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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 | ||
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Digitally enabling 'Learning by doing' in vocational education : enhancing 'Learning as becoming' processes / / Selena Chan
| Digitally enabling 'Learning by doing' in vocational education : enhancing 'Learning as becoming' processes / / Selena Chan |
| Autore | Chan Selena |
| Pubbl/distr/stampa | Gateway East, Singapore : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (120 pages) |
| Disciplina |
370
370.1130285 |
| Collana | SpringerBriefs in education |
| Soggetto topico |
Berufsschule
Neue Medien Computerunterstütztes Lernen Vocational education - Computer-assisted instruction Formació professional Ensenyament assistit per ordinador Aprenentatge actiu |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-16-3405-X |
| Classificazione | DL 7000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- Acknowledgements -- Contents -- 1 Supporting Practice-Based Learning with Digital Technologies -- 1.1 Introduction -- 1.2 Rationale for Better Understanding How to Digitally Support Practice-Based Learning -- 1.3 The NZ Context -- 1.3.1 Pre-COVID-19 -- 1.3.2 During COVID-19 -- 1.3.3 Present Initiatives -- 1.4 Challenges Posed by Shifting Practice-Based Programmes to Digitally Enabled Learning -- 1.4.1 The Need for 'Hands-On' Learning -- 1.4.2 Multimodalities of Practice-Based Learning -- 1.5 Overview of Chapters -- 1.6 Conclusion -- References -- 2 'Learning as Becoming' and Processes of 'Learning to Become' and the Role of Technology-Enhanced Learning (TEL) to Support the Process -- 2.1 Introduction -- 2.1.1 How Learning as Becoming Occurs Through Learning to Become -- 2.1.2 The Holistic Nature of 'Learning to Become' a Craftsperson -- 2.1.3 Supporting Learning Through Feedback -- 2.1.4 The Roles of Digital Technology in Supporting Feedback -- 2.2 Conclusion -- References -- 3 Technology-Enhanced Learning (TEL) in VET: Theories and Approaches to the Present -- 3.1 Introduction -- 3.2 Key Theories Relevant to TEL -- 3.3 Theories of Learning -- 3.3.1 Behaviourism -- 3.3.2 Cognitivism -- 3.3.3 Constructivist Learning Theories and VET -- 3.3.4 Constructivism and VET -- 3.3.5 Contemporary Learning Theories -- 3.3.6 Practice-Based Learning Pedagogies -- 3.4 Practice-Based Learning and TEL -- 3.4.1 Using Video to Support Practice-Based Learning -- 3.5 Conclusion -- References -- 4 The Future of Work and How It Impinges on 'Learning as Becoming', TEL and VET Pedagogy -- 4.1 Introduction -- 4.2 Future of Work -- 4.3 Challenges of Attaining Occupational Identity in a Fast-Changing World -- 4.4 Responses to the Challenges Posed by the Future of Work -- 4.4.1 Industry 4.0 -- 4.4.2 Education 4.0 -- 4.4.3 Vet 4.0.
4.5 TEL and the Future of Work -- 4.6 Pre-requisites for Engaging with TEL Practice-Based Learning -- 4.6.1 Literacies Required to Engage with Digitally Enabled Learning -- 4.6.2 Aspects of Digital Equity -- 4.7 Learning Design -- 4.7.1 Learning Design Processes and Principles -- 4.8 Conclusion -- References -- 5 VET Learning Approaches for Industry 4.0 -- 5.1 Introduction -- 5.2 VET Skills, Knowledge, and Dispositions -- 5.3 Project-Based Learning -- 5.3.1 Defining Project-Based Learning -- 5.4 Extending Project-Based Learning to Include Inquiry and Problem-Based Learning -- 5.4.1 Inquiry-Based Learning -- 5.4.2 Problem-Based Learning -- 5.4.3 Individual or Team-Based Learning -- 5.5 Importance of Personalised Learning Environments for VET -- 5.6 Authentic Learning When Access to f2f Learning Is Not Possible -- 5.6.1 Video and Its Contribution to VET -- 5.6.2 Simulations-A Continuum -- 5.6.3 Simulations When Physical Learning Spaces Are Not Accessible -- 5.7 Applying the Push-Connect the Dots-Pull Framework to Practice-Based Learning -- 5.8 Conclusion -- References -- 6 TEL Supporting VET into Industry 4.0 -- 6.1 Introduction -- 6.2 The Aspect of Flexible Learning -- 6.3 TEL Structure for Teaching and Learning -- 6.3.1 Blended Learning -- 6.3.2 Digitally Enabled Learning When F2f Contact Is Not Available -- 6.3.3 Mobile Learning -- 6.3.4 Non-tech and 'mblend' VET Distance Learning -- 6.4 Learning Design for Digitally Enabled Delivery When F2f Learning Is Not Possible -- 6.4.1 Learning Activities for Digitally Enabled Learning -- 6.5 Assessments for Distance Learning -- 6.5.1 eAssessments for Learning -- 6.5.2 eAssessment of Learning -- 6.6 Conclusion -- References -- 7 Implementing TEL in VET 4.0 and Future Possibilities -- 7.1 Introduction -- 7.2 Overview of Model of Learning -- 7.2.1 Rationale for the Incorporation of Flexible Learning. 7.3 Recommendations -- 7.3.1 Preparation and Preparedness -- 7.3.2 Learning Design -- 7.4 Future Possibilities -- 7.4.1 Augmented, Virtual, Mixed, and Extended Reality (AR/VR/MR/XR) -- 7.4.2 AR/VR/XR/MR and VET -- 7.4.3 Adaptive Learning and PLEs into the Future -- 7.5 Summary of the Key Themes -- 7.6 Conclusion -- References -- Glossary. |
| Record Nr. | UNINA-9910488705803321 |
Chan Selena
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| Gateway East, Singapore : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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How-to guide for active learning / / editors, Alice Fornari and Ann Poznanski
| How-to guide for active learning / / editors, Alice Fornari and Ann Poznanski |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer : , : International Association of Medical Science Educators, , [2021] |
| Descrizione fisica | 1 online resource (156 pages) |
| Disciplina | 371.39 |
| Collana | IAMSE manuals |
| Soggetto topico |
Active learning
Education, Medical Aprenentatge actiu |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-62916-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910483458003321 |
| Cham, Switzerland : , : Springer : , : International Association of Medical Science Educators, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Teaching Israel studies : global, virtual, and ethnographic approaches to active learning / / Amelia Rosenberg Weinreb
| Teaching Israel studies : global, virtual, and ethnographic approaches to active learning / / Amelia Rosenberg Weinreb |
| Autore | Weinreb Amelia Rosenberg |
| Pubbl/distr/stampa | Cham, Switzerland : , : Palgrave Macmillan, , [2022] |
| Descrizione fisica | 1 online resource (298 pages) |
| Disciplina | 907.1273 |
| Soggetto topico |
Civilization - Study and teaching
Aprenentatge actiu Història |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783031169151
9783031169144 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- Background: Growth of Israel Studies -- Motivation to Write This Book -- Acknowledgments -- About This Book -- Contents -- About the Author -- Part I: Navigating the Classroom -- Chapter 1: Introduction -- How to Use This Book -- What This Book Is Not -- On International Audience -- The Teaching Guide Genre -- The Sage on the Stage -- The Guide on the Side -- Student-Centered and Active Learning -- Disciplines in the Field of Israel Studies -- Disciplinary Anchors in Cultural Anthropology -- Cultural Transmission -- The Lived Experience -- Ethnographic Evidence -- Book Overview -- Chapter Components -- Concluding Comment -- References -- Chapter 2: Start Here: The Opening Day of Class -- Introduction -- The Syllabus Response -- Israel Studies Is Political -- Thin Slicing, Course Marketing, and Student Retention -- Step 1: Introduce the Brainstorm Activity -- Step 2: Provide a Working Definition of National Culture -- Step 3: Establish Brainstorm Expectations -- Step 4: Use Timing -- Step 5: Set Up the Board for Documentation -- Step 6: Assign a Scribe -- Step 7: Pause at the Midway Point -- Step 8: Generate a Top Ten -- Step 9: Assign Material for the Next Class -- Note on Facilitating the Day 2 Activity -- Concluding Notes: Why the National Cultural Brainstorm Works -- References -- Chapter 3: Start Now: History Can Wait -- Introduction -- Background: Teaching History Is Changing -- Today's History Students: A Profile -- Step 1: Consider Questions to Ask and Data to Collect -- Step 2: Design the Pretest -- Step 3: Administer the Pretest -- Step 4: Grade and Discuss Results with Students -- Step 5: Optional Post-test -- Step 1: Select Quotes or Images -- Step 2: Cut Quotes into Strips -- Step 3: Students Draw Random Snippets from a Hat -- Step 4: Provide Instructions to Student Breakout Groups.
Step 5: Report Back to the Large Group -- Step 6: Students Now Read for Homework -- Step 7: Report Back to Class with More Information -- Concluding Comment on Snippets -- History Can Wait: The Logic of Syllabus Resequencing -- Let Them Decide -- Step 1: List Your Timeline Non-negotiables -- Step 2: Assign Reading and Note-Taking at Home -- Step 3: Pair and Share Notes in Class -- Step 4: Regroup as a Class, Agree on the Historical Scope -- Step 5: Set up the Board for Documentation -- Step 6: Assign a Scribe -- Step 7: Use Timing -- Step 8: Establish Brainstorm Expectations -- Step 9: Brainstorm -- Step 10: Pause at the Midway Point -- Step 11: Negotiate the Top 10 Dates and Events -- Step 12: Close with Your Non-negotiables -- Concluding Comments: Top 10 Timeline -- Gamify the Timeline -- Step 1: Volunteer Students Create a Question Bank -- Step 2: Submit Questions for Review Before the Game -- Step 3: Finalize Game Design and Rules -- Step 4: Create Random Teams and Play -- Concluding Note on Jeopardy and Gamification Versus Seminar Discussions -- Concluding Comments: History Can Wait -- References -- Chapter 4: Start with Them: Ethnic Studies, Israel Studies, and the "Others" -- Introduction -- Nourishing Ethnic Pride -- Ethnic Pride and Curricular Design -- Advocacy and Cultivating Allies -- Israel Studies, Personal Identity, and Experience -- Avoiding Advocacy -- Relationship to Europe, Whiteness, Colonialism, and the West -- Jewish Indigeneity -- Fear Not the Others -- Fear Not the Other: The Other Is You -- Some Guidelines for Syllabus Balance -- Balancing Conflict Versus Occupation -- Balancing Lived Experience Versus Experience-Distant Overviews -- Balancing Your Non-negotiable Agenda Versus Teaching the Students in the Room -- Extending Choice to Students in the Classroom -- Decide Together Where a Reading Fits on the Spectrum and Why. Rotate Discussion Leadership -- Maximize Choice in Final Projects -- Let Students Build an Alternative Textbook -- Co-create the Final Test with the Class -- Concluding Comment on Participation and Optics -- References -- Chapter 5: Start with Feeling: Yours -- Introduction -- The Emotionally Tough Years -- Managing Optics -- Microaggressions and Microboycotts -- Civility, Emotions, Teaching, and Learning -- Flashpoints, Signposts, and Enduring Questions -- Preventing Burnout -- Build in Balance and Recovery Time -- Brief Journaling and Documentation of Events -- Maintain a Shadow Syllabus -- Build a Network of Support Within and Outside of Your Field -- Drown Them in Ink -- Develop a Daily Writing Practice -- Decide What Your Relationship Will Be with BDS Supporters -- Move Departments or Units -- Leave Academia -- Concluding Comment -- References -- Chapter 6: Continue with Feeling: In the Classroom -- Introduction -- Characterizing Rage and Outrage -- Problems in the Wake of Rage -- 1. Start, Rather than End, with Hot Topics -- 2. Build in Buffer-Time Activities After Hot Topics -- 3. Make Way for Current Events (But Don't Let Them Dominate) -- 4. Dedicate a Particular Day to Eduring Hot Topics Even if There Are No Current Events (Which Is Rare) -- 5. Move Hot Topics to a Discussion Board -- 6. Chanel Students' Emotions into Detail -- Concluding Comments on Rage and Outrage -- Characterizing "Eggshelling" -- The Problem of Eggshells in the Classroom -- 1. First, Consider Honestly When You Have Eggshelled, and Why -- 2. Reassure and Offer a Solution -- 3. Give the Discomfort of Eggshelling a Nickname or Codeword -- 4. Assign Ungraded but Required Reading Response Papers or Response Memos -- 5. Make Them Practice Asking Good Questions -- 6. Organize Structured Debates -- 7. Play a Team-Based Jeopardy Game -- 8. Consider How You Grade Participation. Concluding Comments on Eggshelling -- Who Feels Defensive? -- The Problem Defensiveness Presents -- Problems with Narratives and Truths -- Defensiveness and Anti-intellectualism -- 1. Don't Assume Everyone Has Something to Defend -- 2. Offer a Pre-test -- 3. Remind Students That Your Classroom Is Not an Advocacy or Activist Space -- 4. Don't Ignore Antisemitism, Islamophobia, or Any Other Forms of Discrimination -- 5. If All Else Fails, Know Your Enemy -- Concluding Comment -- References -- Part II: Global, Virtual, and Ethnographic Approaches -- Chapter 7: Study Abroad, Inc.: Israel Studies and Today's Global Programs -- Introduction -- Comfort, Convenience, and Affordability for a Diverse Population -- Rural Area, Northwestern Nicaragua, 1991 -- Reviewing Texas Global "Safety Assessment for International Group Experiences," 2021 -- Arrival/Departure Transportation Logistics -- Security for Housing/Program Facilities -- Program Risk Mitigation Strategy -- Estimated Program Costs -- Arrival at the Destination, 2022 -- Further from Immersion, Still Part of the Racket -- Concluding Note on 1990s Versus 2020s -- Who Takes Israel Studies Classes as a Gateway? -- 1. Emphasize the Relationship Between Academic and Personal Growth and Internationalization -- 2. "Internationalization" or "Global" as Comparative Studies -- 3. Your Course as a Gateway to International Connections -- Concluding Note -- References -- Chapter 8: The New Global Classroom: Hybrid, Virtual, and Nearly There -- Introduction -- A Brief Definition of Hybrid Learning -- Make Your Global Classroom Yours -- New Global Classroom Model #1: Multicultural Israel -- Step 1: You and a Colleague in Israel Agree to Collaborate on a GVE Project -- Step 2: Sit Down and Plan the Details of the Collaboration -- Step 3: Use the Backward Syllabus Design Principle, Deciding the Shared Outcome First. Step 4: Get Feedback -- Step 5: Build Time in the Syllabus for Debriefing After Sessions -- Step 6: Include a Closing Session -- Advantages of Teaching About Israel from Israel in This Model -- New Global Classroom Model #2: Cultural Geographies of Israel -- Concluding Note: Course Feedback -- New Global Classroom Model #3: Contemporary Jerusalem -- The Hybrid Component: Making the Most of Your In-Person Visits -- On Timing the In-Person Visits -- Sit in a Circle -- Eat Together -- Concluding Note -- References -- Chapter 9: Israel Studies' Global Reach: An Expanding Field -- Introduction -- Confronting National Attitudes -- Practical Challenges: View from the "Periphery" -- China -- India -- Emerging Scholars from the "Periphery" -- Russia -- Türkiye -- Snapshots: Younger Scholar in Italy, Armenia, and Japan -- Concluding Comment -- References -- Chapter 10: Conclusion -- Introduction -- Active Learning and Digital Distraction -- Advocacy Versus Scholarship -- Israel Advocacy in a Climate of Antisemitism -- Returning to Burnout -- Concluding Comment -- References -- Appendix: Keywords Supplement-An Extended Glossary of "Upsetting" Terms in Israel Studies Courses -- Introduction -- Antisemitism (and the New Antisemitism) -- Anti-normalization -- Apartheid -- Genocide -- Intersectionality -- Israel/Palestine -- Occupied Palestinian Territory (and Disputed Territory) -- Pinkwashing (and Other Forms of "Washing") -- Settler Colonialism (and Indigeneity) -- Zionism -- References -- Index. |
| Record Nr. | UNINA-9910635394603321 |
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Weinreb Amelia Rosenberg
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| Cham, Switzerland : , : Palgrave Macmillan, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Technology supported active learning : student-centered approaches / / Carlos Vaz de Carvalho, Merja Bauters, editors
| Technology supported active learning : student-centered approaches / / Carlos Vaz de Carvalho, Merja Bauters, editors |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (191 pages) |
| Disciplina | 371.33 |
| Collana | Lecture notes in educational technology |
| Soggetto topico |
Educational technology
Tecnologia educativa Aprenentatge actiu Educació superior |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-16-2082-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910492143603321 |
| Singapore : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Trends on active learning methods and emerging learning technologies / / Francisco José García-Peñalvo, María Luisa Sein-Echaluce, Ángel Fidalgo-Blanco, editors
| Trends on active learning methods and emerging learning technologies / / Francisco José García-Peñalvo, María Luisa Sein-Echaluce, Ángel Fidalgo-Blanco, editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (219 pages) |
| Disciplina | 371.39 |
| Collana | Lecture notes in educational technology |
| Soggetto topico |
Active learning
Educational technology Aprenentatge actiu Tecnologia educativa |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-19-7431-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Acknowledgments -- Contents -- 1 Introduction -- References -- 2 Improving the Motivation of First-Year Undergraduate Students Through Transversal Activities and Teamwork -- 2.1 Introduction -- 2.2 Context -- 2.2.1 Motivation -- 2.2.2 Teamwork Competence -- 2.2.3 Assessment -- 2.3 Project Description. Methodology -- 2.3.1 Pill1: Sagrada Familia Schools. Historical Context -- 2.3.2 Pill1: Sagrada Familia Schools. Work and Aims of the Practice -- 2.3.3 Pill 2: 22@, from the Plaza "Les Glories" to the Sea. Historical Context -- 2.3.4 Pill 2: 22@, from the Plaza "Les Glories" to the Sea. Practical Task -- 2.4 Results -- 2.5 Conclusions -- References -- 3 Conceptualizing a Teacher Training for Identifying STEAM-Lab Spaces to Address Diversity Gaps -- 3.1 Introduction -- 3.2 Context -- 3.2.1 The Project -- 3.2.2 The Teacher Training in COVID Times -- 3.3 Design of the Teacher Training -- 3.3.1 Temporal Design -- 3.3.2 Phase 1. Introduction and Conceptualization -- 3.3.3 Phase 2: Training Pills -- 3.3.4 Phase 3. Implementation -- 3.4 Assessment of the Training -- 3.5 Conclusions -- References -- 4 Mentoring High Ability University Students: An Experience with Computer Science Undergraduates -- 4.1 Introduction -- 4.2 Theoretical Framework -- 4.3 Description of the Experience -- 4.4 Results -- 4.5 Discussion -- 4.6 Conclusions -- References -- 5 Challenge-Based Learning: Inter-University Implementation in Animal Breeding -- 5.1 Introduction -- 5.2 Context -- 5.3 Description -- 5.4 Results -- 5.5 Conclusions -- References -- 6 The Use of New Technologies Applied to the Project-Based Learning Method in an International Context: VII Virtual Intensive Programme on the Future of Banking and Finance -- 6.1 Introduction -- 6.2 The IP: Origin and Evolution -- 6.3 Collaborative Work in a Multicultural Environment: The Project-Based Learning Method.
6.4 How is the Program Organized? -- 6.4.1 Pre IP-Phase -- 6.4.2 The Virtual IP-Event -- 6.5 New Technologies Applied to the Virtual IP -- 6.5.1 Preparatory Phase: WhatsApp and MS Teams -- 6.5.2 The Virtual Meeting -- 6.6 Results of the Online IP -- 6.7 Summary and Looking to the Future -- References -- 7 Historical Architectural Heritage as a Generator of Real Immersive Educational Environments for Project-Based Learning -- 7.1 Introduction -- 7.1.1 Academic Perspective: Learning the Technique of Architecture -- 7.1.2 Professional Perspective: Using Professional Architecture Technique -- 7.1.3 Immersion in a Real Training Environment: Learning Through an Existing Building -- 7.2 From the Construction Project to the Academic Project: PBL in Historic Buildings -- 7.2.1 Learning Space -- 7.2.2 Objectives -- 7.2.3 Groups and Organization -- 7.2.4 Project Phases -- 7.2.5 Assessment and Outcomes -- 7.3 Lessons from the Project Process: Previous Recognition, Integral Knowledge, and Intervention Techniques -- 7.3.1 Work and Project I. Previous Recognition -- 7.3.2 Work and Project II. Integral Knowledge -- 7.3.3 Work and Project III. Intervention Techniques -- 7.4 Results -- 7.5 Conclusions -- References -- 8 Evaluating the Adaptation of a Secondary Teacher Training Programme: A Case in the Time of Pandemic -- 8.1 Introduction -- 8.2 Initial Training for Secondary-School Teachers and Some Shortcomings Detected -- 8.3 Acquiring New Skills: The Emergency Programme -- 8.3.1 Digital Teaching Skills Development -- 8.3.2 Communication Skills Development -- 8.4 Perception of the Trainee Teachers -- 8.4.1 Information Gathering -- 8.4.2 Perception of Digital Teaching Tools Development -- 8.4.3 Perception of Communication Skills Development -- 8.5 Conclusions -- References -- 9 Error-Controlled Exercise Training and Its Impact on Learning -- 9.1 Introduction. 9.2 Context -- 9.3 Description -- 9.4 Results -- 9.4.1 Satisfaction Surveys -- 9.5 Discussion -- 9.6 Conclusions -- References -- 10 Programme for the Prevention of Musculoskeletal and Psychosocial Disorders in Professional Training -- 10.1 Introduction -- 10.2 Materials and Method -- 10.3 Results -- 10.4 Discussion and Conclusions -- References -- 11 Teaching Physics to First-Year University Students with the Flipped Classroom -- 11.1 Introduction -- 11.2 Case of Study -- 11.3 The Flipped Classroom for Physics Teaching -- 11.4 Results -- 11.4.1 Teaching with the Flipped Classroom Over the Academic Term 2021-2022 -- 11.4.2 Teaching Kinematics of the Rigid Solid Within Other Contexts -- 11.5 Final Remarks -- References -- 12 Global Indicators for Measuring the Learning of the Active Students -- 12.1 Introduction -- 12.2 Model -- 12.3 Context -- 12.4 Results -- 12.5 Conclusions -- References. |
| Record Nr. | UNINA-9910633929103321 |
| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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