Curriculum Models for the 21st Century : Using Learning Technologies in Higher Education
By: Gosper, Maree.
Contributor(s): Ifenthaler, Dirk.Material type: TextSeries: eBooks on Demand.Publisher: Dordrecht : Springer, 2013Description: 1 online resource (454 p.).ISBN: 9781461473664.Genre/Form: Electronic books.Additional physical formats: Print version:: Curriculum Models for the 21st Century : Using Learning Technologies in Higher EducationDDC classification: 378.199 Online resources: Click here to view this ebook.
|Item type||Current location||Call number||URL||Status||Date due||Barcode|
|Electronic Book||UT Tyler Online Online||http://uttyler.eblib.com/patron/FullRecord.aspx?p=1398428||Available||EBL1398428|
Preface; Contents; About the Authors; Reviewers; Chapter 1: Curriculum Design for the Twenty-First Century; 1.1 Introduction; 1.2 Engaging a Diverse Student Cohort; 1.3 Enabling Graduate Outcomes; 1.4 Facilitating Cognitive Processing; 1.5 Closing Comments; References; Part ITheoretical Consideration for the Twenty- First Century Curriculum; Chapter 2: Breaking Away from Text, Time and Place; 2.1 Introduction; 2.2 Rethinking Relationships: Trends and the Technological Change Continuum in Higher Education; 2.3 New Media Literacies; 2.4 Frameworks Moving Forward; References
Chapter 3: The Social Processes of Web 2.0 Collaboration: Towards a New Model for Virtual Learning3.1 Introduction; 3.2 Online Collaboration: Coordinating Technology and People; 3.3 Learning in a Network Environment; 3.4 Strategies for Collaborative Learning; 3.5 Supporting the Learning Needs of Communities of Learners; 3.6 Designing a Virtual Collaborative Learning Environment; 3.7 Curriculum Design as Applied to Virtual Collaborative Learning Practice; 3.8 Conclusion; References; Chapter 4: Open Educational Curricula Interpreted Through the Māori Concept of Ako; 4.1 Introduction; 4.2 Ako
4.3 Open4.4 Using Ako to Create a Philosophy for Open Curricula; 4.5 The Challenges of an Open Curriculum; 4.6 Conclusion; References; Part IICase Studies: Moving Beyond Traditional Practice; Chapter 5: Research-Based Learning: Connecting Research and Instruction; 5.1 Introduction; 5.2 Research-Based Learning; 5.2.1 Principles of RBL; 5.2.2 Typology of RBL; 5.3 Realising Research-Based Learning; 5.3.1 Setting; 5.3.2 RBL Curriculum Design and Realisation; 5.3.3 Course Evaluation; 5.4 Discussion; 5.5 Conclusion; References
Chapter 6: Personalized Engineering Education for the Twenty-First Century6.1 Frame of Reference; 6.2 Competencies and Meta-competencies for Twenty-First-Century Engineers; 6.3 An Educational Approach to Support Innovation in an Interconnected World; 6.3.1 Foundations of the Approach; 6.3.2 Implementation of the Approach; 22.214.171.124 The Question for the Semester; 126.96.36.199 Assignment 0; 188.8.131.52 Learning Essays; 184.108.40.206 Individual and Group Feedback; 220.127.116.11 Project: Answering the Question for the Semester; 18.104.22.168 A0-End of the Semester (A0-EOS) and Self-Grading
6.4 Implementation of the Approach in Different Settings6.4.1 Technology Enhances Mass Collaboration of Students in Distributed Settings; 6.4.2 Courses Jointly Offered Across Universities with Distance Learning Students; 22.214.171.124 Scaffolding the Team Using Individual, Group, and Team Assignments; 126.96.36.199 End-of-Semester Deliverables; 6.5 Closing Comments; References; Chapter 7: Creating Curriculum Within the Context of an Enterprise; 7.1 Introduction; 7.2 Curricular Models and Instructional Design Education; 7.2.1 Teaching Instructional Design; 7.2.2 Experiential Learning
7.2.3 Entrepreneurship in Education
Changing student profiles and the increasing availability of mainstream and specialized learning technologies are stretching the traditional face-to-face models of teaching and learning in higher education. Institutions, too, are facing far-reaching systemic changes which are placing strains on existing resources and physical infrastructure and calling into question traditional ways of teaching through lectures and tutorials. And, with an ever-increasing scrutiny on teaching and teachers' accountability for positive educational outcomes, the call for closer attention to learning, teaching and,
Description based upon print version of record.