assessment and Feedback -- Collaborative Active Learning (CAL) Lesson-Design and Implementation -- CAL Preparation Procedures: Design of Learning Activities -- CAL Preparation Procedures: Student Feedback -- CAL Preparation Procedures: Student Assessment -- CAL Implementation Procedures: Facilitation -- CAL Implementation Procedures: Students' Cognitive Interactions -- CAL Implementation Procedures: Students' Social Interactions -- Conclusion -- References -- 2 Active Learning: An Integrative Review -- Introduction -- The Rationale for the Review -- The Search -- The Coding and Analysis -- Results -- Discussion and Conclusion -- Reflective and Integrative Learning -- Learning Strategies -- Quantitative Reasoning -- Collaborative Learning -- References -- 3 Student Collaboration Through Assessment, Feedback and Peer Instruction -- Introduction -- Getting Students to Collaborate Effectively in Group-Based Learning -- Participation Concerns All Members of a Group -- Participation Requires Learning to be Active and Collaborative -- Development of Student Feedback Literacy and Peer Formative Feedback -- Assessment for Learning as Support of Student Self-Regulation -- Implementing Collaborative Active Learning Using Student Peer Instruction -- Strategies to Mitigate Student Resistance -- Conclusion -- References.
Part II Practical Activity-Based Approaches in Different Disciplines -- 4 Learning to Teach with Technology with Real-World Problem-Based Learning -- Introduction -- Learning Goals and Context -- Instructional Design: Improvised PBL with Real-World Problems -- Instructional Sequence and Implementation -- Phase 1: Identify Problems and Opportunities -- Phase 2: Define Goals and Explore Possible Strategies -- Phase 3: Anticipate Outcomes and Act -- Phase 4: Look Back and Learn -- Cumulative Outcome and Discussion -- Conclusion -- References -- 5 Collaborative Learning in Informal Spaces: Formulating a Pedagogical Project of Student-Centred Active Learning in Gender Studies -- Collaborative Learning in Informal Spaces -- Introducing the Unit -- Journeying with Students Through the Project -- Providing an Overview of the Unit -- Pre-CLIS Activities -- CLIS Sessions -- Deploying the Assessment Tasks -- Conclusion -- References -- 6 Collaborative Active Learning (CAL) Approach in Finance: A Case of Business Strategy Pitch Presentation -- Introduction -- Description of the CAL -- Procedures -- Preparation -- Implementation -- Results -- Conclusions -- References -- 7 Scavenger Hunt Activity to Reinforce Engineering Fundamentals -- Introduction -- Design of Learning Activities -- Purpose and Design of Scavenger Hunt -- Course/Subject Expectation -- Student/Activity Expectation -- Procedure -- Planning and Pre-Activity -- Preparation and Creation -- Execution -- Feedback/Assessment -- Implementation -- Student Experiences and Outcomes -- Challenges -- Future Implications -- Conclusion -- References -- 8 Future-Proofing Healthcare Skills Education: Technology-Enhanced Collaborative Learning and Peer Teaching Strategies for Large Student Cohorts in Anatomy Practicals -- Background -- Aims -- Design and Preparation. Designing Collaborative Active Learning Strategies in Anatomy Practicals -- Pre-Practical Activities -- In-Practical Activities -- Group Collaborative Learning (GCL) -- Student Peer Teaching-Demonstration (SPTD) -- Team Teaching by Professional Practice Experts, Facilitation and Feedback -- Post-Practical Activities -- Peer Group Evaluations of SPTD Presentations -- Preparation of Assessment Process: Objective Structured Clinical Anatomy Review (OSCAR) -- Implementation -- Student Groupings -- Pre-Practical Activities -- In-Practical Activities -- Guided Collaborative Learning (GCL) (Refer to Fig. 8.4) -- Practical Resources -- Student Peer Teaching-Demonstrations (SPTD) (Refer to Fig. 8.5) -- Learning Feedback -- Post-Practical Activities -- Assessment: Objective Structured Clinical Anatomy Review (OSCAR) -- Outcomes -- Evaluation of Practical Strategy -- Tutor/Educator Peer Reviews -- Student Evaluations -- Student Grades -- Publications, Education Awards & -- Intellectual Property -- Conclusions -- References -- 9 Online Collaborative Active Learning in Psychology -- Introduction -- The Context -- Collaborative Active Learning Strategies in Psychology -- Group Discussion -- Problem-Based Case Studies -- Jigsaw -- Conclusion -- Appendix 1 -- Digital Health -- Anonymous Mar 18, 2021 04:31 p.m. -- Anonymous Mar 17, 2021 10:56 p.m. -- Anonymous Mar 14, 2021 02:49 a.m. -- Anonymous Mar 11, 2021 10:56 p.m. -- Anonymous Mar 11, 2021 12:43 a.m. -- References -- 10 Implementing a Successful Collaborative Active Learning Approach in Information Technology Discipline -- Introduction -- Preparation -- Implementation -- Planned Activities -- Week 1 to Week 6 -- Specific -- Measurable -- Relevant -- Timely -- Week 7 to Week 12 -- Students' Academic Performance -- Maintaining Log Books -- Peer Assessments -- Challenges -- Feedback from Students -- Conclusion. References -- 11 Using Team-Based Scenario Learning (TBSL) Approach to Teach Audit Risk -- Introduction -- Team-Based Scenario Learning (TBSL) -- Preparation of Team-Based Learning Scenario -- Student Group Formation -- Scenario 1: Analysis of Audit Risk Factors -- Scenario 2: Material Misstatements -- Scenario 3: Audit and Non-Audit Services -- Assessment and Feedback -- Conclusions -- Appendix 1: Analysis of Audit Risk Factors -- Required -- Appendix 2: Material Misstatements -- Required -- Appendix 3: Peer Evaluation Form for Group Members -- Part A -- Part B -- References -- 12 Peer-Led Case Study Methodology in the Learning of Statistics -- Introduction -- Peer-Led Case Study Methodology -- First Week-Worksheet Activities -- Second Week-Case Study Preparation -- Third Week-Case Study Brainstorming -- Fourth Week-Case Study Findings -- Conclusion -- References -- Part III Conceptual Framework and Pedagogical Perspectives -- 13 Optimisation of Collaborative Active Learning in Different Settings and Disciplines in the Tertiary Setting -- Introduction -- A Visual Overview of Collaborative Active Learning -- A Conceptual Framework of Collaborative Active Learning -- Conclusion -- References -- 14 Technologies and Learning Spaces for Collaborative Active Learning -- Introduction -- Synergy Between Pedagogy and Technology -- Technologies to Support Both Assessment and Feedback for Learning -- Collaborative Learning Spaces -- Hospitable Learning Spaces and Active Learning Classrooms -- Conclusion -- References -- Index. |
| Record Nr. | UNINA-9910634045603321 |
| Singapore : , : Palgrave Macmillan, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Issues in teaching and learning of education for sustainability : theory into practice / / edited by Chew-Hung Chang, Gillian Kidman and Andy Wi
| Issues in teaching and learning of education for sustainability : theory into practice / / edited by Chew-Hung Chang, Gillian Kidman and Andy Wi |
| Pubbl/distr/stampa | London, : Routledge, 2019 |
| Descrizione fisica | 1 online resource (217 pages) |
| Disciplina | 304.2071 |
| Collana | Routledge Research in Education |
| Soggetto topico |
Sustainability - Study and teaching
Education and globalization |
| ISBN |
0-429-83368-7
0-429-45043-5 0-429-83369-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half Title; Series Page; Title Page; Copyright Page; Table of Contents; List of illustrations; Notes on contributors; Preface; List of abbreviations; 1 Defining Education for Sustainability (EfS): a theoretical framework; Introduction; For whom and by whom: who is it for?; Education for sustainability -- theoretical framework; What does a curriculum for EfS look like?; Parts of this book; Summary; References; Part I: EfS for whom?; 2 Sustainability in Primary Geography; Introduction; Education for sustainability in the national curriculum across various countries
Agency and capacity for teaching ESD in Primary GeographyDiscussion and conclusion; References; 3 Learning from Haiyan: translating children's voices into action for resilience; Introduction; What is child-centred disaster risk reduction?; The S3CDRRM Project: context and approach; Working with children, producing results; Key takeaway learnings from the S3CDRRM Project; References; 4 Incorporating sustainability for general education: the challenge for large class teaching; Introduction; Frameworks for the sustainable built-environment; Learning outcome, finding and feedbacks Education for sustainability (EfS) challengesFuture planning and development; The next step; References; 5 Can grassroots organisations (GROs) replace government policy towards creating a sustainable climate change education programme in Singapore?; Introduction; Top-down approach; Bottom-up approach; Which approach is more effective?; Where do we go from here?; References; Part II: What does an EfS curriculum look like?; 6 The question of 'knowledge' about disaster risk reduction in sustainability education; Introduction; Policy basis for disaster risk reduction (DRR) education Knowledge and DRRThe place of place-based knowledge; Conclusion; References; 7 Curriculum development on climate change adaptation: pre-service teacher training in Mongolia; The importance of the climate change adaptation (CCA) curriculum in Mongolia; Methodology of needs assessment survey; Curriculum content development; Conclusion; References; 8 Fieldwork as a vehicle for sustainability education: the centrality of geographical inquiry; The Sustainability Curriculum Framework and the Australian Curriculum; Defining sustainability education fieldwork and its benefits; Conclusion; References 9 Emphasising sustainability when learning power system markets in higher educationSustainability in higher education; Sustainability in electrical engineering; Process-based approach and three EfS pillars; Application in power system markets; Changing landscape; Relevant stakeholder review; Test for robustness; Conclusion; Recommendations and future work; References; 10 (How) do students reflect on sustainability? A model to diagnose and foster reflective thinking about sustainability; Introduction; Theoretical background; Method; Selected findings |
| Record Nr. | UNINA-9910793887603321 |
| London, : Routledge, 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Issues in teaching and learning of education for sustainability : theory into practice / / edited by Chew-Hung Chang, Gillian Kidman and Andy Wi
| Issues in teaching and learning of education for sustainability : theory into practice / / edited by Chew-Hung Chang, Gillian Kidman and Andy Wi |
| Pubbl/distr/stampa | London, : Routledge, 2019 |
| Descrizione fisica | 1 online resource (217 pages) |
| Disciplina | 304.2071 |
| Collana | Routledge Research in Education |
| Soggetto topico |
Sustainability - Study and teaching
Education and globalization |
| ISBN |
0-429-83368-7
0-429-45043-5 0-429-83369-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half Title; Series Page; Title Page; Copyright Page; Table of Contents; List of illustrations; Notes on contributors; Preface; List of abbreviations; 1 Defining Education for Sustainability (EfS): a theoretical framework; Introduction; For whom and by whom: who is it for?; Education for sustainability -- theoretical framework; What does a curriculum for EfS look like?; Parts of this book; Summary; References; Part I: EfS for whom?; 2 Sustainability in Primary Geography; Introduction; Education for sustainability in the national curriculum across various countries
Agency and capacity for teaching ESD in Primary GeographyDiscussion and conclusion; References; 3 Learning from Haiyan: translating children's voices into action for resilience; Introduction; What is child-centred disaster risk reduction?; The S3CDRRM Project: context and approach; Working with children, producing results; Key takeaway learnings from the S3CDRRM Project; References; 4 Incorporating sustainability for general education: the challenge for large class teaching; Introduction; Frameworks for the sustainable built-environment; Learning outcome, finding and feedbacks Education for sustainability (EfS) challengesFuture planning and development; The next step; References; 5 Can grassroots organisations (GROs) replace government policy towards creating a sustainable climate change education programme in Singapore?; Introduction; Top-down approach; Bottom-up approach; Which approach is more effective?; Where do we go from here?; References; Part II: What does an EfS curriculum look like?; 6 The question of 'knowledge' about disaster risk reduction in sustainability education; Introduction; Policy basis for disaster risk reduction (DRR) education Knowledge and DRRThe place of place-based knowledge; Conclusion; References; 7 Curriculum development on climate change adaptation: pre-service teacher training in Mongolia; The importance of the climate change adaptation (CCA) curriculum in Mongolia; Methodology of needs assessment survey; Curriculum content development; Conclusion; References; 8 Fieldwork as a vehicle for sustainability education: the centrality of geographical inquiry; The Sustainability Curriculum Framework and the Australian Curriculum; Defining sustainability education fieldwork and its benefits; Conclusion; References 9 Emphasising sustainability when learning power system markets in higher educationSustainability in higher education; Sustainability in electrical engineering; Process-based approach and three EfS pillars; Application in power system markets; Changing landscape; Relevant stakeholder review; Test for robustness; Conclusion; Recommendations and future work; References; 10 (How) do students reflect on sustainability? A model to diagnose and foster reflective thinking about sustainability; Introduction; Theoretical background; Method; Selected findings |
| Record Nr. | UNINA-9910812499303321 |
| London, : Routledge, 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Teaching primary geography : setting the foundation / / Gillian Kidman and Daniela Schmeinck, editors
| Teaching primary geography : setting the foundation / / Gillian Kidman and Daniela Schmeinck, editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (178 pages) |
| Disciplina | 372.891 |
| Collana | Key challenges in geography |
| Soggetto topico |
Geography - Study and teaching - Primary
Geography - Study and teaching Education, Primary |
| ISBN | 3-030-99970-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910568272503321 |
| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||