Constructivist & Active Learning Theory

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Abstract: On publication in 2009 John Hattie’s Visible Learning presented the biggest ever collection of research into what actually work in schools to improve children’s learning. Not what was fashionable, not what political and educational vested interests wanted to champion, but what actually produced the best results in terms of improving learning and educational outcomes. It became an instant bestseller and was described by the TES as revealing education’s ‘holy grail’.

Now in this latest book, John Hattie has joined forces with cognitive psychologist Greg Yates to build on the original data and legacy of the Visible Learning project, showing how it’s underlying ideas and the cutting edge of cognitive science can form a powerful and complimentary framework for shaping learning in the classroom and beyond.

Visible Learning and the Science of How We Learn explains the major principles and strategies of learning, outlining why it can be so hard sometimes, and yet easy on other occasions. Aimed at teachers and students, it is written in an accessible and engaging style and can be read cover to cover, or used on a chapter-by-chapter basis for essay writing or staff development.

The bookis structured in three parts – ‘learning within classrooms’, ‘learning foundations’, which explains the cognitive building blocks of knowledge acquisition and ‘know thyself’ which explores, confidence and self-knowledge. It also features extensive interactive appendices containing study guide questions to encourage critical thinking, annotated bibliographic entries with recommendations for further reading, links to relevant websites and YouTube clips. Throughout, the authors draw upon the latest international research into how the learning process works and how to maximise impact on students, covering such topics as:

teacher personality;
expertise and teacher-student relationships;
how knowledge is stored and the impact of cognitive load;
thinking fast and thinking slow;
the psychology of self-control;
the role of conversation at school and at home;
invisible gorillas and the IKEA effect;
digital native theory;
myths and fallacies about how people learn.

This fascinating book is aimed at any student, teacher or parent requiring an up-to-date commentary on how research into human learning processes can inform our teaching and what goes on in our schools. It takes a broad sweep through findings stemming mainly from social and cognitive psychology and presents them in a useable format for students and teachers at all levels, from preschool to tertiary training institutes. (From the Publisher)

Table Of Content:
Acknowledgements
Introduction

Part 1 – Learning within classrooms
ch. 1 Why don’t students like learning at school? The Willingham thesis
ch. 2 Is knowledge an obstacle to teaching?
ch. 3 The teacher-student relationship
ch. 4 Your personality as teacher: Can your students trust you?
ch. 5 Time as a global indicator of classroom learning
ch. 6 The recitation and the nature of classroom learning
ch. 7 Teaching for automaticity in basic academic skill
ch. 8 The role of feedback
ch. 9 Acquiring complex skills though social modelling and explicit teaching
ch. 10 Just what does expertise look like?
ch. 11 Just how does expertise develop?
ch. 12 Expertise in the domain of classroom teaching

Part 2 – Learning foundations
ch. 13 How knowledge is acquired
ch. 14 How knowledge is stored in the mind
ch. 15 Does learning need to be conscious? What is the hidden role of gesture?
ch. 16 The impact of cognitive load
ch. 17 Your memory and how it develops
ch. 18 Mnemonics as sport, art, and instructional tools
ch. 19 Analysing your students’ style of learning
ch. 20 Multitasking: A widely held fallacy
ch. 21 Your students are digital natives. Or are they?
ch. 22 Is the Internet turning us into shallow thinkers?
ch. 23 How does music affect learning

Part 3 – Know thyself
ch. 24 Confidence and its three hidden levels
ch. 25 Self-enhancement and the dumb-and-dumber effect
ch. 26 Achieving self-control
ch. 27 Neuroscience of the smile: A fundamental tool in teaching
ch. 28 The surprising advantages of being a social chameleon
ch. 29 Invisible gorillas, inattentional blindness, and paying attention
ch. 30 Thinking fast and thinking slow - your debt to the inner robot
ch. 31 IKEA, effort, and valuing

Glossary
Reference
Index

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Problem-based learning has become a widespread teaching methodology in disciplines where students must learn to apply knowledge, not just acquire it. This volume describes the basics of the method, along with the variables that affect its success. The chapters provide examples of its application in a wide range of disciplines, including medicine, business, education, engineering, mathematics, and the sciences. The authors make a persuasive argument that professional fields as well as academic fields would find much to recommend PBL as a standard teaching method. This is the 68th issue of New Directions for Teaching and Learning. (From the Publisher)

Table Of Content:
Editors' Notes

ch. 1 Problem-Based Learning in Medicine and Beyond: A Brief Overview
ch. 2 Connecting Problem-Based Practices with Educational Theory
ch. 3 Tutors and Small Groups in Problem-Based Learning: Lessons from the Literature
ch. 4 Problem-Based Learning in Business Education: Curriculum Design and Implementation Issues
ch. 5 The Power of Problem-Based Learning in Teaching Introductory Science Courses
ch. 6 Problem-Based Learning in Leadership Education
ch. 7 Twenty-Up: Problem-Based Learning with a Large Group
ch. 8 Time Expenditure, Workload, and Student Satisfaction in Problem-Based Learning
ch. 9 An Active Approach to Calculus
ch. 10 Problem-Based Learning for Large Classes in Chemical Engineering
ch. 11 Concluding Comments

Index

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While many people talk about the Constructivist philosophy, there has not been a publication that provides a detailed description of what a Constructivist classroom sounds like and looks like. This book fills that void by examining the philosophy, translating it into teaching strategies, and providing over forty examples. These examples come from the elementary level up to and including the collegiate level, and include all content areas. These examples show how the Constructivist educator uses the linguistic mode, the visual mode, and the kinesthetic mode to create a class environment in which the Constructivist philosophy flourishes. Examples of student work are provided; the book also includes chapters on note-taking, Problem-Based Learning (PBL), action research, and other Constructivist resources.

Written in user-friendly form, this book presents a concrete and step by step approach for translating the Constructivist philosophy into classroom practice. This book is intended for every Constructivist researcher, practitioner, and teacher-educator. The researcher and teacher-educator will benefit from topics such as the history of Constructivist thought, the principles of Constructivism and action research. This book is more than a list of recipes, and this will be beneficial to the practitioner. Starting with the principles of Constructivism, and bridging to four basic teaching strategies, the practitioner is guided on how to use different learning modes and meta-strategies to create a true Constructivist practice.

An educator's life is made up of one's philosophy, teaching principles, daily strategies,resources, and research tools. This book provides an in-depth look, from the Constructivist perspective, at each one of these components. In every sense of the word, this book is truly comprehensive. (From the Publisher)

Table Of Content:
Acknowledgements

ch. 1 Getting a Head Start on Our Constructivist Practice
ch. 2 An Introduction to Constructivist Teaching
ch. 3 Principles of Constructivism
ch. 4 Translating Principles into Strategies
ch. 5 Creating a Constructivist Environment through the Linguistic Mode and Cooperative Learning
ch. 6 The Linguistic Mode and Questioning
ch. 7 The Linguistic Mode and Authentic Writing
ch. 8 Creating a Constructivist Environment through Visual Literacy
ch. 9 Visual Literacy: Why It Works
ch. 10 Macrostrategies for Creating a Constructivist Environment
ch. 11 Creating a Constructivist Environment by Using Kinesthetic Activities, Manipulatives, and Drama
ch. 12 A Metastrategy for Note Taking
ch. 13 Delivering Constructivism through Problem-Based Learning
ch. 14 Metacognition, Reflection, and Constructivism
ch. 15 The Entire Process
ch. 16 Professional Resources for the Constructivist Teacher

References

Additional Info:
Our goal in writing this book was to validate teachers for strong efforts in their life's work. We often observe teachers' frustrations with what they perceive to be a multitude of different hot topics in education that they must attend to now, but which they expect to come and go, like the last hot topics. So, we wanted to help readers see similarities between many of these hot topics-differentiation, multiple intelligences, culturally responsive teaching, brain-friendly strategies, authentic assessment, and ethical classroom management which we feel are not flashes in the pan. And we trust that serious practitioners will not oversimplify the findings of neuroscientists and their application to education. Reading studies and books by scientists, a number of which are user-friendly, can help ensure that teachers separate the hype from credible information. We have seen this professionally judicious approach in the work of graduate students (Kolinski, 2007) in adopting brain-friendly strategies.

We have intentionally packed both theoretical/research-based and practical information in this book because professional educators want to know why they should use certain approaches, models, and strategies. In turn, as professionals, we should be able to explain why we teach the way we do-not to justify, but to educate others about our knowledge-based, reflective, decision-making processes and the impact on student learning. Thus, it is important to read Chapter 1 because it lays a foundation.

Each succeeding chapter (2-6) has unique and compelling twists and turns-chock full of ideas to use or to adapt. It is possible to gain lots of ideas, processes, and strategies from reading and implementing (or adapting) even one of the unit chapters, or a part of it. While some of the units are explicitly about literacy, others focus on content using reading, writing, speaking, and listening as critical in the learning process. Thus, literacy skills are reinforced and strengthened. Additionally, some of our colleagues and public school partners have given us feedback that they wanted to implement some of the units and activities themselves. So, feel free to use this book for self-exploration and professional development. (From the Publisher)

Table Of Content:
Acknowledgements
Foreword
Preface

ch. 1 A Case for Differentiation and Much More
ch. 2 The Fabric of My Life: Using Poetry, Prose, and Graphic Novels to Help Students Reflect Upon Their Identities
ch. 3 Choices That Change Our Lives: Using Realistic Fiction and Nonfiction to Help Students Reflect on Difficult Decisions
ch. 4 Community and Culture: Understanding Ourselves and Others in the Global Community
ch. 5 A Journey from Innocence to Experience: A Course in Young Adult Literature for Future Teachers
ch. 6 Convince Me: A Syllabus for a Freshman Composition Course Focused on Writing Arguments

About the Authors
Index

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An extensive, authoritative site on learning theory and distance education, constructed by Martin Ryder at the University of Colorado at Denver, School of Education. Lots of research, definitions, academic papers, philosophical overviews.

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Abstract: Nearly three-quarters of college students cheat during their undergraduate careers, a startling number attributed variously to the laziness of today’s students, their lack of a moral compass, or the demands of a hypercompetitive society. For James Lang, cultural or sociological explanations like these are red herrings. His provocative new research indicates that students often cheat because their learning environments give them ample incentives to try—and that strategies which make cheating less worthwhile also improve student learning. Cheating Lessons is a practical guide to tackling academic dishonesty at its roots.

Drawing on an array of findings from cognitive theory, Lang analyzes the specific, often hidden features of course design and daily classroom practice that create opportunities for cheating. Courses that set the stakes of performance very high, that rely on single assessment mechanisms like multiple-choice tests, that have arbitrary grading criteria: these are the kinds of conditions that breed cheating. Lang seeks to empower teachers to create more effective learning environments that foster intrinsic motivation, promote mastery, and instill the sense of self-efficacy that students need for deep learning.

Although cheating is a persistent problem, the prognosis is not dire. The good news is that strategies which reduce cheating also improve student performance overall. Instructors who learn to curb academic dishonesty will have done more than solve a course management problem—they will have become better educators all around. (From the Publisher)

Table Of Content:
Introduction

Part One - Building A Theory of Cheating
ch. 1 Who Cheats - and How Much?
ch. 2 Case Studies in (the History of) Cheating
ch. 3 "Fudging" Learning Environments

Part Two - The (Nearly) Cheating-Free Classroom
ch. 4 Fostering Intrinsic Motivation
ch. 5 Learning for Mastery
ch. 6 Lowering Stakes
ch. 7 Instilling Self-Efficacy

Part Three - Speaking About Cheating
ch. 8 Cheating on Campus
ch. 9 On Original Work
ch. 10 Responding to Cheating
ch. 11 Cheating in Your Classroom

Conclusion: The Future of Cheating
Notes
Acknowledgments
Index

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This article explores how to teach students to drink deeply from books. Drawing on the work of Peter Elbow, the article argues for incorporating experiential assignments that are structured to create a mediating realm between abstract concepts and concrete experiences. The bulk of the article explores in detail the author's use of such assignments first in a course on sexuality and religion and, second, in the standard Introduction to Religion course.

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Abstract: This book is written for anyone who has been inspired by the idea of Team-Based Learning (TBL) through his or her reading, a workshop, or a colleague’s enthusiasm, and then asks the inevitable question: how do I start? Written by five authors who use TBL in their teaching and who are internationally recognized as mentors and trainers of faculty making the switch to TBL, the book also presents the tips and insights of 46 faculty members from around the world who have adopted this teaching method. TBL is a uniquely powerful form of small group learning. It harnesses the power of teams and social learning with accountability structures and instructional sequences. This book provides the guidance, from first principles to examples of practice, together with concrete advice, suggestions, and tips to help you succeed in the TBL classroom. This book will help you understand what TBL is and why it is so powerful. You will find what you need to plan, build, implement, and use TBL effectively. This book will appeal to both the novice and the expert TBL teacher. (From the Publisher)

Table Of Content:
Foreword (Larry K. Michaelsen)
Preface
Acknowledgments

Part One: Overview of TBL ch. 1 Introduction ago Team-Based Learning
ch. 2 Getting Your Course Ready for Team-Based Learning (Bill Roberson and Billie Franchini)
ch. 3 The Whole Course ExperienceH
ch. 4 The Evidence, Please (Karla A. Kubitz)

Part Two: Essential Elements of TBL
ch. 5 Using Teams Effectively
ch. 6 Readiness Assurance Process
ch. 7 Application Activities
ch. 8 The Importance of Accountability

Part Three: Getting Yourself Ready
ch. 9 The Emotional Journey to Team-Based Learning (Bill Roberson and Billie Franchini)
ch. 10 The Last Word

Appendices
Appendix A Additional Resources
Appendix B More Simultaneous Reporting Options
Appendix C Lessons Learned in Faculty Preparation - A Retrospective (Bill Roberson and Billie Franchini)
Appendix D List of Interviewees

References
About the Authors and Contributors
Index

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Colorful infographic on the flipped classroom from Knewton.com. Explains: What is the flipped classroom; How it came to be; What’s driving it; and What it looks like.

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Problem-based learning is a powerful classroom process, which uses real world problems to motivate students to identify and apply research concepts and information, work collaboratively and communicate effectively. It is a strategy that promotes life-long habits of learning.

The University of Delaware is recognized internationally as a center of excellence in the use and development of PBL. This book presents the cumulative knowledge and practical experience acquired over nearly a decade of integrating PBL in courses in a wide range of disciplines.

This "how to" book for college and university faculty. It focuses on the practical questions which anyone wishing to embark on PBL will want to know: "Where do I start?" – "How do you find problems?" – "What do I need to know about managing groups?" – "How do you grade in a PBL course?"

The book opens by outlining how the PBL program was developed at the University of Delaware -- covering such issues as faculty mentoring and institutional support -- to offer a model for implementation for other institutions.

The authors then address the practical questions involved in course transformation and planning for effective problem-based instruction, including writing problems, using the Internet, strategies for using groups, the use of peer tutors and assessment. They conclude with case studies from a variety of disciplines, including biochemistry, pre-law, physics, nursing, chemistry, political science and teacher education.

This introduction for faculty, department chairs and faculty developers will assist them to successfully harness this powerful process to improve learning outcomes. (From the Publisher)

Table Of Content:
Preface

ch. 1 Why Problem-Based Learning? A Case Study of Institutional Change in Undergraduate Education (Barbara J. Duch, Susan E. Groh and Deborah E. Allen)
ch. 2 Faculty Mentoring Faculty: The Institute for Transforming Undergraduate Education (George H. Watson, Susan E. Groh)
ch. 3 Make it So: Administrative Support for Problem-Based Learning (John C. Cavanaugh)
ch. 4 Models for Problem-Based Instruction in Undergraduate Courses (Barbara J. Duch)
ch. 5 Writing Problems for Deeper Understanding (Barbara J. Duch)
ch. 6 Strategies for Using Groups (Deborah E. Allen, Barbara J. Duch and Susan E. Groh)
ch. 7 Getting Started in Problem-Based Learning (Harold B. White III)
ch. 8 Undergraduate Group Facilitators to Meet the Challenges of Multiple Classroom Groups (Deborah E. Allen and Harold B. Wright III)
ch. 9 Assessment Strategies in a Problem-Based Learning Course (Barbara J. Duch and Susan E. Groh)
ch. 10 Problem-Based Learning and the Three Cs of Technology (George H. Watson)
ch. 11 The Evolution of Problem-Based Learning in a Biotechnology Course (Sherry L. Kitto and Lesa G. Griffiths)
ch. 12 A PBL Course that Uses Research Articles as Problems (Harold B. White III)
ch. 13 Integrating Active Learning and the Use of Technology in Legal Studies Courses (Valerie P. Hans)
ch. 14 Problem-Based Learning in Large and Very Large Classes (Harry L. Shipman and Barbara J. Duch)
ch. 15 Problem-Based Learning: Preparing Nurses for Practice (Christine A. Cannon and Kathleen A. Schell)
ch. 16 The Large and the Small of It: A Case Study of Introductory Biology Courses (Richard S. Donham, Florence I. Schmieg and Deborah E. Allen)
ch. 17 PBL, Politics, and Democracy (Kurt Burch)
ch. 18 Using Problem-Based Learning in General Chemistry (Susan E. Groh)
ch. 19 A Skeptic's Look at PBL (Elizabeth M. Lieux
ch. 20 PBL in Preservice Teacher Education (Eugene Matusov, John St. Julien and James A. Whitson)
ch. 21 Introductory Physics: A Problem-Based Model (Barbara A. Williams)

Index

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A 300 page free-download e-book on the interplay between the science of learning, the science of instruction, and the science of assessment. Research on how people learn is applied to educational settings. The book is based on theory and research in cognitive psychology. (Excerpted from the Introduction.)

Table Of Content:
Acknowledgments and Dedication
About the Editors
Table of Contents
Introduction (Victor A. Benassi, Catherine E. Overson, and Christopher M. Hakala

Part 1: Science of Learning - Principles and Approaches
ch. 1 Prior Knowledge is More Than Content: Skills and Beliefs Also Impact Learning (Susan A. Ambrose and Marsha C. Lovett)
ch. 2 When and Why Introducing Difficulties and Errors Can Enhance Instruction (Courtney M. Clark and Robert A. Bjork)
ch. 3 Expertise Reversal Effect and Its Instructional Implications (Chee Ha Lee and Slava Kalyuga)
ch. 4 Using Feedback to Promote Learning (John A. C. Hattie and Gregory C. R. Yates)
ch. 5 Research-Based Principles for Designing Multimedia Instruction (Richard E. Mayer)
ch. 6 Generating Active Learning (Sharon Bertsch and Bryan Pesta)
ch. 7 Test-enhanced Learning (Mary A. Pyc, Pooja K. Agarwal, and Henry L Roediger, III)
ch. 8 Supporting Self-Explanation in the Classroom (Jennifer L. Chiu and Michelene T. H. Chi)
ch. 9 Potent Techniques to Improve Learning from Text (Khuyen Nguyen and Mark A. McDaniel)
ch. 10 Learning From Worked Examples: How to Prepare Students for Meaningful Problem Solving (Alexander Renkl)
ch. 11 Spacing and Interleaving of Study and Practice (Shana K. Carpenter)
ch. 12 How Accuracy in Students’ Self Perceptions Relates to Success in Learning (Joyce Ehrlinger and E. Ashley Shain)
ch. 13 Metacognition and Instruction (John Girash)
ch. 14 Operation ARA: A Serious Game that Combines Intelligent Tutoring and Learning Principles to Teach Science (Keith Millis, Arthur C. Graesser, Diane F. Halpern)

Part 2: Preparing Faculty to Apply Science of Learning
ch. 15 Assessing the Impact of Instructional Methods (Regan A. R. Gurung)
ch. 16 Applying the Science of Learning: The Cognition Toolbox (Victor A. Benassi, Elizabeth M. Tappin, Catherine E. Overson, Michael J. Lee, Edward J. O’Brien, Barbara Prudhomme White, Jennifer J. Stiegler-Balfour, and Christopher M. Hakala)
ch. 17 Applying Evidence-Based Principles of Learning to Teaching Practice: The Bridging the Gap Seminar (Debra Swoboda)
ch. 18 Helping Students to Get the Most Out of Studying (Stephen L. Chew)

Part 3: Putting the Science of Learning into Practice
ch. 19 The Effects of Memory Retrieval, Errors and Feedback on Learning (Nate Kornell and Janet Metcalfe)
ch. 20 Applying Multimedia Principles to Slide Shows for Academic Presentation (Catherine Overson)
ch. 21 Student misconceptions: Where do they come from and what can we do? (Annette K. Taylor and Patricia Kowalski)
ch. 22 Examining the Benefits of Cumulative Exams (Natalie K. Lawrence)
ch. 23 Intervening on Behalf of Low-Skilled Comprehenders in a University General Chemistry Course (Samuel Pazicni and Daniel T. Pyburn)
ch. 24 The Influence of Guiding Questions on Skilled- and Less-Skilled Readers’ Understanding of Written Discourse (Jennifer J. Stiegler-Balfour, Victor A. Benassi, Heather Tatsak, and Andrea Taatjes)

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Abstract: The climate of Higher Education is changing rapidly. The students are more likely to see themselves as consumers and have increasingly high expectations regarding teaching and learning. Universities are in part aiming to meet this need by increasing the use of technology; for example, whether to increase access to teaching materials outside the classroom or to make lectures more interactive. Although there is no illusion amongst Higher Education intuitions that technology is a panacea, it is clear that technology is a vital tool in meeting expectations and one that will be used more and more. Consequently the context of this book is one in which technology needs to be understood as part of an overall teaching practice.

Technology continues to move on a pace and is used increasingly within Higher Education to support and enhance teaching and learning. There are books which are steeped in technical detail and books which are steeped in theoretical pedagogy with little discussion about the impact on learning and student/teacher behaviour. Using Technology to Support Learning and Teaching fills a gap in the market by providing a jargon free (but pedagogically informed) set of guidance for teaching practitioners who wish to consider a variety of ways in which technology can enrich their practice and the learning of their students. It integrates a wide range of example cases from different kinds of HE institutions and different academic disciplines, illustrating practicable pedagogies to a wide range of readers. It is full of advice, hints and tips for practitioners wanting to use technology to support a style of teaching and learning that is also built on sound pedagogical principles. It will provide a quick user-friendly reference for practitioners wanting to incorporate technology into Higher Education in a way that adheres to their learning principles and values .

This book is primarily for teaching practitioners, particularly those who are new to the industry.This book would also prove useful on training courses for practitioners; such as the Postgraduate Certificate for Higher Education. The authors also intend that the book be of value to newer teachers (perhaps taking teacher training programmes) who wish to see where recommended approaches link to pedagogy. (From the Publisher)

Table Of Content:
Series Preface
Note on reading this book

ch. 1 Some Theory
ch. 2 Inclusive Practice: Disability and Diversity
ch. 3 Collaboration and Networking – The use of Social Media
ch. 4 Technology for Interaction
ch. 5 Technology for Assessment and Feedback
ch. 6 Podcasting and Vodcasting
ch. 7 Virtual Learning Environments
ch. 8 Free resources
ch. 9 Immersive Environments
ch. 10 New Developments

References
Index

Additional Info:
The college application process—which entails multiple forms, essays, test scores, and deadlines—can be intimidating. For students without substantial school and family support, the complexity of this process can become a barrier to access. William G. Tierney and his team at the University of Southern California approach this challenge innovatively. Using the tools of online games and social media, they have developed ways to make applying for college much less intimidating.

While the vast majority of college students use social media and gaming in their everyday lives, colleges and universities have been slow to recognize and harness the power of either. Postsecondary Play explores the significance of games and social media in higher education, and particularly how they can be used to attract, retain, educate, and socialize students.

Tierney, a past president of the American Educational Research Association, has gathered some of the best research on the emerging role of multiplayer games in the classroom and how these tools can boost student confidence and increase college access. Scholars writing from a wide variety of disciplines—college access, social media, game studies, and learning sciences—provide concrete examples to illustrate the new and complex ways in which students learn in response to social media and games. Tierney and the contributors find that, although games can be powerful tools for encouraging underserved students, quality game design and mastering the concept of play—the ability to develop skills while engaging in the game—are essential in the effective use of serious games in teaching and learning.

Summarizing a decade of research in game design and learning, Postsecondary Play will appeal to higher education scholars and students of learning, online gaming, education, and the media. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction, Why Games and Social Media? (Zoë B. Corwin, William G. Tierney, Tracy Fullerton, and Gisele Ragusa)

Part I - What is the Current Landscape of Higher Education?
ch. 1 The Disruptive Future of Higher Education (William G. Tierney)
ch. 2 The Need to Increase College Enrollment and Completion (Laura W. Perna)
ch. 3 Transition Readiness: Making the Shift from High School to College in Social Media World (David Conley and Mary Seburn)
ch. 4 From Communication to Community: How Games and Social Media Affect Postsecondary Stakeholders (Zoë B. Corwin)

Part II - What’s in a Game?
ch. 5 What Games Do Well: Mastering Concepts in Play (Tracy Fullerton)
ch. 6 The Open Laptop Exam: Reflections and Speculations (Henry Jenkins and Adam S. Kahn)
ch. 7 Games, Passion, and “Higher” Education (James Paul Gee)
ch. 8 Game-Like Learning: Leveraging the Qualities of Game Design and Play (Katie Salen)

Part III - What Do We Know about Games and What Do We Need to Learn?
ch. 9 Assessing Learning in Video Games (Valerie Shute, Matthew Ventura, Yoon Jeon Kim, and Lubin Wang)
ch. 10 Implications and Applications of Sociable Gaming for Higher Education (Nicole B. Ellison, Donghee Yvette Wohn, and Carrie Heeter)
ch. 11 Gender, Social Media, Games, and the College Landscape (Gisele Ragusa)
ch. 12 How Much Technology Is Enough? (Steven Weiland)

Conclusion - The Shape of Things to Come (William G. Tierney and Zoë B. Corwin)
Glossary
Contributors
Index

Additional Info:
From the Pubisher

Pedagogy of Place focuses on the embodiment of purposefully created space resulting from the creation and enactment of its participants' cultural and social conditions. It is also about education, the purposeful creation of spaces that comprise learning environments, and the aesthetic dimensions of the created space called school. The essays present the concept of space - the place where learning happens and where the lives of student and teacher can thrive or wither - a place rich in human potential. In an attempt to address the diversity of what we define as space, Pedagogy of Place addresses issues around place and identity in three distinct strands: as social, as aesthetic, and as political and historical. As a collection, these essays are attempts to open conversations with persons interested in what counts as curriculum, teaching, and learning within the spaces and places that release human potential and nurture the human spirit.

Table Of Content:
Foreword: Reflections on the Place of Curriculum
Acknowledgements
Introduction: Understanding Place as a Social Aspect of Education

ch. 1 The Construction of Public Space (Stephen M. Fain)
ch. 2 The Erosion of the Public Space (Judith Slater)
ch. 3 The Fall of the Public Academic (Donna Adair)
ch. 4 Traces, Patterns, Texture: In Search of Aesthetic Teaching/Learning Encounters (Margaret Mcaintyre Latta)
ch. 5 An Environment for Developing Souls: The Ideas of Rudolph Steiner (Bruce Uhrmacher)
ch. 6 School as Parkland: The Re-invention of a "Story of School" (Cheryl Craig)
ch. 7 Away with All Teachers: The Cultural Politics of Home Schooling (Michael Apple)
ch. 8 Identity, Literature, Schools, and Race: Southern Writers and Literature as a Metaphor for Place (David M. Callejo)
ch. 9 Getting from Farmhouse to Schoolhouse: School Consolidation, Pupil Transportation, and the Limits of Educational Reform in Mississippi (Corey Lesseig)

Epilogue
List of Contributors

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Abstract: Second only to lecture as the most widely used instructional strategy, there's no better method than classroom discussion to actively engage students with course material. Most faculty are not aware that there is an extensive body of research on the topic from which instructors can learn to facilitate exceptional classroom discussion. Discussion in the College Classroom is a practical guide which utilizes that research, frames it sociologically, and offers advice, along with a wide variety of strategies, to help you spark a relevant conversation and steer it toward specific learning goals.

Applicable across a spectrum of academic disciplines both online and on campus, these ideas will help you overcome the practical challenges and norms that can undermine discussion, and foster a new atmosphere of collaborative learning and critical thinking. Higher education faculty are increasingly expected to be more intentional and reflective in their pedagogical practice, and this guide shows you how to meet those expectations, improve student outcomes, and tackle the perennial problem of lagging engagement.

Thoroughly grounded in the scholarship of teaching and learning, this book gives you concrete guidance on integrating discussion into your courses. You'll learn to:

- Overcome the challenges that inhibit effective discussion
- Develop classroom norms that facilitate discussion
- Keep discussion focused, relevant, and productive
- Maximize the utility of online student discussions

The kind of discussion that improves learning rarely arises spontaneously. Like any pedagogical technique, careful planning and smart strategy are the keys to keeping students focused, engaged, and invested in the conversation. Discussion in the College Classroom helps you keep the discussion applicable to the material at hand while serving learning goals. (From the Publisher)

Table Of Content:
Foreword
Acknowledgments
Preface
About the Author

ch. 1 Introduction: Why Bother with Classroom Discussion?
ch. 2 Is Anyone Really Paying Attention?
ch. 3 The Challenge of Dominant Talkers
ch. 4 Students’ Differing Definitions of the Classroom
ch. 5 Making Online Discussion Work
ch. 6 To Grade or Not to Grade? And Other Conundrums

Afterword
References
Index

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Abstract: Sharing and engaging in interactions and discussion as required for collaborative teaching and learning can be a foreign concept to students coming from Asia or growing up in an Asian family. As such, this first volume in a two-volume edition helps lecturers, educators, and teachers create collaborative teaching and learning experiences with multicultural adult learners in higher education. Topics include:

- assessment and evaluation techniques that focus on collaborative teaching and learning with diverse students
- students’ cultural beliefs and strategies for outcomes-based collaborative teaching and learning in Asia, and
- an understanding of the unique learning motivations of contemporary Asian students.

This is the 142nd volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers. (From the Publisher)

Table Of Content:
Prologue (Gertina J. van Schalkwyk, Rik Carl D’Amato)

ch. 1 Learning the Confucian Way (Tieyuan Guo)
ch. 2 Outcomes-Based Collaborative Teaching and Learning in Asian Higher Education (Gertina J. van Schalkwyk)
ch. 3 Doing Outcomes-Based Collaborative Teaching and Learning in Asia (Gertina J. van Schalkwyk)
ch. 4 Authentic Assessment of Knowledge, Skills, and Attitudes (Brenda C. Litchfield, John V. Dempsey)
ch. 5 Connectivism and the Use of Technology/Media in Collaborative Teaching and Learning (Neena Thota)

Index

Additional Info:
"Developing Critical Thinkers" is a book practitioners and others interested in applying critical thinking principles will find extremely useful. The writing is clear, the examples are many, and the ideas are well grounded in theory and research. (From the Publisher)

Table Of Content:
Understanding Critical Thinking in Adult Life.
Practical Approaches for Developing Critical Thinkers.
Helping Adults Learn to Think Critically in Different Arenas of Life.

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Information, advice, examples of best practices, and inspiration to those using or thinking about using learning environments known as "Active Learning Classrooms" (ALCs). Produced by the University of Minnesota’s Center for Teaching and Learning. Both concrete and grounded in theory of active learning. Also has an annotated bibliography.

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Field Education supervisors from 6 schools report on different learning community opportunities they facilitated among a selected group of supervisors, regarding each as a “community of practice.”

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The challenge is to reconcile the recommendations of the experts for involved learning with the reality of passivity that plagues large classes.

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Additional Info:
Dialogue in Teaching presents a detailed examination of dialogue as a cluster of related dialogical styles and approaches, not just a single entity. The author offers a critical and conceptual study of the nature of dialogue and a discussion of concrete issues in teaching with dialogue: how it works, why it is beneficial for teaching, how it sometimes fails, and how to improve on it. Organizing his book around the metaphor of playing a game, Burbules speaks to scholars and teachers, in sophisticated yet accessible language, about a topic of great interest to both groups. (From the Publisher)

Table Of Content:
Foreward
Introduction

ch. 1 Why Dialogue? Why Theory and Practice?
ch. 2 The Dialogic Relation
ch. 3 Playing the Dialogue Game
ch. 4 Rules in the Dialogue Game
ch. 5 Movies in the Dialogue Game
ch. 6 Four Types of Dialogue
Interlude: A Dialogue on Teaching
ch. 7 Why Dialogues Fail

References
Index

Additional Info:
This seminal 1996 essay, still widely referenced, describes some of the most effective and appropriate ways to use technology to advance the “Seven Principles for Good Practices in Undergraduate Education (the widely influential1987 Chickering and Gamson article).

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The author offers an in-depth examination of resource-based learning as an important new paradigm for higher education. This concept shifts the focus from teaching to learning by requiring students to select their own learning materials from a wide range of real world information resources. A resource-based approach helps students assume more responsibility for their own learning. It also creates a strong partnership between faculty members and campus librarians. Breivik highlights examples of colleges and universities that are already using this approach successfully and offers a framework to help educators create their own resource-based learning programs. This work will be of significant interest to academic leaders, faculty, and campus information providers. (From the Publisher)

Table Of Content:
Preface
Acknowledgments

ch. 1 The Move Toward a New Literacy
ch. 2 Resource-Based Learning
ch. 3 Successful Information Literacy Programs
ch. 4 Discipline-Specific Models
ch. 5 The Challenges of Human Resources
ch. 6 Institutional Challenges
ch. 7 Moving Forward

Postscript for Early Leaders
App. A Final Report of the American Library Association Presidential Committee on Information Literacy
App. B National Forum on Information Literacy Membership List
App. C Data Collection on Information Literacy Programs at Higher Education Institutions: Analysis and Report by the Association of College and Research Libraries, 1994-1995
App. D Writing Syllabus for Wheaton College Psychology
App. E King's College Competency Growth Plan in Library and Information Literacy for Students Majoring in Marketing
Selected Resources
Index

Additional Info:
The seemingly subtle difference between asking "What should we teach?" and "How will students be different as a result?" can lead to changes that permeate all aspects of an institution. Decisions about classroom content and methods, as well as larger curricular issues, depend on a clear view of intended outcomes - what we want students to know and be able to do with what they know. It is ironic that college catalogues include assurances that graduates will be prepared to participate in society as contributing citizens, make informed decisions, and take on leadership roles, and yet the abilities necessary for these contributions are not explicitly taught. In contrast, the programs set forth in this volume assist students to integrate what they know with what they can do. (From the Publisher)

Table Of Content:
ch. 1 Experiential learning across the curriculum : assumptions and principle (Pat Hutchings, Allen Wutzdorff)
ch. 2 Liberal learning in engineering education : the WPI experience (William R. Grogan, Lance E. Schachterle, Francis C. Lutz)
ch. 3 The teachable moment : the Washington Center Internship Program (Mary Ryan)
ch. 4 Self-assessment : essential skills for adult learners (David O. Justice, Catherine Marienau)
ch. 5 An integrating seminar : bringing knowledge and experience together (Allen Wutzdorff, Pat Hutchings)

Conclusion : a view of learning (Allen Wutzdorff, Pat Hutchings)

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To most of us, learning something “the hard way” implies wasted time and effort. Good teaching, we believe, should be creatively tailored to the different learning styles of students and should use strategies that make learning easier. Make It Stick turns fashionable ideas like these on their head. Drawing on recent discoveries in cognitive psychology and other disciplines, the authors offer concrete techniques for becoming more productive learners.

Memory plays a central role in our ability to carry out complex cognitive tasks, such as applying knowledge to problems never before encountered and drawing inferences from facts already known. New insights into how memory is encoded consolidated, and later retrieved have led to a better understanding of how we learn. Grappling with the impediments that make learning challenging leads both to more complex mastery and better retention of what was learned.

Many common study habits and practice routines turn out to be counterproductive. Underlining and highlighting, rereading, cramming, and single-minded repetition of new skills create the illusion of mastery, but gains fade quickly. More complex and durable learning come from self-testing, introducing certain difficulties in practice, waiting to re-study new material until a little forgetting has set in, and interleaving the practice of one skill or topic with another. Speaking most urgently to students, teachers, trainers, and athletes, Make It Stick will appeal to all those interested in the challenge of lifelong learning and self-improvement. (From the Publisher)

Table Of Content:
Preface

Ch 1. Learning Is Misunderstood
Ch 2. To Learn, Retrieve
Ch 3. Mix Up Your Practice
Ch 4. Embrace Difficulties
Ch 5. Avoid Illusions of Knowing
Ch 6. Get Beyond Learning Styles
Ch 7. I ncrease Your Abilities
Ch 8. Make It Stick

Notes

Suggested Reading

Acknowledgments

Index

Additional Info:
Click Here for Book Review
Abstract: Learning transfer is the use of skills and knowledge acquired in one situation or setting in a different environment. It is, fundamentally, the point of education. By consciously building it into our curricula, syllabi, and practice, we can greatly enhance the likelihood that students will integrate their learning and their lives.

This issue examines learning transfer across the breadth of adult education. The authors approach the question practically, looking at techniques such as experiential or problem-based learning and the use of classroom technology as well as the perspectives of brain research, the effects of race and culture, and the context and complications of personal change. Each chapter offers practitioners a thoughtful outlook that will help them plan for and implement learning transfer in their particular area of focus.

This is 137th volume of the Jossey-Bass quarterly report series New Directions for Adult and Continuing Education. Noted for its depth of coverage, it explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of adult and continuing education settings, such as colleges and universities, extension programs, businesses, libraries, and museums. (From the Publisher)

Table Of Content:
Editor’s Note (Leann M. R. Kaiser, Karen Kaminski, Jeffrey M. Foley)

ch. 1 Learning Transfer and Its Intentionality in Adult and Continuing Education (Jeffrey M. Foley, Leann M. R. Kaiser)
While transfer of learning is the ultimate goal of any instructional setting, adult educators have few resources they can rely on to support planning for transfer. This chapter offers an introduction to the concept of learning transfer and initial ideas for building this into our educational practices.

ch. 2 Leveraging Experiential Learning Techniques for Transfer (Nate Furman, Jim Sibthorp)
This chapter describes how experiential learning techniques can be helpful in encouraging learning transfer as these techniques can foster a depth of learning and cognitive recall necessary for transfer.

ch. 3 Problem-Based Learning: A Learning Environment for Enhancing Learning Transfer (Woei Hung)
Problem-based learning helps students make connections between theory and real-world application. This chapter provides practical methods for using problem-based learning to enhance the likelihood
of learning transfer.

ch. 4 Considering Components, Types, and Degrees of Authenticity in Designing Technology to Support Transfer (Patricia L. Hardré)
This chapter discusses the concept of authenticity in relation to using technology to enhance learning and support transfer.

ch. 5 Brain-Friendly Teaching Supports Learning Transfer (Jacqueline McGinty, Jean Radin, Karen Kaminski)
The authors present the workings of the human brain and how this knowledge can be used to create brain-friendly learning environments that support transfer of learning.

ch. 6 Racial and Cultural Factors and Learning Transfer (Rosemary Closson)
This chapter addresses the potential infl uence of including ethnicity or culture as a variable in the learning transfer process.

ch. 7 Understanding Transfer as Personal Change: Concerns, Intentions, and Resistance (Jeani C. Young)
Personal change stemming from learning experiences is the focus of this chapter. Models of change and transition are used to explain the occurrence of and resistance to transfer.

ch. 8 Applying Transfer in Practice (Karen Kaminski, Jeffrey M. Foley, Leann M. R. Kaiser)
The authors offer a synthesis of the ideas presented in previous chapters by encouraging an application of learning transfer to adult learning settings.

Index

Additional Info:
A frequently-cited, critical review of an edited work, Constructivism in Education (Stephe and Gale, 1995). Jaworski offers summary and analysis of the book's chapters, each of which advocates for or critiques some form of constructivism in education.

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This unusual book begins each chapter by posing a question with which college and university teachers can be expected to identify; and then goes on to answer the question by presenting a series of examples; finally, each chapter closes with 'second thoughts', presenting a viewpoint somewhat distinct from that taken by John Cowan. This book will assist university teachers to plan and run innovative activities to enable their students to engage in effective reflective learning; it will help them adapt other teachers' work for use with their own students; and will give them a rationale for the place of reflective teaching and learning in higher education. (From the Publisher)

Table Of Content:
Preface - Why This Book Was Written

ch. 1 Introduction
ch. 2 What is Meant in Education by 'Reflecting'?
ch. 3 What Does Reflection Have to Offer in Education?
ch. 4 Is There a Methodology You Can and Should Follow?
ch. 5 What Can You Do to Encourage Students to Reflect?
ch. 6 What is Involved for Students in Analytical Reflection?
ch. 7 What is Involved in Evaluative Reflection?
ch. 8 How Can You Adapt Ideas from My Teaching, for Yours?
ch. 9 How Should You Get Started?
ch. 10 How Can Such Innovations Be Evaluated?
ch. 11 Where Should You Read about Other Work in This Field?

A Postscript: Final Reflections
References
Index

Additional Info:
The Association of American Colleges & Universities (AAC&U) website linking to a flyer describing10 teaching and learning practices that have been widely tested and been shown to be beneficial for college students from many backgrounds, especially historically underserved students, who often do not have equitable access to high-impact learning.

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This edited volume draws together educators and scholars to engage with the difficulties and benefits of teaching place-based education in a distinctive culture-laden area in North America: the United States South. Despite problematic past visions of cultural homogeneity, the South has always been a culturally diverse region with many historical layers of inhabitation and migration, each with their own set of religious and secular relationships to the land. Through site-specific narratives, this volume offers a blueprint for new approaches to place-based pedagogy, with an emphasis on the intersection between religion and the environment. By offering broadly applicable examples of pedagogical methods and practices, this book confronts the need to develop more sustainable local communities to address globally significant challenges. (From the Publisher)

Table Of Content:
Ch 1. Introducing Place-Based Pedagogy and ‘the South’ (Joseph Witt)

Part One: PLACE, THEOLOGY, PRACTICE
Ch 2. Connecting Students (and Faculty) to Place and Animals through Contemplative Practices (Dave Aftandilian)
Ch 3. Field Trip: The Star on the Mountain: Using Hands-On Experience of Native American Stories and Technologies to Teach Children about Place, Culture, and Self (J. Albert Nungaray)
Ch 4. Memories of Home: Theological Education, Place-Based Pedagogy, and Inhabitance (Jennifer R. Ayres)
Ch 5. Teaching the Sacraments through Profane Experiences (Jill Y. Crainshaw)

Part Two: ENGAGING WITH COMMUNITY THROUGH PLACE
Ch 6. Placing Pedagogy and Sustainability in the Piedmont: Faculty and Student Engagement (Lucas Johnston)
Ch 7. Field Trip: Making Incarceration Visible: An Adventure in Shared Authority (Lisa Blee)
Ch 8. Why Do We Live Where We Do? Teaching Native American Cultural History and Anthropology in the North Carolina Piedmont (Eric E. Jones)
Ch 9. Field Trip: Deep History of the Green River Preserve (Albert Meier)

Part Three: WOUNDED PLACES, HEALING PLACES
Ch 10. Towards a New Kind of Piety: City Creeks, Place Making, and Lapsed Environmental Discourse on Florida’s Gulf Coast (Thomas Hallock)
Ch 11. Field Trip: Navigating Uncomfortable Waters: Florida’s Talbot Islands and the Kingsley Plantation (A. Whitney Sanford)
Ch 12. Teaching about Religion and HIV/AIDS among Black Men Who Have Sex with Men in Atlanta, Georgia (Charles Barber)

Part Four: ASSESSING, CONCLUDING, MOVING FORWARD
Ch 13. Field Trip: Intersections of Would, Can, and Will: What to Do When White Supremacists Come to Town (Rebekka King)
Ch 14. Pathway for Place-Based Pedagogies: A Pliable Taxonomy for Course Design and Assessment (Bobbi Patterson)
Ch 15. Field Trip: From Local Places to Global Networks: Front Porch Conversation at the Green River Preserve in Kentucky, May 2015 (Dave Aftandilian, Meredith Doster, Lucas Johnston, Bella Mukonyora, A. Whitney Sanford, and Joseph Witt)
Ch 16. Conclusion: Principles for Teaching about Place in the South (Lucas Johnston and Dave Aftandilian)

Additional Info:
A multi-part exposition of constructivism, with special attention to the roles and practices of the teacher and learner in a constructivist classroom.

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The twenty-first century is a world in constant change. In A New Culture of Learning, Doug Thomas and John Seely Brown pursue an understanding of how the forces of change, and emerging waves of interest associated with these forces, inspire and invite us to imagine a future of learning that is as powerful as it is optimistic.

Typically, when we think of culture, we think of an existing, stable entity that changes and evolves over long periods of time. In A New Culture, Thomas and Brown explore a second sense of culture, one that responds to its surroundings organically. It not only adapts, it integrates change into its process as one of its environmental variables. By exploring play, innovation, and the cultivation of the imagination as cornerstones of learning, the authors create a vision of learning for the future that is achievable, scalable and one that grows along with the technology that fosters it and the people who engage with it. The result is a new form of culture in which knowledge is seen as fluid and evolving, the personal is both enhanced and refined in relation to the collective, and the ability to manage, negotiate and participate in the world is governed by the play of the imagination.

Replete with stories, this is a book that looks at the challenges that our education and learning environments face in a fresh way. (From the Publisher)

Table Of Content:
ch. 1 Arc-of-Life Learning
Sam’s Story
Teaching in a Galaxy, Far Away
Googling the Error
Gaming Across Generations
Click Here to Start Learning
The Moral of the Stories

ch. 2 A Tale of Two Cultures
A Mechanistic View
Learning Environments
A Special Type of Culture
The New Culture of Learning

ch. 3 Embracing Change
Education
Technology
Learning to Embrace Change
Making Change Visible
Learning Through Play and Imagination

ch. 4 Learning In The Collective
Peer-to-Peer Learning
The Emergence of the Collective
Learning in the Collective

ch. 5 The Personal With The Collective
The New Collective
Seeing in the Dark
Collective and Education
The Birth of the Blog
Why He Blogs
Taking the Easy Way Out
Concerted Cultivation
Collectives in the Arch of Life

ch. 6 We Know More Than We Can Say
Tacit Learning
From Teaching to Learning
Inquiry
Questions and Answers
Learning as Inquiry
Indwelling
Dispositions and the New Culture of Learning
Collective Indwelling

ch. 7 Knowing, Making, and Playing
Knowing
Making
Playing

ch. 8 Hanging Out, Messing Around, and Geeking Out
Hanging Out
Messing Around
Geeking Out

ch. 9 The New Culture of Learning For A World of Constant Change
Understanding the New Context
The Virtual Space of Collective Indwelling
Shared Imagination
What Really Counts
Playing to Learn

Notes
References
Acknowledgements
Authors

Additional Info:
Teaching with Your Mouth Shut is not intended as a manual for teachers; it aims to provoke reflection on the many ways teaching can be organized. (From the Publisher)

Table Of Content:
Teaching with Your Mouth Shut
Let the Books Do the Talking
Let the Students Do the Talking
Let Us Inquire Together
Speaking with Your Mouth Shut: The Art of Writing
Experiences That Teach: Creating Blueprints for Learning
Refusing to "Teach": Separating Power and Authority in the Classroom
Teaching with a Colleague
Conclusion: Providing Experience, Provoking Reflection

Additional Info:
Developing Learner-Centered Teaching offers a step-by-step plan for transforming any course from teacher-centered to the more engaging learner-centered model. Filled with self-assessments and worksheets that are based on each of the five practices identified in Maryellen WeimerÕs Learner-Centered Teaching, this groundbreaking book gives instructors, faculty developers, and instructional designers a practical and effective resource for putting the learner-centered model into action. (From the Publisher)

Table Of Content:
List of Tables, Exhibits, and Boxes
Foreword Maryellen Weimer

Part I Transforming Teaching to Be More Learner-Centered
ch. 1 Introduction
ch. 2 Understanding the Rubrics
ch. 3 Tools for Facilitating Change and Assessment

Part II The Five Dimensions of Learner-Centered Teaching
ch. 4 The Function of Content
ch. 5 The Role of the Instructor
ch. 6 The Responsibility for Learning
ch. 7 The Purposes and Processes of Assessment
ch. 8 The Balance of Power

Part III Discussion and Conclusion
ch. 9 Can All Courses Be Learner-Centered?
ch. 10 Strategies for Overcoming Obstacles and Resistance
ch. 11 Conclusion

References

Appendix A Glossary of Terms
Appendix B Rubrics, Planning for Transformation Exercise, and Documentation to Support the Selected Status Form
Appendix C Development of the Rubrics

Index

Additional Info:
On Teaching and Learning takes the ideas explored in renowned educator Jane Vella’s best-selling book Learning to Listen, Learning to Teach to the next level and explores how dialogue education has been applied in educational settings around the world. Throughout the book, she shows how to put the principles and practices of dialogue education into action and uses illustrative stories and examples from her extensive travels. Dialogue education values inquiry, integrity, and commitment to equity—values that are also central to democracy. Learners are treated as beings worthy of respect, recognized for the knowledge and experience they bring to the learning experience. Dialogue education emphasizes the importance of safety and belonging. It is an approach that welcomes one’s certainties and one’s questions. (From the Publisher)

Table Of Content:
Foreword
Preface
Acknowledgments
The Author
Introduction

Part One: Structured
ch. 1 Why Structure?
ch. 2 Learning Needs and Resources Assessment
ch. 3 The Seven Design Steps

Part Two: Social
ch. 4 The Learning Task in a Small Group
ch. 5 Individual Learning Enhanced

Part Three: Sound
ch. 6 Principles and Practices: Current State of the Art
ch. 7 Open Questions Invite Dialogue
ch. 8 The Designer’s Skill: Trust Your Design

Part Four: Sure
ch. 9 Indicators of Learning, Transfer, and Impact
ch. 10 Impact and the Seven Design Steps

Part Five: Synthesis: Putting It All Together
ch. 11 Putting It All Together: Examples of Dialogue Education Designs
ch. 12 An On-Line Course Using Dialogue Education
ch. 13 Dialogue Education in School Leadership
ch. 14 Dialogue Education in Health Care Settings
ch. 15 Dialogue Education in a College Classroom

Appendix A: Glossary of Terms Used in Dialogue Education
Appendix B: Tough Verbs for Learning Tasks

References
Index

Additional Info:
A short article in which a teacher-scholar defines what she means by “active and meaningful learning,” discusses unstructured cooperative learning and critical thinking, and reflects on experience in using these concepts in the courses she teaches and the textbooks she writes. Idea Paper no. 34, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.

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The popularity of entertainment gaming over the last decades has led to the use of games for non-entertainment purposes in areas such as training and business support. The emergence of the serious games movement has capitalized on this interest in leisure gaming, with an increase in leisure game approaches in schools, colleges, universities and in professional training and continuing professional development.

The movement raises many significant issues and challenges for us. How can gaming and simulation technologies be used to engage learners? How can games be used to motivate, deepen and accelerate learning? How can they be used to greatest effect in learning and teaching? The contributors explore these and many other questions that are vital to our understanding of the paradigm shift from conventional learning environments to learning in games and simulations. (From the Publisher)

Table Of Content:
Acknowledgments
Notes on Contributors
Foreword
Introduction

Part I: Theoria - Theoretical Positions
ch. 1 Digital Games and Learning: Modelling learning experiences in the digital age (Paul Maharg and Sara de Freitas)
ch. 2 Four-dimensional Consideration of Feedback in Serious Games (Ian Dunwell, Sara de Freitas and Steve Jarvis)
ch. 3 A Complex Systems Framework for Simulating Teaching and Learning David Gibson (David Gibson)

Part II: Cultura - Cultural Perspectives
ch. 4 Revolution: Experiential learning through virtual role play (Russell Francis)
ch. 5 Stealth Learning in Online Games (Esther MacCallum-Stewart)
ch. 6 Murder on Grimm Isle: The design of a game-based learning environment (Michele Dickey)
ch. 7 Are Games All Child’s Play? (Scot Osterweil and Eric Klopfer)

Part III: Praxis - Theory into practice
ch. 8 Constructions of Games, Teachers and Young People in Formal Learning (Richard Sandford, Keri Facer and Ben Williamson)
ch. 9 Games and Simulations in Informal Science Education (Kurt Squire and Nathan J. Patterson)
ch. 10 From Master to Games-Master: Managing disequilibrium and scaffolding in simulation-based learning (Karen Barton and Patricia McKellar)
ch 11 Designing Serious Games for Cultural Heritage Purposes (Francesco Bellotti, Riccardo Berta, Alessandro De Gloria, Giulia Panizza, Matteo Pellegrino and Ludovica Primavera)

Index

Additional Info:
Peter Elbow's widely acclaimed and original theories on the writing process, set forth in Writing Without Teachers and Writing With Power, have earned him a reputation as a leading educational innovator. Now Elbow has drawn together twelve of his essays on the nature of learning and teaching to suggest a comprehensive philosophy of education. At once theoretical and down-to-earth, this collection will appeal not only to teachers, adminitrators and students, but to anyone with a love of learning.

Elbow explores the "contraries" in the educational process, in particular his theory that clear thinking can be enhanced by inviting indecision, incoherence, and paradoxical thinking. The essays, written over a period of twenty-five years, are engaged in a single enterprise: to arrive at insights or conclusions about learning and teaching while still doing justice to the "rich messiness" of intellectual inquiry. Drawing his conclusions from his own perplexities as a student and as a teacher, Elbow discusses the value of interdisciplinary teaching, his theory of "cooking" (an interaction of conflicting ideas), the authority relationship in teaching and the value of specifying learning objectives. A full section is devoted to evaluation and feedback, both of students and faculty. Finally, Elbow focuses on the need to move beyond the skepticism of critical thinking to what he calls "methodological belief" -- an ability to embrace more than one point of view. (From the Publisher)

Table Of Content:
Introduction

Part 1 The Learning Process
ch. 1 Nondisciplinary Courses and the Two Roots of Real Learning
ch. 2 Cooking: The Interaction of Conflicting Elements
ch. 3 Teaching Two Kinds of Thinking by Teaching Writing

Part 2 The Teaching Process
ch. 4 Exploring My Teaching
ch. 5 The Pedagogy of the Bamboozled
ch. 6 Trying to Teach While Thinking About the End
ch. 7 Embracing Contraries in the Teaching Process

Part 3 The Evaluation Process
ch. 8 Evaluating Students More Accurately
ch. 9 Collaborative Peer Evaluation by Faculty
ch. 9a Visiting Pete Sinclair
ch. 9b On Being Visited
ch. 9c Contraries in Responding
ch. 10 Trustworthiness in Evaluation

Part 4 Contraries and Inquiry
ch. 11 The Value of Dialectic
ch. 12 Methodological Doubting and Believing: Contraries in Inquiring

Bibliography
Index

Additional Info:
Based on the Situational Leadership model of Hersey and Blanchard, the Staged Self-Directed Learning Model proposes that learners advance through stages of increasing self-direction and that teachers can help or hinder that development. Good teaching matches the learner's stage of self-direction and helps the learner advance toward greater self-direction. Specific methods are proposed for teaching students at each stage, although many different teaching styles are good when appropriately applied. Several pedagogical difficulties are explained as mismatches between teacher style and learner stage, especially the mismatch between a student needing direction and a non-directive teacher. The model is applied to a course, a single class, and the overall curriculum.

Additional Info:
This article presents findings from an empirical study exploring student and teacher perspectives on positive learning experiences in practical theological education. Forty-five students and twenty teachers were interviewed in focus groups in four educational institutions delivering programs in practical theology. The findings indicated that students valued practical theological education when it enabled them to think critically in relation to their personal or professional experience, and that students valued tutors, their peers and a flexible curriculum design in promoting this kind of learning. There was a high correlation between students' views of positive learning experiences and what tutors perceived as important qualities that they hoped their students would develop. Difficulties associated with the students' lack of clarity about the learning process and the tensions between academic and professional contexts are also discussed.

Additional Info:
A 1000 word essay in response to a Call for Papers: “Compare the pedagogy of your classroom and a Wabash workshop"

Additional Info:
A 1000 word essay in response to a Call for Papers: “Compare the pedagogy of your classroom and a Wabash workshop"

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The premise of this article is that learning, like all other creative acts, will flourish in an atmosphere in which the learner is willing to take risks, and it is the task of the instructor to create such an atmosphere for learning. If we accept this view of learning as risk-taking, we can begin to confront the factors that discourage students from taking risks and build a class environment where learning becomes less of a risk, or where the risk-taking in learning becomes valued instead of dreaded. Both of these directions require that instructors develop a trusting relationship with students. When students trust an instructor, they will believe in the instructor's ability to turn any situation into a learning opportunity; they will expect the instructor to value their efforts; they will be willing to take the chances that lead to learning and to view failures as learning opportunities. What, then, might be the characteristics of an instructor who would support student risk-taking?

Additional Info:
Journal Issue.

Table Of Content:
Competence Model Education (James P. Martin)
An Attempt at an Interdisciplinary M.Div. Curriculum (Walter A. Brueggemann)
The Evaluation of Formation Based on Observable Behavior (John F. Cross and William C. Eigel)
Enhancing Learner Awareness Through Feedback Instruments (Donald B. Rogers)
Clio in the Classroom: The Use of Case Studies in the Teaching of History (Garth M. Rosell)
Simulation in Theological Education Donald E. Miller)
Introductory Theological Interpretation as Competency Based Education (Clyde J. Steckel and Donald R. White)

Additional Info:
There has been a lot of buzz in higher education lately about the flipped classroom model for teaching and learning. It's not as easy as it appears, and it's not as new as others would have us believe.

Additional Info:
Ask yourself key questions about the proposed group activity, be certain that the activity furthers course objects, allow for team building, encourage students to monitor group processing, promote individual accountability, etc.

Additional Info:
Discusses the fact that despite a decade of changing ideas about student learning and instruction based on learner-centered education, most faculty still rely on lectures. Identifies individual and group dynamics that impede collaborative learning, considers the moral base of collaborative learning, and offers some guiding principles of growth-oriented learning.

Additional Info:
Click Here for Book Review
Abstract: Best Practices for Flipping the College Classroom provides a comprehensive overview and systematic assessment of the flipped classroom methodology in higher education. The book:

• Reviews various pedagogical theories that inform flipped classroom practice and provides a brief history from its inception in K–12 to its implementation in higher education.

• Offers well-developed and instructive case studies chronicling the implementation of flipped strategies across a broad spectrum of academic disciplines, physical environments, and student populations.

• Provides insights and suggestions to instructors in higher education for the implementation of flipped strategies in their own courses by offering reflections on learning outcomes and student success in flipped classrooms compared with those employing more traditional models and by describing relevant technologies.

• Discusses observations and analyses of student perceptions of flipping the classroom as well as student practices and behaviors particular to flipped classroom models.

• Illuminates several research models and approaches for use and modification by teacher-scholars interested in building on this research on their own campuses.

The evidence presented on the flipped classroom methodology by its supporters and detractors at all levels has thus far been almost entirely anecdotal or otherwise unreliable. Best Practices for Flipping the College Classroomis the first book to provide faculty members nuanced qualitative and quantitative evidence that both supports and challenges the value of flipping the college classroom. (From the Publisher)

Table Of Content:
Acknowledgments

ch. 1 Introduction: Joining the Flipped Classroom Conversation (Erin Saitta, Brett Morrison, Julee B. Waldrop, and Melody A. Bowdon)
ch. 2 Flipping a Large First-Year Chemistry Class: Same-Semester Comparison with a Traditionally Taught Large-Lecture Class (Cherie Yestrebsky)
ch. 3 Flipped Calculus: A Gateway to Lifelong Learning in Mathematics (Robert Talbert)
ch. 4 Flipping the Graduate Course in Nursing: Application to Solve Patients’ Health Problems (Julee B. Waldrop)
ch. 5 Taking Ownership of the Past: Flipping the History Course as a Means of Increasing Student Engagement (Daniel Murphree)
ch. 6 Best Practices for Flipping the College Classroom: Elements of Psychology, an Introductory Psychology Course at the University of Oklahoma (Clarissa Thompson and April Martin)
ch. 7 Flip Don’t Flop: Best Practices for Flipping Marketing Courses (Michael S. Garver)
ch. 8 Don’t Flip Out: Inverting the Intermediate Microeconomics Course (Katherine M. Sauer)
ch. 9 Flipping the Creativity Class: Creating Active-Learning Environments for Student Innovations (Russell Carpenter)
ch. 10 Student Practices and Perceptions in Flipped Courses (Stacey Pigg and Brett Morrison)
ch. 11 Conclusion: Reflecting on the Flipping Experience (Melody A. Bowdon, Lissa Pompos Mansfield, and Julee B. Waldrop)

Contributors
Index

Additional Info:
Click Here for Book Review
No longer relegated to just the classroom, learning has become universal through the use of social media. Social media embodies constructivism itself as the users engage in the development of their own meaning. And, constructivism is relevant to education, and learning theory and technological advance can be better understood in the light of one another.
This volume explores:

- particular areas influenced by constructivist thinking and social media, such as student learning, faculty development, and pedagogical practices,
- practical and useful ways to engage in social media, and
- dialogue and discussions regarding the nature of learning in relation to the technology that has changed how both faculty and students experience their educational landscape.

This is the 144th volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers. (From the Publisher)

Table Of Content:
Editors’ Notes (Chris Stabile, Jeff Ershler)

ch. 1 The Learning Virus: An Affective, Constructivist Movement Shaped by Ultrasociality in the Age of Social Media (Jeff Ershler, Chris Stabile)
Redefining the discourse toward a “better fit” cultural framework of beliefs, thought, language, and action through ultrasociality, a constructivist meme can help nurture an epistemological break (or rupture) from the traditional objectivist paradigm in education.

ch. 2 Constructivism and Learning in the Age of Social Media: Changing Minds and Learning Communities (Dawn E. Schrader)
Social media provide new means and opportunities for learning that are consistent with major tenets of both social and cognitive constructivism, and extend the process of learning and meaning construction to more diverse communities and universally accessible shared activities that are jointly and concurrently engaged in by both peers and experts.

ch. 3 Leveraging Social Media for Instructional Goals: Status, Possibilities, and Concerns (Mark Taylor)
This chapter addresses issues faculty should consider when exploring the possible use of social media in instruction with today’s learners.

ch. 4 Teaching Students to Think Critically About Social Media (Stephen D. Brookfield)
Instructors can incorporate social media and the immediacy and accessibility to information these offer in ways that support student learning, while simultaneously encouraging students to be critical of these same media systems and platforms.

ch. 5 Learner-Centered Online Instruction (Barbara McCombs)
This chapter offers a theoretical rationale and an explanation of evidence for using research-validated, learner-centered principles and practices in online course development, highlighting the evidence based practices that have been used successfully to develop online courses that engage and retain students.

ch. 6 Implications of Graphic Organizers in an Age of Social Media (Michael Record)
This chapter deconstructs the definition of graphic organizer, reimagining it for a social media age, leading to a more mindful use of the concept as an entire approach to teaching and learning rather than one specific set of tools.

ch. 7 How Critical Reflection Benefits Faculty as They Implement Learner-Centered Teaching (Phyllis Blumberg)
Critical reflection assists faculty as they transition to using learner centered approaches. When this reflection occurs within the context of social media, they can obtain reinforcing feedback and support.

ch. 8 Learner-Centered Faculty Development (Kevin Yee)
To maximize their effectiveness, faculty developers should not merely advocate for an active learning approach but also enact it in their own workshops and service-oriented interactions with faculty, even extending to their use of outreach and social media.

ch. 9 Toward Education 3.0: Pedagogical Affordances and Implications of Social Software and the Semantic Web (Mark Allison, Lynn Marie Kendrick)
This chapter explores the implications of this new educational paradigm from a technical standpoint and proposes a constructivist aware approach to best leverage its significance.

Index

Additional Info:
Should we stop teaching critical thinking? Meant as a prompt to further discussion, Critical Condition questions the assumption that every student should be turned into a “critical thinker.”

The book starts with the pre-Socratics and the impact that Socrates’ death had on his student Plato and traces the increasingly violent use of critical “attack” on a perceived opponent. From the Roman militarization of debate to the medieval Church’s use of defence as a means of forcing confession and submission, the early phases of critical thinking were bound up in a type of attack that Finn suggests does not best serve intellectual inquiry. Recent developments have seen critical thinking become an ideology rather than a critical practice, with levels of debate devolving to the point where most debate becomes ad hominem. Far from arguing that we abandon critical inquiry, the author suggests that we emphasize a more open, loving system of engagement that is not only less inherently violent but also more robust when dealing with vastly more complex networks of information.

This book challenges long-held beliefs about the benefits of critical thinking, which is shown to be far too linear to deal with the twenty-first century world. Critical Condition is a call to action unlike any other. (From the Publisher)

Table Of Content:
Acknowledgements
Preface: An Invitation

ch. 1 A Foolish Question: Isn’t It Time We Replaced Critical Thinking?
ch. 2 The Baby and the Bathwater: The Birth of Critical Thinking
ch. 3 A Hitch or Two: Polemic, Violence, and the Case for Critical Thinking
ch. 4 We Can’t Go On Together (with Suspicious Minds)
ch. 5 An Immodest Proposal: Let’s Replace Critical Thinking with Creative, Loving, Open-Source Thought
ch. 6 “Sure, It Works in Practice, but Will It Work in Theory?”
ch. 7 Conclusion: An Open Invitation—Some Final Ideas and Questions

Notes
Bibliography
Index

Additional Info:
Provides 30 practical ideas for the improvement of instruction based on critical thinking concepts and tools. It builds on, and goes beyond, the ideas in the mini-guide Active and Cooperative Learning. It cultivates student learning encouraged in the How to Study and Learn mini-guide. (From the Publisher)

Additional Info:
Short, accessible, review of several recent studies showing that lectures are a pedagogical technique that “favor some people while discriminating against others, including women, minorities and low-income and first-generation college students.” All the more reason for adopting active learning strategies that have proved to be more effective for ALL learners.

Additional Info:
"This guide is primarily for the Master of Divinity degree program ... and the M.Div. concentrations"--P. 1.

Table Of Content:
Introduction

ch. 1 A Quick Start Guide to Designing Your Course
ch. 2 Constructivist Teaching and Learning
ch. 3 Teaching for Understanding
ch. 4 Designing Your Course for Understanding
ch. 5 Using Learning Objectives to Design Your Course
ch. 6 Organizing Your Course
ch. 7 Assessing Student Learning

Appendices

Additional Info:
Reviews research on the impact of notetaking and how the review of notes affects student learning. The paper also explores the role that instructors can play, suggesting several specific strategies to support students. 

Additional Info:

"When I read this book it was like starting over as a teacher. I had been convinced of the importance of the flipped classroom, but not until Fink’s approach did I see how the various components of my courses—the goals and outcomes, assignments, learning activities, and evaluation—need to be aligned and integrated in a coherent way. For too long these connections were implicit and students had to figure out how it all made sense.  At the beginning of every semester, I pull Fink off the shelf and do a few of the exercises to make sure my courses are ready to go. I strongly recommend you do the same."
Kathleen Cahalan, St. John's School of Theology and Seminary

---

Offering methods for improving teaching practices in higher education, Fink challenges educators to shift from the content-oriented "information dump" approach toward one that is learning-centered. Fink outlines his taxonomy of significant learning and shows how to combine new and traditional techniques to create powerful learning experiences. (From the Publisher)

Table Of Content:
Preface
The Author

ch. 1 Creating Significant Learning Experiences
ch. 2 A Taxonomy of Significant Learning
ch. 3 Designing Significant Learning Experiences I: Getting Started
ch. 4 Designing Significant Learning Experiences II: Shaping the Learning Experience
ch. 5 Changing the Way We Teach
ch. 6 Better Organizational Support for Faculty
ch. 7 The Human Significance of Good Teaching and Learning

App. A Planning Your Course: A Decision Guide
App. B: Suggested Readings

References
Index

Additional Info:
An overview of research in cognitive psychology, linguistics, and teaching science. 1) note taking strategies used by students; 2) the different factors involved in comprehension through note taking; 3) “writing to learn”; 4) the learning contexts that allow effective note taking.

Additional Info:
Click Here for Book Review
Abstract: This book leads you through the process of designing a learning-centered course. It is written as a “how-to” handbook, providing step-by-step guidance on creating a pathway to student learning, including 26 workboxes (also available free online) that lead you through each element of the course design process and promote a rich reflection process akin to being in a workshop setting. The authors prompt you to (1) consider the distinctive characteristics of your students; (2) clearly articulate your course learning goals; (3) create aligned summative assessments; (4) identify the specific knowledge, skills, and attitudes students will need in order to be successful; (5) craft effective learning experiences, informed by the well-documented research on how people learn; and (6) incorporate formative assessment to ensure you and your students are staying on track.

Completion of the sequence of worksheets leads to a poster as a visual display of your course design. This graphic depiction of your course ties the components together, provides a clear map of action for teaching your course, for modifying as you evaluate the success of particular strategies or want to introduce new concepts, and for developing your syllabus. A rubric for evaluating course posters is included.

For faculty developers, this book provides a proven and ready-made resource and text around which to design or redesign learner-centered course design workshops or multi-day course design retreats, replicating or modifying the renowned workshop that the authors have developed at the Air Force Academy for both faculty new to teaching and those with many years of teaching experience under their belt. (From the Publisher)

Table Of Content:
Foreword (Peter Felten)
Acknowledgments

Part I – Introduction
ch. 1 Our Course Design System and Effective Ways to Use This Book
ch. 2 Principles of Learning-Centered Course Design

Part II – Elements of the Learning Pathway
ch. 3 The Starting Point: Student Learning Factors
ch. 4 Defining the Destination: Learning Goals
ch. 5 Students’ Successful Arrival: Summative Assessment
ch. 6 What Your Students Need to Be Successful: Learning Proficiencies
ch. 7 Travelling the Pathway: Learning Experiences
ch. 8 Staying on Track: Formative Assessment

Part III – Pulling the Elements Together
ch. 9 Visualizing the Learning Pathway: The Course Poster
ch. 10 Students’ Pathway to Success: The Course Syllabus
ch. 11 Anticipating the Challenges Ahead

Appendix A: Rubric for Evaluating Course Posters
Appendix B: Taxonomy of the Psychomotor and Affective domains
Appendix C: Sample Syllabus

References
About the Authors
Index

Additional Info:
The inaugural title of a series in which faculty members at Lesley University in Cambridge, Massachusetts will address critical issues in arts education for university faculty, classroom teachers, and students of education, based on the innovation programs in the arts there. The 25 contributions discuss creating the teacher and changing the world, collaborative learning and improvisation, constructing a space for creativity in science, and other topics. (From the Publisher)

Table Of Content:
Acknowledgments
Co-creators and Contributors
Come to Dinner: An Invitation to a Party (Debora C. Sherman)
The Possibilities of Passion (Elijah Mirochnik)

ch. 1 Creating the Teacher and Changing the World (William Ayers)
ch. 2 The Telling of Racism - Narratives for Healing and Change (Cecelia Baldwin)
ch. 3 Who Cares? A Play about Passion in Teaching and in the Researching of Teaching (Tom Barone)
ch. 4 Experimenting with Postmodernism: The New "Gothic" in Arts-Based Pedagogy, Inquiry, and Teacher Development (C.T. Patrick Diamond and Carol Mullen)
ch. 5 I Teach, Therefore I Am (Mary Aswell Doll)
ch. 6 Beyond Methods? Teaching as an Aesthetic and Spirit-ful Quest (William E. Doll, Jr.)
ch. 7 Constructing the Sacred: Empathic Engagement, Aesthetic Regard, and Discernment in Clinical Teaching (Susan H. Gere, Lisa Tsoi Hoshmand and Rick Reinkraut)
ch. 8 Collaborative Learning and Improvisation: Our Stories Experience (Lynne Hamer, Sandra Spickard Prettyman and Lynette Brown)
ch. 9 The Challenge of Constructivist Teaching (George E. Hein)
ch. 10 Uncovering an Artistic Identity While Learning to Teach Through the Arts (Victoria R. Jacobs, Merryl R. Goldberg and Tom R. Bennett)
ch. 11 Images, Movements, and Sounds: Working Toward Meaning (Patricia James)
ch. 12 Transforming Experience: Readers' Theater as Pedagogy (A Readers' Theater Script in Three Parts) (Jean L. Konzal, Susan Finley and kelli Jo Kerry Moran)
ch. 13 "Taking Care" as a Pedagogue/Actor/Son in a Theater/Drama Process (Warren Linds)
ch. 14 The Breath of Interpreting Movements (Rebecca Luce-Kapler)
ch. 15 The Intertwining of Voice and Structure: Reflections on Teaching and Learning (Susan Martin)
ch. 16 Imagining the New: Constructing a Space for Creativity in Science (Margery D. Osborne and David J. Brady)
ch. 17 Becoming My Own Juliet: Teacher Transformation through Acting Shakespeare (Carol Philips)
ch. 18 Why I Send the Poet to Teach My Courses (Mary Clare Powell)
ch. 19 A Pedagogy that Presupposes Passion (Rosalie M. Romano)
ch. 20 The Dance Critic, the Classroom, and the Re-Education of Perception (Janice Ross)
ch. 21 Reading and Art in the Lives of Teachers (Mary Kay Rummel and Elizabeth P. Quintero)
ch. 22 Multi-Genre Case Studies (Karen Covington Soul)
ch. 23 The Favorite Song (Kim Stafford)
ch. 24 Entertaining Doubts: Enjoyment and Ambiguity in White, Antiracist Classrooms (Audrey Thompson)
ch. 25 Finding Center and Balancing There: Spirals of Change in Art and Testing (Gwendolyn Yoppolo

Additional Info:
Is it feasible for nonfluent instructors to teach Biblical Hebrew by communicative principles? If it is feasible, will communicative instruction enhance postsecondary learning of a classical language? To begin answering these questions, two consultants representing second language acquisition (SLA) and technology-assisted language learning led 8 Biblical Hebrew instructors and a graduate assistant through a 3-year process involving study of SLA principles, development of Biblical Hebrew classroom manuals, training of teachers, and field-testing of materials with more than 90 students in 7 institutions. More than two-thirds of the students and all instructors found the communicative approach both effective and preferable to grammar-translation and audiolingual methods customarily employed for learning classical languages.

Additional Info:
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Abstract: Open-space Learning offers a unique resource to educators wishing to develop a workshop model of teaching and learning. The authors propose an embodied, performative mode of learning that challenges the primacy of the lecture and seminar model in higher education. Drawing on the expertise of the CAPITAL Centre (Creativity and Performance in Teaching and Learning) at the University of Warwick, they show how pedagogic techniques developed from the theatrical rehearsal room may be applied effectively across a wide range of disciplines.

The book offers rich case-study materials, supplemented by video and documentary resources, available to readers electronically. These practical elements are supplemented by a discursive strand, which draws on the methods of thinkers such as Freire, Vygotsky and Kolb, to develop a formal theory around the notion of Open-space Learning. (From the Publisher)

Table Of Content:
List of Illustrations and Tables
Introduction

ch. 1 Shakespeare and Open-space Learning
ch. 2 On Trial: Shakespeare and the Law
ch. 3 Learning to Play with Shakespeare
ch. 4 Re-opening Spaces: Between Production and Curriculum
ch. 5 Open-space Learning: Practice into Theory

Notes
Bibliography
Index

Additional Info:
Click Here for Book Review
Abstract: What comes to mind when you hear student-centered learning? Do you immediately see a classroom without a teacher? Do you see students teaching other students? How do you know which pedagogies to use when designing the best learning environment? The question of determining what pedagogies to use within the classroom (on-ground or virtual) can often plague teachers given today's student.

This book will help you to identify the difference between teacher-centered and student-centered learning and the various pedagogies commonly associated with each. This book will draw upon the research and experience of three different educators and their pedagogical variations and uses within the classroom and online. Crumly’s synopsis of student-centered learning and suggested action is followed by a collaborative dialogue with Pamela Dietz and Sarah d'Angelo. Dietz and d'Angelo provide practical commentary regarding the successful implementation of Crumly's proposed approaches. As a group, Crumly, Dietz, and d'Angelo create a text that extends pedagogical innovation in inspiring but practical ways. (From the Publisher)

Table Of Content:
Preface
Introduction

ch. 1 Student-Centered versus Teacher-Centered Learning (Cari L. Crumly)
ch. 2 Student-Centered Pedagogies and Tactics (Cari L. Crumly)
ch. 3 Teaching Theatre Acting: A Case for Student-Centered Learning (Sarah d’Angelo)
ch. 4 Designing a Student-Centered Learning Environment (Cari L. Crumly)
ch. 5 Leadership and Research: Student-Centered Learning (Pamela Dietz)

Epilogue
Appendix
Exhibit 1 - Example of Barnga
Exhibit 2 - Concept Map Example
Exhibit 3 - Examples of Defining Features Matrix
Works Cited

Additional Info:
Click Here for Book Review
Abstract: Why are so many students intellectually disengaged? Faculty, administrators, and tuition-paying parents have been asking this question for nearly two centuries. And the answer is always more or less the same: students are so deeply absorbed in competitive social play (fraternities, sports, beer pong, World of Warcraft, social media) that they neglect academics.

In Minds on Fire, Mark Carnes shows how role-immersion games channel students’ competitive (and sometimes mischievous) impulses into transformative learning experiences. His discussion is based on interviews with scores of students and faculty who have used a pedagogy called Reacting to the Past, which features month-long games set during the French revolution, Galileo’s trial, the partition of India, and dozens of other epochal moments in disciplines ranging from art history to the sciences. These games have spread to over three hundred campuses around the world, where many of their benefits defy expectations. Students think more critically by internalizing alternative selves, and they understand the past better by filtering it through their present. Fierce competition between opposing sides leads to strong community bonds among teammates and develops speaking, writing, leadership, and problem-solving skills.

Minds on Fire is a provocative critique of educational reformers who deplored role-playing pedagogies, from Plato to Dewey to Erikson. Carnes also makes an impassioned appeal for pedagogical innovation. At a time when cost-cutting legislators and trustees are increasingly drawn to online learning, Carnes focuses on how bricks-and-mortar institutions of higher education can set young minds on fire. (From the Publisher)

Table Of Content:
Debate at Dawn

ch. 1 “All Classes Are Sorta Boring”
ch. 2 Subversive Play: The Bane of Higher Education
ch. 3 Creating an Academic Subversive Play World
ch. 4 Critical Thinking and Our Selves
ch. 5 Overcoming the Silence of the Students
ch. 6 Learning by Failing
ch. 7 Building Community and Global Citizenship
ch. 8 Inculcating Morality and Empathy (!)
ch. 9 Teaching Leadership through Teamwork
ch. 10 Teaching the Past by Getting It Wrong?
ch. 11 The Strange World outside the Box

Socrates at Sunset
Appendix: List of Reacting Games
Notes
Acknowledgments
Index

Additional Info:
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Abstract: Despite the introduction of new technologies for classrooms, many seminary courses still utilize primarily auditory methods to convey content. Course outcomes may include opportunities for learners to demonstrate knowledge and skills gained but may not include opportunities for learners to begin to embed knowledge and skills into their long-term memory.

Educators are engaging with neuroscientists to reshape classroom practices, content delivery, curriculum design, and physical classroom spaces to enhance students’ learning and memory, primarily in elementary and secondary education. Why not in seminary education?

An overview of how learning occurs in our brain, what the different types of memory are, and how memory is created serves as a framework for suggesting pedagogical tools. These brain-friendly tools are specifically applied to individual academic disciplines, enabling instructors to make concrete modifications in the structure and content of what is taught, making learning more ‘sticky.’

Inglis’s synopsis of the use of neuroscience in the classroom and suggested action is followed by a collaborative dialogue with Kathy L. Dawson and Rodger Y. Nishioka. Dawson and Nishioka provide practical commentary regarding the successful implementation of Inglis’s proposed approach. As a group, Inglis, Dawson, and Nishioka create a text that extends pedagogical innovation in inspiring but practical ways. (From the Publisher)

Table Of Content:
Part One: Where We Are
ch. 1 The Changing Landscape (Holly J. Inglis)

Part Two: Where We Are Headed
ch. 2 The Nature of Learning (Holly J. Inglis)
ch. 3 How the Brain Works (Holly J. Inglis)
ch. 4 How Memory Works (Holly J. Inglis)

Part Three: The Courage to Change the Things You Can
ch. 5 Tips for Sticky Learnging (Holly J. Inglis)
ch. 6 The Artistic and Even Risky Endeavor of Teaching: A Narrative Response to “Tips for Sticky Learning” (Rodger Y. Nishioka)
ch. 7 What’s a Teacher to Do? (Holly J. Inglis)
ch. 8 Reimagining Course Design: A Case Study (Kathy L. Dawson)

Works Cited

Additional Info:
A project team developing resources for teaching Biblical languages using methods borrowed from the field of Second Language Acquisition used for modern languages. 

Additional Info:
Click Here for Book Review
Abstract: Here is a new text that fulfills an emerging need in both higher and public education and stands to break new ground in addressing critical skills required of graduates.

When working on their last book, It Works for Me, Creatively, the authors realized that the future belongs to the right-brained. While Daniel Pink and other visionaries may have oversimplified a bit, higher education is ripe for the creative campus, while secondary education is desperately seeking a complement to the growing assessment/teach-to-the-test mentality. You don’t have to study the 2010 IBM survey of prominent American CEOs to know that the number one skill business wants is students who can think creatively.

To meet the demand of new courses, programs, and curricula, the authors have developed a 200-page “textbook” suitable for secondary or higher education courses that are jumping on this bandwagon. Introduction to Applied Creative Thinking, as the title suggests, focuses not on just developing the skills necessary for creative thinking, but on having students apply those skills; after all, true creative thinking demands making something that is both novel and useful. Such a book may also be used successfully by professional developers in business and education.

For this book, Hal Blythe and Charlie Sweet are joined in authorship by Rusty Carpenter. He not only directs Eastern Kentucky University’s Noel Studio for Academic Creativity but has co-edited a book on that subject, Higher Education, Emerging Technologies, and Community Partnerships (2011) and the forthcoming Cases on Higher Education Spaces (2012).

Introduction to Applied Creative Thinking is student-friendly. Every chapter is laced with exercises, assignments, summaries, and generative spaces. Order copies now or contact the publisher for further information. (From the Publisher)

Table Of Content:
Foreword
Preface: Developing a Creative Thinking Literacy
Acknowledgements
Introduction

ch. 1 What Is Applied Creative Thinking
ch. 2 Rationale: The Critical importance of Applied Creative Thinking
ch. 3 The Great Debate: Can Creative Thinking Be Taught?
ch. 4 Myths of Creative Thinking
ch. 5 Enemies of Creative Thinking
ch. 6 Basic Creative Strategies: Shifting Perception
ch. 7 Basic Creative Strategies: Piggybacking
ch. 8 Basic Creative Strategies: Brainstorming
ch. 9 Basic Creative Strategies: Glimmer-Catching
ch. 10 Basic Creative Strategies: Collaborating
ch. 11 Basic Creative Strategies: Going with the Flow
ch. 12 Basic Creative Strategies: Playing
ch. 13 Basic Creative Strategies: Recognizing Pattern
ch. 14 Basic Creative Strategies: Using Metaphor
ch. 15 The Creative Thinking Environment
ch. 16 Assessing Creativity from Many Angles
ch. 17 Synthesizing: Putting It All Together
ch. 18 Academizing Creative Thinking: The Creative Campus Movement
ch. 19 Domain-Specific Creative Thinking
ch. 20 Creative Thinking and the Digital Media
ch. 21 The Creative Class: Creative Thinking in a Creative Environment

Afterword

Appendixes
Creativity Articles for Further Reading
Definitions of Creativity
Further Exercises

About the Authors

Additional Info:
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Abstract: Collaborative teaching and learning has been a focus of research recently, yet it can sometimes be a challenge for multicultural students in an educational setting. This second volume of a two-volume edition helps lecturers, educators, and teachers create collaborative teaching and learning experiences with multicultural adult learners in higher education.

The authors of this volume provide:

- outlines of some of the positive relationships that can be developed among students and educators when the process of gaining knowledge is seen as a co-constructed process,
- approaches to relational intelligence and collaborative learning,
- research from neuropsychology and practical applications to teaching, and
- characterizations of emotional intelligence and sociocognitive skills needed in collaborative learning environments.

Though focused on Asian students and their experiences, this volume includes information for all students and educators who are engaged in the collaborative search for knowledge.

This is the 143rd volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers. (From the Publisher)

Table Of Content:
Prologue (Gertina J. van Schalkwyk, Rik Carl D’Amato)

ch. 1 Knowledge Construction: A Paradigm Shift (Hugh Gash)
This chapter explores the move toward a constructivist paradigm and collaborative knowledge construction in the broader institutional context of education.

ch. 2 Relational Intelligence and Collaborative Learning (Sheila McNamee, Murilo Moscheta)
This chapter explores the ways in which a relational understanding of the educational process might inform and transform university teaching.

ch. 3 Using a Brain-Based Approach to Collaborative Teaching and Learning with Asians (Rik Carl D’Amato, Yuan Yuan Wang)
This chapter advocates for a more contemporary ecological neuropsychology approach, where brain-learner-environmental interactions are the focus of study, assessment, and evidence-based intervention.

ch. 4 Emotional Intelligence and Sociocognitive Skills in Collaborative Teaching and Learning (Helen Y. Sung)
This chapter explores emotional intelligence as the glue that binds people together regardless of cultural differences.

ch. 5 Reading and Writing for Critical Reflective Thinking (Mary M. Chittooran)
This chapter examines the use of reading and writing activities to promote critical reflection among Asian students in higher education settings.

Index

Additional Info:
“Metacognition” refers to helping students learn how to learn. This article provides suggestions for integrating student metacognition into a college course. It uses the example of a biology classroom, but the material is easily transferable. 

Additional Info:
This best-selling book is a broad integrative overview of group dynamics. It introduces readers to the theory and research findings needed to understand how to make groups effective and to the skills required to apply that knowledge in practical situations. Joining Together illustrates how this knowledge and mastery of skills creates choices, opportunities, and successes for each individual. No other book offers the scope of coverage and the range of experiential exercises of Joining Together. Bridges the gap between theory and practice by combining theoretical and empirical knowledge with practical ways to apply it to the groups in which readers belong. For anyone interested in group dynamics in business, psychology, and social work. (From the Publisher)

Table Of Content:
Preface.
ch. 1. Group Dynamics..
ch. 2. Experiential Learning..
ch. 3. Group Goals, Social Interdependence, and Trust..
ch. 4. Communication Within Groups..
ch. 5. Leadership..
ch. 6. Using Power..
ch. 7. Decision Making..
ch. 8. Controversy and Creativity.
ch. 9. Managing Conflict of Interests..
ch. 10. Valuing Diversity..
ch. 11. Cooperative Learning in the Classroom..
ch. 12. Leading Growth and Counseling Groups..
ch. 13. Team Development, Team Training..
ch. 14. Epilogue..
Appendix: Answers..
Glossary..
References..
Index.

Additional Info:
For several years the field of Second Language Acquisition has benefited from methods associated with communicative language learning. However, these benefits have largely been overlooked when teaching ancient languages, likely because the objective for ancient languages is literacy, not oral fluency. This article outlines an experiment that capitalized on communicative language methods to accelerate literacy for beginning students of Biblical Hebrew.

Additional Info:
Learning communities are small groups of students who come together with faculty and student affairs professionals to engage in common learning experiences. In Building and Sustaining Learning Communities, the authors, along with many of their colleagues, describe the rationale for learning communities, particularly in a large university; the process for setting them up; and reflections on these unique environments. After reading this book, administrators and faculty members will know precisely why they are worth considering and how to successfully create them. (From the Publisher)

Table Of Content:
Foreword
Preface
Acknowledgments

Part I: Learning Community Research,, Theory, and Practice
ch. 1 Learning Communities: An Overview
ch. 2 Learning Communities at Syracuse University: A Strategy for Collaboration and Joint Responsibility
ch. 3 Strategies for Building Learning Community Relationships
ch. 4 Roles of and Structures for Writing Courses in Learning Communities
ch. 5 Using Grids to Develop a Learning Community Curriculum
ch. 6 The Power of Faculty-Student Affairs for Promoting Integrative Learning Experiences in Learning Communities
ch. 7 The Challenge of Assessing Learning Communities in a Collaborative Environment
ch. 8 Institutional Challenges

Part II: Learning Community Profiles
ch. 9 The Management Learning Community: A Lesson in Innovation
ch. 10 Leading for Change
ch. 11 Multicultural Living/Learning Community: By the Students, for the Students
ch. 12 Amazing Growth at SUNY ESF
ch. 13 Constructing Concentric Communities
ch. 14 From Theme Floor to Learning Community: The Wellness Experience
ch. 15 Arts Adventure: A Work in Progress
ch. 16 A Lesson in Citizenship: The Maxwell CitizenEducation Learning Community
ch. 17 The Education Living Learning Community
ch. 18 Creating an Online Learning Community
ch. 19 Interprofessional Learning Community
ch. 20 Lessons Learned: A Summary of the Learning Communities' Experiences

Bibliography
Index

Additional Info:
This paper discusses how the growth of technology and its impact on our communication paradigm requires a deconstruction of power and authority in the classroom. It exposes the ways in which faculty expertise in content in a technological environment, that is, being the most skilled and competent computer user in the classroom, negatively informs our understanding of classroom authority and teaching success. It argues that a creative problem-solving process is a more useful measure of successful teaching and calls for flexible pedagogies that focus on community-building while maintaining clear conceptual and theoretical frameworks. This paper also provides a case study of the author's approach to altering classroom authority by examining, for example, such practices as teaching multiple courses concurrently, eliciting student voice, discussing course pedagogy in the classroom, involving students in decision-making about grading and deadlines, giving students peer teaching responsibilities, and focusing on consensus as the classroom decision-making process.

Additional Info:
Doll offers a post-modernist, process-oriented vision of teaching and curriculum built from the base of a constructivist and experiential epistemology where we engage ourselves in a conversation with each other in the context of our collective history and seek meaning through alternative interpretations and transformations. In this book he ably demonstrates the power of historical reflection to illuminate our present position on the cusp of change, and he provides a powerful vision of what might be. (From the Publisher)

Table Of Content:
Foreword
Preface
Introduction

Part I The Modern Paradigm: A Closed Vision
ch. 1 Descartes' and Newton's World Views
Pre-Modern Order
Descartes' Method
Newton's Stable Universe
ch. 2 Curriculum Carryovers
America and Technology
The Scientific Curriculum
The Tyler Rationale

Part II The Post-Modern Paradigm: An Open Vision
ch. 3 Piaget and Living Systems
The Biological World-View
Evolution and Entropy - Problems and Promises
Piaget's Equilibrium Model
ch. 4 Prigogine and Chaotic Order
Concepts of Chaos
Ilya Prigogine, Self-Organization, and Dissipative Structures
ch. 5 The Cognitive Revolution, Bruner, and a New Epistemology
Concepts of Cognition
Bruner
A New Epistemology
ch. 6 Dewey, Whitehead, and Process Thought
Traditions of Permanence, Change, and Interpretation
John Dewey and the Concept of Process
Alfred North Whitehead and the Concept of Process
Process Thought Beyond Dewey and Whitehead

Part III An Educational Vision
ch. 7 Constructing a Curriculum Matrix
Curriculum Concepts
The Four R's - An Alternative to the Tyler Rationale

References
Index
About the Author

Additional Info:
Click Here for Book Review
Abstract: Using Games to Enhance Learning and Teaching provides educators with easy and practical ways of using games to support student engagement and learning. Despite growing interest in digital game-based learning and teaching, until now most teachers have lacked the resources or technical knowledge to create games that meet their needs. The only realistic option for many has been to use existing games which too often are out of step with curriculum goals, difficult to integrate, and require high-end technology.

Using Games to Enhance Learning and Teaching offers a comprehensive solution, presenting five principles for games that can be embedded into traditional or online learning environments to enhance student engagement and interactivity. Extensive case studies explore specific academic perspectives, and featured insights from professional game designers show how educational games can be designed using readily accessible, low-end technologies, providing an explicit link between theory and practice. Practical in nature, the book has a sound theoretical base that draws from a range of international literature and research. (From the Publisher)

Table Of Content:
List of Figures
List of Tables
Notes on Contributors
Notes on Guest Expert Contributors
Acknowledgements

Part I - Background
ch. 1 Introduction (Alex Moseley and Nicola Whitton)
ch. 2 Good Game Design is Good Learning Design (Nicola Whitton)

Part II - Applying Game Principles to Education
ch. 3 Challenge: Levelling Up (Nicola Whitton)
ch. 4 Community: The Wisdom of Crowds (Michelle A. Hoyle and Alex Moseley)
ch. 5 Narrative: Let me tell you a story (Nicola Whitton and Dave White)
ch. 6 Competition: Playing to win? (Alex Moseley)
ch. 7 Multiple media: A picture is worth a thousand words (Peter Whitton)

Part III - Creating Games For Learning
ch. 8 Authentic contextual games for learning (Simon Brookes and Alex Moseley)
ch. 9 Mapping games to curricula (Alex Moseley and Rosie Jones)
ch. 10 Assessment and games (Alex Moseley)
ch. 11 Designing low-cost games for learning (Nicola Whitton and Alex Moseley)

Part IV - Games in Practice
ch. 12 Developing Alternate Reality Games for learning (Katie Piatt)
ch. 13 Evaluating Immersive Virtual Environments for learning (Sarah Smith-Robbins)
ch. 14 Alternate Reality Games and Literature (Danielle Barrios-O'Neill and Alan Hook)

Part V - Conclusions
ch. 15 Conclusions (Nicola Whitton and Alex Moseley)

References
Index

Additional Info:
Teaching and Learning in the Digital Age is for all those interested in considering the impact of emerging digital technologies on teaching and learning. It explores the concept of a digital age and perspectives of knowledge, pedagogy and practice within a digital context.

By examining teaching with digital technologies through new learning theories cognisant of the digital age, it aims to both advance thinking and offer strategies for teaching technology-savvy students that will enable meaningful learning experiences.

Illustrated throughout with case studies from across the subjects and the age range, key issues considered include:

• how young people create and share knowledge both in and beyond the classroom and how current and new pedagogies can support this level of achievement
• the use of complexity theory as a framework to explore teaching in the digital age
• the way learning occurs – one way exchanges, online and face-to-face interactions, learning within a framework of constructivism, and in communities
• what we mean by critical thinking, why it is important in a digital age, and how this can occur in the context of learning
• how students can create knowledge through a variety of teaching and learning activities, and how the knowledge being created can be shared, critiqued and evaluated.

With an emphasis throughout on what it means for practice, this book aims to improve understanding of how learning theories currently work and can evolve in the future to promote truly effective learning in the digital age. It is essential reading for all teachers, student teachers, school leaders, those engaged in Masters’ Level work, as well as students on Education Studies courses. (From the Publisher)

Table Of Content:
List of figures and tables
Introduction
Acknowledgements

ch. 1 The complexity of schools
ch. 2 The digital age
ch. 3 Knowledge and connectivism
ch. 4 Connections and relationships
ch. 5 Creating Knowledge
ch. 6 Critical thinking
ch. 7 Learning in the digital age
ch. 8 Teaching in the digital age
ch. 9 The start of the digital age

Notes
References
Index

Additional Info:
Here is a practical, how to book written for new online web instructors. It will also be helpful to course designers, trainers, administrators, or anyone interested in the potential of online learning and training by providing an excellent introduction to the online education arena. The format provided will easily fit into any course design while utilizing a variety of current resources and tools. (From the Publisher)

Table Of Content:
Preface
Illustrations
Tables
Acknowledgments
Introduction

ch. 1 The Constructivist Approach to Online Learning with Technology
Constructivist Learning Environments and New Technologies
Social Nature of Learning

ch. 2 Effective Planning and Design for Online Teaching
Web-enhanced Teaching
Translating Content to Web-based Environments
Conclusions

ch. 3 Foundation for Instructional Screen Design
Figure-Ground Relationships
Principles of Graphic Design for Your "Web Office" or Class
Conclusions

ch. 4 Communication and Community Create Online Success
Creating Community
Strategies for Successful Online Learning
Best Practices
Translating Instructor Presence Online
Continuous Improvement

ch. 5 Evaluating the Student
Creating and Optimizing Assessment Strategies
How to Measure Student Learning
Types of Assessments
Designing Performance Assessments
Feedback
Assessing the Student
Technology Piece Evaluation
Exhibition
Conclusions

ch. 6 Conclusion
Course Maintenance Checklist
Five Challenges for Online Learning
Online Teaching and Learning: The Winning Combination

App. A Technology Resources
App. B Tools
App. C Online Tutorials
App. D Journals
App. E Instructor's Web Site
App. F Real-time Chat Activity

Glossary
Bibliography
Index
About the Author

Additional Info:
Experiential methods--that is, methods that rely on students' own life experiences and often involve a high degree of self-disclosure--are becoming increasingly common in sociology courses that deal with difficult and controversial subjects such as gender, race, and sexuality. Yet these methods may be inappropriate and unethical, especially when students are expected to revel very personal, even painful, information about themselves. The benefits and risks involved in using such methods are presented in this paper in a dialogue between an instructor and a student.

Additional Info:
Contextual teaching and learning (CTL) is a system for teaching that is grounded in brain research. Brain research indicates that we learn best when we see meaning in new tasks and material, and we discover meaning when we are able to connect new information with our existing knowledge and experiences. Students learn best, according to neuroscience, when they can connect the content of academic lessons with the context of their own daily lives.

Johnson discusses the elements of the brain-compatible contextual teaching and learning system: making meaningful connections; investing school work with significance; self-regulated learning; collaboration; critical and creating thinking; nurturing the individual; reaching high standards; and using authentic assessment. Drawing on the practices of teachers in kindergarten through university, Johnson provides numerous examples of how to use each part of the CTL system.

Contextual Teaching and Learning: What it Is and Why It's Here to Stay is more than a handbook on precise steps to follow to help children of all abilities achieve high standards by joining academic lessons with their immediate context. This book also explains how the brain works, discusses why teachers need to pay attention to context, and makes a strong case for the need to teach students to think critically and creatively. This inspirational book urges educators to eliminate the student question: "Why do we have to learn this?" If the educators invest learning with meaning by relying on context, that question won't have to be asked. (From the Publisher)

Table Of Content:
Preface
Acknowledgments
About the Author

ch. 1 Why Contextual Teaching and Learning (CTL)?
CTL: Rooted in a New Worldview
A Response to the Limitations of Traditional Education
Rejecting Dualism: Unifying Thought and Action
CTL: A Brain-Compatible System
Conclusion: The Challenge of Context

ch. 2 A Definition: Why CTL Works
Psychology, Neuroscience, and a Definition of CTL
CTL Defined
The CTL System: Eight Components
The Significance for CTL of Three Scientific Principles
Conclusion: The Challenge of Interdependence, Differentiation, and Self-Organization for Educators

ch. 3 Making Connections to Find Meaning
CTL and TAG: One System for Everyone
It's the Connection That Counts
Ways to Connect Teaching and Learning, With Examples
Conclusion: Making Connections - A Natural Human Activity

ch. 4 Self-Regulated Learning and Collaboration
The Importance of Process
Self-Regulated Learning: A Definition
The Knowledge and Skills Essential to Self-Regulated Learning
The Self-Regulated Learning Process
Self-Regulated Learning and the Teacher's Responsibility
Conclusion: The Transforming Power of Self-Regulated Learning

ch. 5 Critical and Creative Thinking
Introduction: The Need for Critical and Creative Thinking
Critical Thinking Defined
Eight Steps for Critical Thinkers
Critical Thinking Used to Solve Problems
Critical Thinking Used to Make Decisions
Critical Thinking Applied to Ethical Deliberation and Action
Mental Activities That Aid Creativity
Barriers to Creativity
Creative and Critical Thinking: Two Sides of One Coin

ch. 6 No One Is Ordinary: Nurturing the Individual
Introduction: The Versatile CTL Teacher
Teaching and the Learning Environment
The Influence of Relationships
Examples of Reaching Out
Nurturing Eight Kinds of Intelligence
Emotion, Learning, and Memory
Conclusion: To Make the Heart Sing

ch. 7 Reaching High Standards and Using Authentic Assessment
Introduction: Standards Worth Reaching
Creating Demanding Objectives
Objectives That Hold Meaning
Using External Standards
Service Learning and CTL Objectives
Standards and Standardized Tests
Four Kinds of Authentic Assessment
Examples of Projects
Evaluating a Performance Task
Conclusion: Authentic Assessment and High Standards

ch. 8 CTL: A Pathway to Excellence for Everyone

References
Index

Additional Info:
This essay chronicles the academic odyssey of a young professor who sets out to revise the department's Introduction to Religion course only to realize that she must first clarify her vocational commitments before she can create a teachable course. She is convinced through working with many students who express disdain or even hostility toward the subject matter that she wants to model a relationship to the subject matter that says religion matters, but is uncertain how to do this. After an autobiographical foray into her academic upbringing in active learning, the author articulates four values to model in her teaching: personal relevance, academic responsibility, ethics, and community. The author then engages current scholarship in active learning, and narrates the process of translating those four values into concrete course goals and particular assignments. The essay concludes with an assessment of teaching the revised course.

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Abstract: In this groundbreaking book, Andrea English challenges common assumptions by arguing that discontinuous experiences, such as uncertainty and struggle, are essential to the learning process. To make this argument, Dr English draws from the works of two seminal thinkers in philosophy of education - nineteenth-century German philosopher J. F. Herbart and American pragmatist John Dewey. English's analysis considers Herbart's influence on Dewey, inverting the accepted interpretation of Dewey's thought as a dramatic break from modern European understandings of education. Three key concepts - transformational learning, tact in teaching, and perfectibility - emerge from this analysis to revitalize our understanding of education as a transformational process. Dr English's comparative approach interweaves European and Anglo-American traditions of educational thought with a contemporary scholarly perspective, contributing to a work that is both intellectually rewarding and applicable to a classroom setting. The result is a book that is essential reading for philosophers and scholars of education, as well as educators. (From the Publisher)

Table Of Content:
Acknowledgments
Abbreviations
Note on the Translation
Note on Usage
Prologue. Why Herbart and Dewey?

Part I. Education, Discontinuity, and Transformation
ch. 1 The Moral Dimension of Education - Herbart
The Moral Individual and the Educational Paradox
The Learning Being: Perfectibility without Perfection (Bildsamkeit)

ch. 2 The Problem of Continuity, the Need for Struggle, the Role of Tact - Herbart
Learning to See Difference without Disruption
The Struggle of Learning, Teacher as Moral Guide
Pedagogical Tact: Teaching as a Theory-Guided Practice
Conclusion: A Look Back and a Look Ahead

ch. 3 Discontinuity and Educational Openings in Learning - Dewey
Pragmatism, Discontinuity, and Learning
Notions of Discontinuity in Peirce, James, and Mead
Learning “In-Between”

ch. 4 Teaching in the Openings of Learning - Dewey
Reflective Practice as Teaching In-Between
The Classroom: A Space for Interrupting Experience
Teaching as a Moral Task
Democracy and the End of Education

ch. 5 Conclusion: Morality, Democracy, and Pluralist Society
Dewey: A Break in the History of Educational Philosophy?
Reading Herbart and Dewey - Reading Dewey with Herbart

Part II. Teaching and Learning Forgotten?:
ch. 6 Revisiting Learning In-Between and Umlernen
Forgetting Learning, or Remembering Plato’s Cave
Remembering Learning as a Transformational Process: On Umlernen
The Inward and Outward Turn of Learning

ch. 7 Pedagogical Tact: Learning to Teach “In-Between”
Improvisation and Risk
Listening and the Voice of the Learner
Reflective Teacher-Learner Engagement

ch. 8 Perfectibility and Recognition of the Other
Learning as Human - Human as Learner
Teaching as Recognition of the Other
Conclusion: Preserving there In-Between of Experience for Education

Epilogue. Should Teachers Think? Re(dis)covering the Meaning of Philosophy for the Education of Teachers
Bibliography
Index

Additional Info:
The author describes her participation in a religious studies teaching workshop where she was asked to think creatively about the art of teaching, what implications result from changes in the field, and the relationship of religious studies to other fields. General conclusions endorse pedagogies that are dialogic, participatory, and experiential and invite possibilities provided by changes in the field that encourage courses that are more inclusive of marginal voices and attentive to multicultural inflections. In assessing the relationship of religious studies to other fields, the author draws on her interdisciplinary background in religion and literature to apply Aristotelian rhetoric to the interpretation of a short story, thereby providing an actual model of how disciplines can complement each other while also highlighting aspects of the pedagogical and multicultural principles endorsed by the workshop participants. The application of Aristotelian principles of logos, ethos, and pathos becomes for the workshop participants a religious studies rhetoric: a provisional model for how to interpret classroom conduct.

Additional Info:
This graphic, with relevant links to Wikipedia, attempts to briefly describe all the established learning theories. It also maps the theories graphically 1) to one another, 2) to their key concepts and "world views," 3) to the learning theorists that developed them, and 4) to the scientific disciplines from which they arise.

Additional Info:
Click Here for Book Review
Flipped learning is an approach to the design and instruction of classes through which, with appropriate guidance, students gain their first exposure to new concepts and material prior to class, thus freeing up time during class for the activities where students typically need the most help, such as applications of the basic material and engaging in deeper discussions and creative work with it.

While flipped learning has generated a great deal of excitement, given the evidence demonstrating its potential to transform students’ learning, engagement and metacognitive skills, there has up to now been no comprehensive guide to using this teaching approach in higher education.

Robert Talbert, who has close to a decade’s experience using flipped learning for majors in his discipline, in general education courses, in large and small sections, as well as online courses – and is a frequent workshop presenter and speaker on the topic – offers faculty a practical, step-by-step, “how-to” to this powerful teaching method.

He addresses readers who want to explore this approach to teaching, those who have recently embarked on it, as well as experienced practitioners, balancing an account of research on flipped learning and its theoretical bases, with course design concepts to guide them set up courses to use flipped learning effectively, tips and case studies of actual classes across various disciplines, and practical considerations such as obtaining buy-in from students, and getting students to do the pre-class activities.

This book is for anyone seeking ways to get students to better learn the content of their course, take more responsibility for their work, become more self-regulated as learners, work harder and smarter during class time, and engage positively with course material. As a teaching method, flipped learning becomes demonstrably more powerful when adopted across departments. It is an idea that offers the promise of transforming teaching in higher education. (From the Publisher)

Table Of Content:
PART ONE: WHAT IS FLIPPED LEARNING?
ch. 1. What is Flipped Learning, and Why Use It?
ch. 2. The History and Theory of Flipped Learning
ch. 3. Models of Flipped Learning
PART TWO: FLIPPED LEARNING DESIGN
ch. 4. Designing a Course Around Flipped Learning
ch. 5. Designing Flipped Learning Experiences, Part I: Building the Framework for a Lesson
ch. 6. Designing Flipped Learning Experiences, Part 2: Designing Effective Activities
PART THREE: TEACHING AND LEARNING IN A FLIPPED LEARNING ENVIRONMENT
ch. 7. Variations on a Theme
ch. 8. Living and Working with Flipped Learning

Additional Info:
Asserts that faculty lack the continuing conversation with colleagues that could help them grow more fully into the demands of the teacher's craft. Possible reasons for the privatization of teaching; Good teaching as more than technique; Topics for talk about good teaching; Ground rules for creative conversation; More.

Additional Info:
Teaching Tactic: allowing students to establish parts of the curriculum of a course.

Additional Info:
Click Here for Book Review
Abstract: Despite a growing body of research on teaching methods, instructors lack a comprehensive resource that highlights and synthesizes proven approaches. Teaching for Learning fills that gap. Each of the one hundred and one entries:

- describes an approach and lists its essential features and elements
- demonstrates how that approach has been used in education, including specific examples from different disciplines
- reviews findings from the research literature
- describes techniques to improve effectiveness.

Teaching for Learning provides instructors with a resource grounded in the academic knowledge base, written in an easily accessible, engaging, and practical style. (From the Publisher)

Table Of Content:
List of Figures and Tables
Preface
Acknowledgments

ch. 1 The Lecture Method
Guided Note-taking
Pause Procedure
Punctuated Lecture
Wake-Up Call
Interpreted Lecture
Responsive lecture
Socratic Seminar
Take a Guess
Lecture Bingo
Find the Flaw
Field Lecture

ch. 2 The Discussion Method
Snowball
What If
Scored Discussion
Think-Pair-Share
In the News
Formal Argument
Circle of Voices
Can We Have Class Outside?
Seeded Discussion
Observation Team Discussion
Campus and Community Events
Journal Club
Case Study

ch. 3 Reciprocal Peer Teaching
Note-Taking Pairs
Pairs Check
Milling
Gallery Walk
Anonymous Cards
Each One, Teach One
Jigsaw
Microteaching
Panel Presentation
Clustering
Speed Interviews

ch. 4 Academic Games
Crossword Puzzles
Scavenger Hunt
Who Am I?
Pictionary
Trivia
Hollywood Squares
Houston, We Have a Problem
Monopoly
Role Play
Taboo
Icebreakers
Top 10
Pic of the Day
Webquest

ch. 5 Reading
Anticipation Guide
Experience-Text-Relationship
Directed Reading and Thinking
SQ3R
What Counts as Fact?
Problematic Situation
Text Coding
Question-Answer Relationship
Three Level Reading Guide
What Would You Ask?
Research Paper Reviewer
Select a Sentence

ch. 6 Writing to Learn
Brainstorming
Freewriting
Speak-Write Pairs
Graffiti Board
Journaling
Reader Response Paper
Journals
Sentence Passage Springboard
Interviews
Wikipedia Article
Annotations
Yesterday’s News
Field Notes
Interview Protocols
Critical Book Review

ch. 7 Graphic Organizers
Hypothesis Proof Organizer
Venn Diagrams
Concept Maps
Main Idea-Detail Chart
Timeline
Visual Lists
3-2-1 Process
Matrix
Cause & Effect Chains
K-W-L Chart
Zone of Relevance
Force Field Analysis
Author Charts

ch. 8 Metacognitive Reflection
Today I Learned
Shadow a Professional
Wrappers
Visible Classroom Opinion Poll
Character Memoir
Self Assessment
Group Assessment
Elevator Pitch
Learning Log
Cultural Encounters
Post Hoc Analysis

Conclusion
DIY IDEA

Additional Info:
In this Chronicle of Higher Education (ProfHacker) piece, the author describes the discoveries arising from "Center for Teaching Excellence" workshop: specifically, regarding active learning (even with lectures), possibilities for in-class use of social media, Twitter as a means of extending collaborative learning beyond session hours, and issues of vocational training and assessment.

Additional Info:
This conversation between the 2018 American Academy of Religion Excellence in Teaching Award winner Jill DeTemple and the editors of Teaching Theology and Religion continues an occasional series of interviews that has previously featured Jonathan Z. Smith, Stephen Prothero, Mary Pierce Brosmer, Mary Elizabeth Mullino Moore, and two previous AAR Teaching Award Winners, Joanne Maguire and Lynn Neal. After initial discussion about teaching the intro course we launch into a long discussion of “Reflective Structured Dialogue” – an effective teaching technique for staging contentious conversations, building trust and understanding, and a dialogic culture of curiosity.

Table Of Content:
No table of contents info

Additional Info:
Collaborative learning has become an increasingly important part of education, but the research supporting it is distributed across a wide variety of fields including social, cognitive, developmental, and educational psychology, instructional design, the learning sciences, educational technology, socio-cultural studies, and computer-supported collaborative learning. The goal of this book is to integrate theory and research across these diverse fields of study and, thereby, to forward our understanding of collaborative learning and its instructional applications. The book is structured into the following 4 sections: 1) Theoretical Foundations 2) Research Methodologies 3) Instructional Approaches and Issues and 4) Technology. (From the Publisher)

Table Of Content:
List of Contributors
Foreword
Introduction: What is Collaborative Learning?: An Overview

Part I. Theoretical Approaches
ch. 1 Information processing approaches to collaborative learning (Noreen M. Webb)
ch. 2 Developmental approaches to collaborative learning (Susan L. Golbeck, Hebbah El-Mostlimany)
ch. 3 Sociocultural Perspectives on collaborative learning:Towards Collaborative Knowledge Creation( Kai Hakkaraimen, Sami Paavoal, Kaiju Kangas, Pirita Seitamaa-Hakkarinen)
ch. 4 Theories of Cognition in Collaborative Learning (Gerry Stahl)

Part II. Studying Collaborative Learning
ch. 5 Quantitative methods for studying small groups (Ulrike Cress, Fredrich Wilhelm Hesse)
ch. 6 Multilevel analysis for the analysis of collaborative learning (Jeroen Janessenm Ulrike Cress, Gijsbert Erkens, Paul A. Kirchner)
ch. 7 Qualitative methodologies for studying small groups (R. Keith Sawyer)
ch. 8 Conversation Analysis and Collaborative Learning (Timothy Koschmann)
ch. 9 Verbal data analysis for understanding interactions
ch. 10 Linguistic Analysis Methods for Studying Small Groups (Iris Howley, Elijah Mayfield, Carolyn Penstein Rose)
ch. 11 Advancing understanding of collaborative learning with data derived from video records (Brigid J.S. Barron, Roy Pea, Randi A. Engle)
ch. 12 Mixed methods for analyzing collaborative learning (Sadhana Puntambekar)

Part III. Instructional Issues and Approaches to Collaborative Learning
ch. 13 Cultivating a Community of Learners in K-12 Classrooms ( Katerine Bielacyc, Manu Kapur, Allan Collins)
ch. 14 Motivation in Collaborative Groups (Toni Kempler Rogat, Lisa Linnenbrink-Garcia, Nicole DiDonato)
ch. 15 Child Leaders in Collaborative Groups (Brian Miller, Jingjing Sun, Xiaoying Wu, Richard C. Anderson)
ch. 16 Assessment in collaborative learning (Jan van Aalst)
ch. 17 Collaborative learning for diverse learners (Adrian F. Ashman, Robyn M. Gillies)
ch. 18 Learning Through Collaborative Argumentation (Clark A. Chinn, Douglas B. Clark)
ch. 19 Organizing Collaborative Learning Experiences Around Subject Matter Domains: The Importance of Aligning Social and Intellectual Structures in Instruction (Lindsay L. Cornelius, LEslie R. Herrenkohl, Jenna Wolfstone-Hay)
ch. 20 The Group Investigation Approach to Cooperative Learning (Shlomo sharan, Yael Sharan, Ivy Geok-chin Tan)
ch. 21 Problem-based learning: An instructional model of collaborative learning (Cindy E. Hmelo-Silver, Christina DeSimone)

Part IV. Technology and Collaborative Learning
ch. 22 Designing Collaborative Learning through Computer Support ( Vanessa P. Dennen)
ch. 23 Collaboration Scripts in Computer-Supported Collaborative Learning ( Frank Fisher, Ingo Kollar, Karasten Stegmann , Christof Weeker, Jan Zottmann, Armin Weinberger)
ch. 24 Mobile Computer Supported Collaborative Learning (Chee-Kit Looi, Lung-Hslang Wong, Yanjie Song)
ch. 25 Collaborative Knowledge Building: Towards a Knowledge Creation Perspective (Carol K.K. Chan)
ch. 26 Metacognition and Computer-Supported Collaborative Learning (Philip H. Winne, Allyson F. Hadwin, Nancy E. Perry)
ch. 27 Collaboration in Informal Learning Environments: Access and Participation in Youth Virtual Communities (Yasmin B. Kafai, Deborah A. Fields)
ch. 28 Collaboration, Technology and Culture (Jianwei Zhang)

Additional Info:

Additional Info:
Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base is perhaps best described by its new subtitle. Whereas Volume II sought to comprehensively review the proliferating theories and models of instruction of the 1980’s and 1990’s, Volume III takes on an even more daunting task: starting to build a common knowledge base that underlies and supports the vast array of instructional theories, models and strategies that constitute the field of Instructional Design. Unit I describes the need for a common knowledge base, offers some universal principles of instruction, and addresses the need for variation and detailed guidance when implementing the universal principles. Unit II describes how the universal principles apply to some major approaches to instruction such as direct instruction or problem-based instruction. Unit III describes how to apply the universal principles to some major types of learning such as understandings and skills. Unit IV provides a deeper understanding of instructional theory using the structural layers of a house as its metaphor and discusses instructional theory in the broader context of paradigm change in education. (From the Publisher)

Table Of Content:
List of Figures and Tables
Preface

Unit 1 Frameworks for Understanding Instructional Theory
ch. 1 Understanding Instructional Theory (Charles M. Reigeluth, and Alison A. Carr-Chellman)
ch. 2 Understanding Instruction (Charles M. Reigeluth, and John B. Keller)
ch. 3 First Principles of Instruction (M. David Merrill)
ch. 4 Situational Principles of Instruction (Charles M. Reigeluth, and Alison A. Carr-Chellman)

Unit 2 Theories for Different Approaches to Instruction
ch. 5 Direct Approach to Instruction (William G. Huitt, David M. Monetti, and John H. Hummel)
ch. 6 Discussion Approach to Instruction (Joyce Taylor Gibson)
ch. 7 Experiential Approach to Instruction (Lee Lindsey, and Nancy Berger)
ch. 8 Problem-Based Approach to Instruction (John R. Savery)
ch. 9 Simulation Approach to Instruction (Andrew S. Gibbons, Mark McConkie, Kay Kyeongju Seo, and David A. Wiley)

Unit 3 Theories for Different Outcomes of Instruction
ch. 10 Fostering Skill Development Outcomes (Alexander Romiszowski)
ch. 11 Fostering Understanding Outcomes (Martha Stone Wiske, and Brian J. Beatty)
ch. 12 Fostering Affective Development Outcomes: Emotional Intelligence (Barbara A. Bichelmeyer, James Markin Tamar Harris, Melanie Misanchuk, and Emily Hixon)
ch. 13 Fostering Integrated Learning Outcomes across Domains (Brian J. Beatty)

Unit 4 Tools for Building a Common Knowledge Base
ch. 14 The Architecture of Instructional Theory (Andrew S. Gibbons, and P. Clint Rogers)
ch. 15 Domain Theory for Instruction: Mapping Attainments to Enable Learner-Centered Education (C. Victor Bunderson, David A. Wiley, and Reo H. McBride)
ch. 16 Learning Objects and Instructional Theory (David A. Wiley)
ch. 17 Theory Building (Charles M. Reigeluth, and Yun-Jo An)
ch. 18 Instructional Theory for Education in the Information Age (Charles M. Reigeluth)

Author Index
Subject Index

Additional Info:
Click Here for Book Review
In Going Online, one of our most respected online learning leaders offers insights into virtual education―what it is, how it works, where it came from, and where it may be headed. Robert Ubell reaches back to the days when distance learning was practiced by mail in correspondence schools and then leads us on a tour behind the screen, touching on a wide array of topics along the way, including what it takes to teach online and the virtual student experience. You’ll learn about:

-how to build a sustainable online program;
-how to create an active learning online course;
-why so many faculty resist teaching online;
-how virtual teamwork enhances digital instruction;
-how to manage online course ownership;
-how learning analytics improves online instruction.

Ubell says that it is not technology alone, but rather unconventional pedagogies, supported by technological innovations, that truly activate today's classrooms. He argues that innovations introduced online―principally peer-to-peer and collaborative learning―offer significantly increased creative learning options across all age groups and educational sectors. This impressive collection, drawn from Ubell's decades of experience as a digital education pioneer, presents a powerful case for embracing online learning for its transformational potential.

Table Of Content:
Foreword by Katepalli R. Sreenivasan

Acknowledgements

Part I. Virtual Classes

Ch 1. Dewey Goes Online
Ch 2. Virtual Team Learning
Ch 3. Active Learning: Interaction, Diversity and Evolution in Online Learning (John Vivolo)
Ch 4. What You Can Do Online, But Not on Campus
Ch 5. Why Faculty Don’t Want to Teach Online
Ch 6. Blind Scores in a Graduate Test: Conventional Compared with Online Outcomes With M. Hosein Fallah

Part II. Migrating Online
Ch 7. Migrating Online with A. Frank Mayadas
Ch 8. Who Owns What? Unbundling Online Course Property Rights
Ch 9. The Road Not Taken: Divergence of Corporate and Academic Online Instruction
Ch 10. Engineers Turn to Online Learning

Additional Info:
Theological schools are increasingly exploring online distance education as a mode of course delivery. Yet while online course delivery has the potential for effective, deep learning it can also have a number of pitfalls. This article introduces online distance education and examines in detail the pedagogical possibilities for online learning by providing a number of examples drawn from online courses. While championing the use of online course delivery for theological schools, it also sounds a note of caution by advocating that the use of technology should be driven by sound pedagogical principles. Putting pedagogy before technology will insure quality education no matter what the content or mode of delivery.

Additional Info:
The questions raised by the integration of digital technologies into theology and pedagogy are broader than simple questions of how to use a particular tool. Instead, this integration raises cultural questions that require cultural interventions in response. Shweder's notion of "thinking through others" provides an evocative framework for envisioning more complex pedagogical responses. This essay is based on a presentation delivered to the first annual conference on Theology and Pedagogy in Cyberspace, held in Evanston, Illinois on 19–20 April 2001.

Additional Info:
Provides information on the availability of data on teaching, learning and technology. Details on the study questions posed by the Rensselaer Polytechnic Institute which focused on results; Role of technology in the quality and cost of lower-division composition courses of the Indiana University-Purdue University Indianapolis (IUPUI); Disadvantages of the IUPUI composition students; Effect of technology use on costs.

Additional Info:
PowerPoint can be a genuine aid to theological education by providing a medium for employing visual art in the classroom. But PowerPoint does not and should not replace the ordinary stuff of teaching and learning theology: reading, lecturing, discussing texts, and writing papers. Like any other tool, its pedagogical benefit depends on discerning use. Particular care must be used to blunt PowerPoint's tendency to produce a disembodied, decontextualized learning environment. Using PowerPoint to incorporate art into theology classes is not merely a strategy for making verbal points more powerfully. Art can sometimes go where theological words cannot.

Additional Info:
A thorough and accessible introduction to concept mapping: graphic organizers, strategies for visualizing knowledge or graphically representing ideas. Includes brief description of process, short lists of best practices, and links to additional resources and software.

Additional Info:
An empirical study comparing the amounts of learning achieved using two different instructional approaches under controlled conditions -- straight lecturing, compared to a pedagogical strategy involving more active learning by the students.

Additional Info:
In The Learning Paradigm College, John Tagg builds on the ground-breaking Change magazine article he coauthored with Robert Barr in 1995, “From Teaching to Learning; A New Paradigm for Undergraduate Education.” That piece defined a paradigm shift happening in American higher education, placing more importance on learning outcomes and less on the quantity of instruction. As Tagg defines it, “Where the Instruction Paradigm highlights formal processes, the Learning Paradigm emphasizes results or outcomes. Where the Instruction Paradigm attends to classes, the Learning Paradigm attends to students.” (From the Publisher)

Table Of Content:
Dedication
About the Author
Foreword
Preface
Acknowledgments

Part I. A New Paradigm?
ch. 1 The Challenge
ch. 2 The Problem of Scale: Why Innovations Don’t Transform Colleges
ch. 3 The Instruction Paradigm: Process Before Purpose
ch. 4 The Route to Transformation: The Learning Paradigm, Old and New

Part II. The Foundation: The Learners and the Learning
ch. 5 The Learners
ch. 6 Self-Theories and Academic Motivation
ch. 7 Approaches to Learning

Part III. The Learning Environment of the College
ch. 8 The Whole That Determines the Parts
ch. 9 The Cognitive Economy of the Instruction Paradigm College

Part IV. A Design for Learning
ch. 10 The Cognitive Economy of the Learning Paradigm College
ch. 11 A Learning Paradigm College Promotes Intrinsically Rewarding Goals
ch. 12 A Learning Paradigm College Requires Frequent, Continual, Connected, and Authentic Student Performances
ch. 13 A Learning Paradigm College Provides Consistent, Continual, Interactive Feedback to Students
ch. 14 A Learning Paradigm College Provides a Long Time Horizon for Learning
ch. 15 A Learning Paradigm College Creates Purposeful Communities of Practice
ch. 16 A Learning Paradigm College Aligns All of Its Activities Around the Mission of Producing Student Learning

Part V. Transforming the College
ch. 17 Barriers to Transformation
ch. 18 Scaffolding for Change
ch. 19 The Golden Rule

References
Index

Additional Info:
A clearinghouse with a wealth of publications dealing with undergraduate research and related areas: curriculum, pedagogy, mentoring, program development, and more.

Additional Info:
"This volume is an up-to-date version of the popular Update on Adult Learning Theory published in 1993. Traditional theories of andragogy and self-directed learning are revisited, and the burgeoning scholarship on transformational learning and informal and incidental learning is reviewed. Three chapters are devoted to new developments in perspectives introduced in 1993 - women's learning, context-based learning (situated cognition), and critical and postmodern theories. Finally, three very recent approaches to adult learning are presented in this New Update on Adult Learning Theory: emotion and imagination in adult learning, the brain and consciousness, and somatic and narrative knowing. The concluding chapter assesses the contributions of the last decade in expanding our understanding of adult learning." (From the Publisher)

Table Of Content:
Editors Notes

ch. 1 Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory (Sharan B. Merriam)
ch. 2 An Update on Transformational Learning (Lisa M. Baumgartner)
ch. 3 Informal and Incidental Learning (Victoria J. Marsick and Karen E. Watkins)
ch. 4 A New Look at Women's Learning (Elisabeth R. Hayes)
ch. 5 Context-Based Adult Learning (Catherine A. Hansman)
ch. 6 Critical and Postmodern Perspectives on Adult Learning (Deborah W. Kilgore)
ch. 7 The Power of Feelings: Emotion, Imagination, and the Construction of Meaning in Adult Learning (John M. Dirx)
ch. 8 The Brain and Consciousness: Sources of Information for Understanding Adult Learning (Lillian H. Hill)
ch. 9 Off the Beaten Path: Some Creative Approaches to Adult Learning (M. Carolyn Clark)
ch. 10 Something Old, Something New: Adult Learning Theory for the Twenty-First Century (Sharan B. Merriam)

Index

Additional Info:
The use of journal writing to enhance reflective practice is not well documented in the adult education literature. This New Directions for Adult and Continuing Education volume brings insights relating to journal writing to bear on the theory and practice of adult education. The goal of this volume is to establish journal writing as an integral part of the teaching and learning process, point out how journal writing can blur the boundaries between personal and professional, and suggest ways that adult educators can play a role in using journal writing to enhance reflection in learning. The chapter authors give examples of how journal writing can be, and has been, integrated into educational areas as diverse as health education, higher education, education for women, and English as a Second Language. The individual chapters go beyond description. The authors raise practical and ethical issues about the use and place of journal writing and provide suggestions for educators working in a variety of settings. (From the Publisher)

Table Of Content:
Editors' Notes

ch. 1 Using Journal Writing to Enhance Reflective Practice (David Bond)
ch. 2 Uses and Benefits of Journal Writing (Roger Hiemstra)
ch. 3 Ethical Concerns Relating to Journal Writing (Leona M. English)
ch. 4 Responding to Journals in a Learning Process (Tara J. Fenwick)
ch. 5 Journal Writing in Health Education (Angela J. Gillis)
ch. 6 Women, Journal Writing, and the Reflective Process (Elizabeth A. Peterson and Ann M. Jones)
ch. 7 Journal Writing in Adult ESL: Improving Practice Through Reflective Writing (Richard A. Oren)
ch. 8 Journal Writing in Higher Education (Peter Jarvis)
ch. 9 Journal Writing in Practice: From Vision to Reality (Leona M. English and Marie A. Gillen)

Index

Additional Info:
A two-page article by Ken Bains, briefly reviewing elements of a syllabus that can stimulate deeper and more enthusiastic student learning.

Additional Info:
The field of biblical studies lends itself well to decentered online learning – a kind that uses active learning to engage primary texts and their interpretations. Not only does such an approach work well in online and hybrid formats, it more readily welcomes readings that are more contextual, constructive, and collaborative. Three aspects best characterize a decentered approach to active learning online: an orientation toward primary texts, collaborative inquiry, and enhanced learner initiative. This essay describes the significance of each in turn, along with naming some best practices. I argue that this approach not only shifts focus toward learners and the learning environment, it works particularly well for teaching Bible courses online and in hybrid formats where interpretation of primary sources is the fundamental goal.

Additional Info:
Common faculty concerns about implementing student-centered learning are discussed, and useful techniques for addressing them are offered. Issues include budgeting in-class activity time, losing control of the class, uncompleted assignments, student understanding of open-ended problems, student dislike or abuse of group work, and helping at-risk students become involved.

Additional Info:
A concept map is a way to visualize knowledge or graphically represent an idea.

Additional Info:
Take an in depth look at discipline-centered learning communities. Using psychology as an example, this issue provides prescriptive advice for those interested in developing a learning community in any academic discipline or program. Learning communities are a powerful vehicle for creating and sustaining connections among students, faculty, and the curriculum, but creating one can be a challenge. By providing resources, practical case studies, and theoretical grounding, this volume can both inspire and guide faculty, staff, and administrators in meeting their pedagogical and curricular goals.

Learn how the five types of learning communities—based curricularly, residentially, in the classroom, on the students themselves, and even virtually—can be used to enhance student engagement and learning. Illustrating the versatility of the practice across a wide range of settings, student populations, and institutional types, this issue also contains an extensive listing of resources that go beyond disciplinary boundaries and open possibilities for all in higher education. 

This is the 132nd volume of this Jossey-Bass higher education series. New Directions for Teaching and Learning offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers. (From the Publisher)

Table Of Content:
Editor's Notes

ch. 1 The Growth and Current State of Learning Communities in Higher Education - Learning communities carry on a tradition of educational reform, resulting in improved student learning outcomes. (Anne Goodsell Love)

ch. 2 Curriculum-Based Learning Communities Centered Within a Discipline - Curriculum-based learning communities centered within a discipline can take on many forms. Through the use of specific institutional examples, this chapter examines three models requiring minimal to more complex coordination. (Mark C. Zrull, Courtney A. Rocheleau, M. Corinne Smith, Shawn M. Bergman)

ch. 3 Transitioning Students Out of College: The Senior LC in Psychology at Wagner College - This chapter describes the senior learning community in psychology at Wagner College, which is an example of a discipline-specifi c curriculum- based learning community (LC). This LC acts both as a capstone to the undergraduate experience and as a transition for students from college to career. We describe the components of the LC, their development, our attempts to integrate them, and how they might be applied in other intradisciplinary LCs. (Laurence J. Nolan, Steve M. Jenkins)

ch. 4 Residential Learning Communities Centered Within a Discipline: The Psychology Early Awareness Program - This chapter describes the Psychology Early Awareness Program (PEAP) at Loyola Marymount University, a residential learning community centered within a discipline. We discuss the theory that supports the value of living-learning communities, describe how this guided the development of PEAP, and summarize the benefi ts of this approach. (Cheryl N. Grills, Adam W. Fingerhut, Vandana Thadani, Ricardo Arturo Machon)

ch. 5 Creating Learning Communities in the Classroom - This chapter describes three approaches to creating classroom-based learning communities: interteaching; team-based learning; and cooperative learning in large, lecture-based courses. (Bryan K. Saville, Natalie Kerr Larence, Krisztina V. Jakobsen)

ch. 6 Using Student-Based Organizations Within a Discipline as a Vehicle to Create Learning Communities - Student-based organizations offer another approach to promote learning communities above and beyond particular curricular or classroom approaches. Not only can they create connections among students with shared disciplinary or professional interests on a single campus, but they also offer the possibility for creating connections to larger communities beyond an institution. (Michael D. Hall)

ch. 7 Virtual Learning Communities Centered Within a Discipline: Future Directions - Virtual learning communities (VLCs) provide a new vehicle for creating connections among stakeholders within academic disciplines and departments. This chapter describes the innovative use of information and computer technology (ICT) to create VLCs that can extend and enhance the impact of the traditional face-to-face learning communities described in preceding chapters. ( Anita L. Blanchard, James R. Cook)

ch. 8 The Evolution of Learning Communities: A Retrospective - In 1990, the current authors with Faith Gabelnick authored their first book about learning community initiatives, which has gone on to become one of the most widely cited volumes in the New Directions for Teaching and Learning series. In this chapter, they refl ect on the developments and evolution of learning communities since that time, including their reflections on each chapter from the present volume. (Roberta S. Matthews, Barbara Leigh Smith, Jean MacGregor)

Index
Appendix

Additional Info:
After laying a theoretical basis for an active learning orientation in the classroom, the co-authors describe methods they developed to evaluate active learning in two different settings of introductory courses in biblical studies. They argue that honoring diverse learning and communication styles among students does not need to compromise academic rigor. The authors show how portfolio-based assessment of student learning allows students a range of ways to demonstrate their mastery of the material. Examples are provided of components of student portfolios from their undergraduate classes.

Additional Info:
In our ostensibly secular age, discussing the real-world contexts and impacts of religious traditions in the classroom can be difficult. Religious traditions may appear at different times to different students as too irrelevant, too personal, or too inflammatory to allow them to engage openly with the materials, the issues, and each other. In this “Design & Analysis” article Aaron Ricker describes an attempt to address this awkward pedagogical situation with an experiment in role-play enacted on the model of a mock conference. This description is followed by four short responses by authors who have experimented with this form of pedagogy themselves. In “Conplay,” students dramatize the wildly varying and often conflicting approaches to biblical tradition they have been reading about and discussing in class. They bring the believers, doubters, artists, and critics they have been studying into the room, to interact face-to-face with each other and the class. In Ricker's experience, this playful and collaborative event involves just the right amount of risk to allow high levels of engagement and retention, and it allows a wide range of voices to be heard in an immediate and very human register. Ricker finds Conplay to be very effective, and well worth any perceived risks when it comes to inviting students to take the reins.

Additional Info:
This book is designed as a practical resource that reviews some of the most helpful approaches and exercises that teachers use when working with adult learners. Written in an accessible style, with numerous examples of practical applications scattered throughout the text, the book does not assume any prior experience with adult learning theory or adult educational history and philosophy on the reader's part. The book invites the reader into a conversation about some of the major challenges and problems involved in teaching adults, a conversation which draws on the author's long history of working with adult learners to describe how to understand and respond to these same challenges and problems. (From the Publisher)

Table Of Content:
Preface
Acknowledgments
About the Author

ch. 1 The Essence of Powerful Teaching
ch. 2 Teaching for Critical Thinking
ch. 3 Using Discussion Methods
ch. 4 Fostering Self-Directed Learning
ch. 5 Democratizing the Classroom
ch. 6 Teaching About Power
ch. 7 Teaching Using the Creative Arts
ch. 8 Negotiating the Emotions of Powerful Teaching

References
Index

Additional Info:
If teachers want to create positive change in the lives of their students, then they must first be able to create positive change in their own lives. This book describes a powerful professional development approach that merges the scholarship of critical pedagogy with the Theatre of the Oppressed. Participants “act up” in order to explore real-life scenarios and rehearse difficult conversations they are likely to have with colleagues, students, administrators, and parents. The authors have practiced the theatrical strategies presented here with pre- and in-service teachers in numerous contexts, including college courses, professional development seminars, and PreK–12 classrooms. They include step-by-step instructions and vivid photographs to help readers use these revolutionary theatre strategies in their own contexts for a truly unique learning experience. (From the Publisher)

Table Of Content:
Forward (Johnny Saldaña)
Acknowledgments
Introduction: Learning from Conflict, Performing Change
Acting Up
Breaking the Fourth Wall-From Spectator to Spect-actor
Reading This Book Together

Part I - Theatre of the Oppressed as a Critical Performative Approach to Creating Multicultural Learning Communities: An Overview
ch. 1 Pushing the Chairs Aside: How and Why We Got Started
Stresses and Tensions of Teaching in Multicultural Schools Within Monocultural Norms
The Personal and Interactional Nature of Teaching in a Diverse World
Focusing on Culturally Responsive Practices
Why Theatre? Exploring Possibilities in Multicultural Teaching Education

ch. 2 The Oppressed or the Oppressor? How Much Power Does the Teacher Have?
From Pedagogy to Theatre of the Oppressed: The Influence of Paulo Freire on the Work of Augusto Boal
The Revolutionary Nature of Boalian Theatre
Theatre of the Oppressed in Europe, Canada, and the United States

Part II - Teachers Act Up! Practicing Transformative Theatre
ch. 3 Liberating the Body: More Then Fun Games
Establishing Ground Rules
The Games: What’s in a Name; How Many A’s in an A; Stopping Around; House, Inhabitant, Tempest; Power Shuffle; Carnival
Learning Case
Games as Rehearsals for Change

ch. 4 Seeing Is Believing: Image Theatre Is Worth a Thousand Words
Releasing the Imagination
The Imagine Exercises: Complete the Image; Come, My Friends . . .; Columbian Hypnosis; The Machine: Building Interrelations; Image Techniques; The Model; Real/Ideal
Imaging the World, Imagining the Possibilities

ch. 5 Forum Theatre: Telling Stories of Teaching Conflict and Rehearsing Change
Forum Theatre: Foundations for Creating Change
How Forum Theatre Works: Generating Shard Doubts and Concerns
Performing Strategies for Action
Changing Scripts in Real Lives
Facilitating the Process: Forum Theatre as Foundations for Professional Development
Art Takes Time, but Time is Short

ch. 6 Troubling Oppressions, Seeking Change: Rainbow of Desire, Invisible, and Legislative Theatre
Somewhere Over the Rainbow: The Many Shades of Teaching and Rainbow of Desire Techniques
How Rainbow of Desire Takes Place
Invisible Theatre: Making the Invisible Visible
Legislative Theatre: Theatre as Politics and Democracy as Theatre

Conclusion: Implications Across Contexts
Call to Authority and Documentation
Networks of Support to Endure Struggle
(In)Subordination Through Parody and Humor
Evaluating Teachers Act Up!
Possibilities and Challenges: Theatre of the Oppressed in Teacher Education
Teatro as a Collective Problem-Solving Activity for Social Action: An Afterword by Kris D. Gutiérrez
Appendix: Reflecting on Embodied Teaching Education: A Teacher’s Testimony
References
Index
About the Authors

Additional Info:
Video. Pedagogy & Theatre of the Oppressed, Inc. (PTO) supports people whose work challenges oppressive systems by promoting critical thinking and social justice through liberatory theatre and popular education. Our vision is to create global access to popular education pedagogy and liberatory theatre of the oppressed methods to support a world based on radical love and social justice in stead of oppression and violence.

Additional Info:
At the same time that teachers in theology and religion have been encouraged to consider how their personal identities affect their teaching, there has also been increased interest in active learning strategies. This essay argues that these two initiatives may be in conflict if the communal commitments of the instructor do not mirror the democratic commitments inherent to most active learning pedagogies. As a teacher of theology and ethics who is ultimately not committed to democracy but to the Kingdom of God, I have sought to develop learning strategies which avoid student passivity while focusing on the church as a foretaste to God's Kingdom. My consideration of this dilemma has drawn me to the educational philosophies of both John Dewey and Stanley Hauerwas, and in response to them I outline an active learning strategy which envisions the Christian church as a living tradition with students as dialogue partners and contributors to it.

Additional Info:
Written for Higher Education teaching and learning professionals, Learning with Digital Games provides an accessible, straightforward introduction to the field of computer game-based learning. Up to date with current trends and the changing learning needs of today’s students, this text offers friendly guidance, and is unique in its focus on post-school education and its pragmatic view of the use of computer games with adults.

Learning with Digital Games enables readers to quickly grasp practical and technological concepts, using examples that can easily be applied to their own teaching. The book assumes no prior technical knowledge but guides the reader step-by-step through the theoretical, practical and technical considerations of using digital games for learning. Activities throughout guide the reader through the process of designing a game for their own practice, and the book also offers:

A toolkit of guidelines, templates and checklists.

Concrete examples of different types of game-based learning using six case studies.

Examples of games that show active and experiential learning

Practical examples of educational game design and development.

This professional guide upholds the sound reputation of the Open and Flexible Learning series, is grounded in theory and closely links examples from practice. Higher Education academics, e-learning practitioners, developers and training professionals at all technical skill levels and experience will find this text is the perfect resource for explaining how to integrate computer games into their teaching practice.

A companion website is available and provides up-to-date technological information,additional resources and further examples. (From the Publisher)

Table Of Content:
Series Editor's Foreword
Acknowledgements

ch. 1 Introduction

Part I
Theory
ch. 2 Recognizing the Characteristics of Digital Games
ch. 3 Understanding the Pedagogy of Digital Games
ch. 4 Identifying Types of Digital Games for Learning

Part II
Practice
ch. 5 Integrating Digital Games Into the Curriculum
ch. 6 Designing a Digital Game for Learning
ch. 7 Assessing the Impact of Digital Games on Learning

Part III
Technology
ch. 8 Using Existing Digital Games for Learning
ch. 9 Developing New Digital Games for Learning
ch. 10 Evaluating Digital Games for Learning
ch. 11 Case Studies
ch. 12 Conclusions

Glossary
References
Index

Additional Info:
Most of our students neither know how learning works nor what they have to do to ensure it, to the detriment both of their studies and their development as lifelong learners.

The point of departure for this book is the literature on self-regulated learning that tells us that deep, lasting, independent learning requires learners to bring into play a range of cognitive skills, affective attitudes, and even physical activities – about which most students are wholly unaware; and that self-regulation, which has little to do with measured intelligence, can be developed by just about anyone and is a fundamental prerequisite of academic success.

Linda Nilson provides the theoretical background to student self-regulation,the evidence that it enhances achievement, and the strategies to help students develop it. She presents an array of tested activities and assignments through which students can progressively reflect on, monitor and improve their learning skills; describes how they can be integrated with different course components and on various schedules; and elucidates how to intentionally and seamlessly incorporate them into course design to effectively meet disciplinary and student development objectives. Recognizing that most faculty are unfamiliar with these strategies, she also recommends how to prepare for introducing them into the classroom and adding more as instructors become more confident using them.

The book concludes with descriptions of courses from different fields to offer models and ideas for implementation.

At a time of so much concern about what our students are learning in college and how well prepared they are for the challenges of tomorrow’s economy and society, self-regulated learning provides a reassuring solution, particularly as studies indicate that struggling students benefit the most from practicing it. (From the Publisher)

Table Of Content:
Foreword (Barry J. Zimmerman)
Preface
Acknowledgements

ch. 1 What Is Self-Regulated Learning and How Does It Enhance Learning?
ch. 2 Fostering Self-Regulated Learning from the Start
ch. 3 Self-Regulated Reading, Watching, and Listening
ch. 4 Self-Regulated Learning from Live Lectures
ch. 5 Self-Regulated Learning from Meta-Assignments
ch. 6 Self-Regulated Learning from Exams and Quizzes
ch. 7 Frequent or Occasional Self-Regulated Learning Activities
ch. 8 Fostering Self-Regulated Behavior
ch. 9 Closing a Course with Self-Regulated Learning
ch. 10 To Grade or Not to Grade? Or to Grade a Different Way?
ch. 11 Planning to Integrate Self-Regulated Learning into Course Design
ch. 12 Models of Integrated Courses and Their Impact on Students

References
About the Author
Index

Additional Info:
An early You Tube mix of submissions for "The Visions of Students Today," a project by cultural anthropologist Michael Wesch. Learners express apathy and discouragement concerning their education, but also strong desire for empowering experiences of learning as creating, exploring, risking.

Additional Info:
This essay discusses an approach to teaching religious studies in a general education or core curriculum that I have experimented with for the last decade, which I call the "Learning Covenant." The Learning Covenant brings together various pedagogical theories, including transformational, experiential, contract, and cooperative learning, in an attempt to address diverse learning styles, multiple intelligences, and student learning assessment. It has advantages over more traditional teacher-directed approaches to teaching, including meeting student resistance to "required" courses head-on by inviting them to identify learning needs regardless of chosen vocation and meeting them in the context of a religious studies course, recognizing the multiple ways in which students learn and providing a variety of opportunities for students to express their learning, and allowing students opportunity to take increased responsibility for their own learning. The essay will focus on the Learning Covenant's development, components, strengths, and drawbacks.

Additional Info:
Video. Several extended video presentations, from the Merlot Elixer Initiative, illustrating active learning techniques in large lecture contexts in various disciplines (NOT including religion or theology).

Additional Info:
Video. A lengthy You Tube video (1 hour), and dated 2008, but still relevant. Cultural anthropologist Michael Wesch discusses "media literacy" as a site of ongoing struggle and professional development for an instructor in higher education. If our students come to us unprepared for school, does that mean they are unprepared for learning? Is the problem with them, or with school? Have we taught learners the wrong things about learning?

Additional Info:
Vygotsky in Twenty-first Century Society is an ensemble of novel perspectives about the legacy of Lev Vygotsky and Alexander Luria. The book illustrates how well the legacy of their work is being applied and continued in contemporary research, and how cultural historical theory has been constructed and re-constructed. Together, these collected essays inform a broader discussion of how a developmentally-oriented cultural paradigm can guide learning and teaching in social and educational policy and in group or individual counseling. Readers will find discussions of issues in human development that have previously been overlooked. This book is important and timely in addressing these issues and fault-lines, particularly for advancing both equity and scientific understandings. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

Part One
ch. 1 Dynamics in the “Sabor” of Vygotsky (Joseph Glick)
ch. 2 The Path to Subjectivity: Advancing Alternative Understandings of Vygotsky and the Cultural Historical Legacy (Fernando González Rey)
ch. 3 The Process of Producing Knowledge: Vygotsky Revisited (Guillermo Arias Beatón)
ch. 4 Cognitive Aspects of the Transition from a Traditional to a Modern Technological Society (Alex Kozulin)
ch. 5 Macro Cultural Psychology, the Psychology of Oppression, and Cultural-Psychological Enrichment (Carl Ratner)
ch. 6 Vygotsky’s Significance in Advancing Counseling and Psychotherapy (Pedro R. Portes)
ch. 7 A Cultural-Historical Approach to Neuropsychological Treatment: Understanding Latino and Other Non-Dominant Groups (Jose Dergan)

Part Two
ch. 8 Only Life Educates: Immigrant Families, the Cultivation of Biliteracy, and the Mobility of Knowledge (Luis C. Moll)
ch. 9 Computer-Mediated Learning and Young Latino/a Students’ Developing Expertise (Carmen M. Martínez-Roldán and Peter Smagorinsky)
ch. 10 An Integrated Approach to the Study of Transitions as Learning Activity: Two Cases from Spanish Immersion Classrooms (Patricia Baquedano-López, Ariana Mangual Figueroa, and Sera Jean Hernandez)
ch. 11 Faculty Views of Underrepresented Students in Community College Settings: Cultural Models and Cultural Practices (Leticia Tomas Bustillos, Robert Rueda, and Estela Mara Bensimon)
ch. 12 Praxis in Dis-coordination (Margaret Gallego and Olga A. Vásquez)
ch. 13 Development of Latino Family-School Engagement Programs in U.S. Contexts: Enhancements to Cultural Historical Activity Theory Accounts (Richard Durán)

References

Additional Info:
This Times Higher Education piece introduces the "case study" as a learning activity. A bit choppy in its prose, the piece nonetheless offers a solid introduction to case studies. Includes reasons why they are valuable, a framework for the activity (motivation, exploration, analysis toward deeper understanding), instructions for preparation, and the attention to the use of case studies in examinations.

Additional Info:
This Boston University Center for Excellence & Innovation in Teaching article describes the elements of a proper case study, its advantages for learning, guidelines for using case studies in class, and select additional online resources.

Additional Info:
Video. Extended video presentations, from the Merlot Elixer Initiative, showing faculty from a variety of disciplines (foreign language, math, teacher education, and educational leadership) analyzing what happens to classroom learning when you utilize a combination of virtual and physical learning environments (hybrid formats and contexts).

Additional Info:
From the Vanderbilt University Center for Teaching comes this deceptively brief help on case studies. The features of a good case study are described, then a series of bullets serve as an exceedingly practical "check list" for the instructor generating her first case studies for class use.

Additional Info:
This volume contains material on research based teaching techniques for use in higher education. The focus is on small group learning procedures. None of this material has previously appeared in book form. Twenty of the articles first appeared in the Cooperative Learning and College Teaching newsletter that Jim Cooper and Pamela Robinson edited from 1990 to 1999. These articles address applications of small group learning within a variety of academic disciplines. (From the Publisher)

Table Of Content:
A Note from Jim Cooper and Pamela Robinson

Part I: Making the Case for Small Group Learning
ch. 1 Preparing Students for an Interdependent World: The Role of Cooperation and Social Interdependence Theory (Karl A. Smith)
ch. 2 Cooperative Learning: Relationships Among Theory, Research and Practice (David W. Johnson, and Roger T. Johnson)
ch. 3 An Instructional Revolution for Higher Education: Rationale and Proposed Methods (Spencer Kagan)
ch. 4 Promoting Deep Learning Through Cooperative Learning (Barbara J. Millis)
ch. 5 The Case and Context for Cooperative Learning (Joe Cuseo)

Part II: Implementation of Small Group Techniques
ch. 6 Lectures: Their Place and Purpose (Joseph Cuseo)
ch. 7 Problems with Lecturing (David W. Johnson, Roger T. Johnson, and Karl A. Smith)
ch. 8 Lecturing with Informal Cooperative-learning Groups (David W. Johnson, Roger T. Johnson and Karl A. Smith)
ch. 9 Using Assessment to Improve: Cooperative Learning (Thomas A. Angelo)
ch. 10 Practice Activities and Your Textbook (Susan Prescott Johnston)
ch. 11 Trouble-Shooting (Susan Prescott Johnston)
ch. 12 Cooperative Poster Presentations (Rose Ann Swartz)
ch. 13 Teams of Four are Magic! (Spencer Kagan)
ch. 14 Increasing Thinking: Through Cooperative Writing (Barbara J. Millis)
ch. 15 Using Group Investigation to Enhance Arab-Jewish Relationships (Rachel Hertz-Lazarowitz)

Part III: Small Group Learning Within the Disciplines
ch. 16 Cooperative Learning and American History (Deborah Dentler)
ch. 17 Cooperative Learning Structures to Foster Student Involvement (Elaine M. Aschettino)
ch. 18 How Chemistry Concep Tests Are Used (Jim Cooper)
ch. 19 ESL Students and the Cooperative College Classroom (Kate Kinsella, and Kathy Sherak)
ch. 20 Learning Techniques and the Basic Writer (Wendy Slobodnik)
ch. 21 College Writing and Cooperative Learning: Implications for Writing Across the Curriculum (Joseph B. Cuseo)
ch. 22 Cooperative Learning in a Sequence of Engineering Courses: A Success Story (Richard M. Fedler)
ch. 23 Jeopardy 305: A Cooperative Learning Method for Teaching History and Systems of Psychology (Lisa Gray-Shelberg)
ch. 24 Classroom-Tested Collaborative Learning Tasks (Edwina Stoll, Barbara Illowsky, Jim Lutto, John Swensson, and Sally Wood)
ch. 25 Cooperative-learning Teams to Establish "International Connections" (Rose Ann Swartz)

Part IV: Applications of Small Group Work and a Look to the Future
ch. 26 Five Must-Know Kagan Structures for Higher Education (Spencer Kagan, and Miguel Kagan)
ch. 27 Constructive Controversy: Energizing Learning (David W. Johnson, and Roger T. Johnson)
ch. 28 The Missing Link: Planning for Student Engagement (Susan Johnston)
ch. 29 Faculty Learning Communities as Catalysts for Implementing Successful Small Group Learning (Cynthia G. Desrochers)
ch. 30 Cooperative Learning and Discipline-Based Pedagogical Innovations: Taking Advantage of Complementarities (Mark Maier, KimMarie McGoldrick, and Scott Simkins)
ch. 31 The Value of Interaction Treatment in Distance and Online Learning (Rana M. Tamim, Robert M. Bernard, Eugene Borokhovski, and Philip C. Abrami)
ch. 32 Intellectual Exploration Together (Donald Bligh)

Additional Info:
This article considers the challenges inherent when teaching about new religious movements (“cults”), how successful instructors have surmounted them, and how teacher-scholars in other fields of religious studies can benefit from a discussion of the successful teaching of new religions. I note that student-centered pedagogies are crucial to teaching new religions, particularly if students disrupt and defamiliarize the assumed and reified categories of “cult” and “religion.” I argue that what works in a classroom focusing on new religious movements will work more broadly in religious studies classrooms, since the challenges of the former are reproduced in the latter.

Additional Info:
In an effort to create a context in which my students might have the opportunity to touch, and to be touched by, the richness, texture, and power of different religious worlds, I have experimented throughout the years with a wide variety of experiential and participatory exercises in the classroom. For example, the students and I (at times with the assistance of an invited expert practitioner) have drummed, danced, gone on shamanic journeys, made masks, done tai chi and hatha yoga, performed dhikr, engaged in mythic psychodramas, practiced different styles of meditation, and so on. In this paper, I examine some of the difficulties and rewards of utilizing these techniques within a university setting. I also explore some of the ways in which a willingness to incorporate these types of exercises into the classroom challenges several current academic pedagogical assumptions.

Additional Info:
The Wabash Center for Teaching and Learning was established in the wake of heightened interest in teaching and learning following Ernest L. Boyer's 1990 Carnegie Foundation report on the professoriate. The Center was established specifically to strengthen teaching and learning in theology and religion. The praxis of Wabash Center programs directed to that quest, however, inevitably engaged participants in the scholarship of teaching and learning by highlighting questions from their teaching practice, the disciplinary shape of their teaching, and the influence of multiple publics on what and how they taught.

Additional Info:
Students learn better and retain more when they are directly involved in their learning, not just sitting back and being lectured. Usually, they also prefer active learning. Discover ways to help students learn in a more hands-on environment.

Additional Info:
Journal issue. Full text is available online.

Table Of Content:
ch. 1 Teaching with Site Visits (Tazim R. Kassam)
ch. 2 Unexpected Learning Opportunities of the Site Visit (Joyce Burkhalter Flueckiger)
ch. 3 An Insider Perspective from the Temple (P. Ravi Sarma)
ch. 4 Site Visits and Epistemological Diversity in the Study of Religion (Jeffrey Carlson)
ch. 5 The Nuts and Bolts of Site Visits (Grace G. Burford)
ch. 6 Native American Site Visits in the Context of Service Learning (Michael D. McNally)
ch. 7 Site Visits to Synagogues (Michael S. Berger)
ch. 8 Site Visit to a Mosque (Amir Hussain)
ch. 9 Integrating Field Research in the Introductory Religion Course (Sheila E. McGinn)
ch. 10 Integrating Site Visits in the Pluralism Project at Connecticut College (Patrice C. Brodeur)
ch. 11 Site Visits from a Journalist’s Perspective (Gustav Niebuhr)
ch. 12 Temples of Culture: Using Museums for Site Visits (Lisa Bellan-Boyer)

Additional Info:
In The Contemplative Mind in the Scholarship of Teaching and Learning, Patricia Owen-Smith considers how contemplative practices may find a place in higher education. By creating a bridge between contemplative practices and the Scholarship of Teaching and Learning (SoTL), Owen-Smith brings awareness of contemplative pedagogy to a larger audience of college instructors, while also offering classroom models and outlining the ongoing challenges of both defining these practices and assessing their impact in education. Ultimately, Owen-Smith asserts that such practices have the potential to deepen a student’s development and understanding of the self as a learner, knower, and citizen of the world.

Table Of Content:
Acknowledgments

Introduction

Ch 1. A Historical Review
Ch 2. Contemplative Practices in Higher Education
Ch 3. Challenges and Replies to Contemplative Methods
Ch 4. Contemplative Research
Ch 5. The Contemplative Mind: A Vision of Higher Education for the 21st Century

Coda

References

Index

Additional Info:
A thorough, multi-link, description by a teacher who "flipped" her community college art history classroom. Includes links to additional resources, videos with excerpts of many of the learning activities and overviews of student surveys.

Additional Info:
Click Here for Book Review
Abstract: Learning Patterns in Higher Education brings together a cutting edge international team of contributors to critically review our current understanding of how students and adults learn, how differences and changes in the way students learn can be measured in a valid and reliable way, and how the quality of student learning may be enhanced.

There is substantial evidence that students in higher education have a characteristic way of learning, sometimes called their learning orientation (Biggs 1988), learning style (Evans et al. 2010) or learning pattern (Vermunt and Vermetten 2004). However, recent research in the field of student learning has resulted in multi-faceted and sometimes contradictory results which may reflect conceptual differences and differences in measurement of student learning in each of the studies. This book deals with the need for further clarification of how students learn in higher education in the 21st century and to what extent the measurements often used in learning pattern studies are still up to date or can be advanced with present methodological and statistical insights to capture the most important differences and changes in student learning.

The contributions in the book are organized in two parts: a first conceptual and psychological part in which the dimensions of student learning in the 21st century are discussed and a second empirical part in which questions related to how students’ learning can be measured and how it develops are considered.

Areas covered include:

Cultural influences on learning patterns
Predicting learning outcomes
Student centred learning environments and self-directed learning
Mathematics learning

This indispensable book covers multiple conceptual perspectives on how learning patterns can be described and effects and developments can be measured, and will not only be helpful for ‘learning researchers’ as such but also for educational researchers from the broad domain of educational psychology, motivation psychology and instructional sciences, who are interested in student motivation, self-regulated learning, effectiveness of innovative learning environments, as well as assessment and evaluation of student characteristics and learning process variables. (From the Publisher)

Table Of Content:
List of Figures
List of Tables
List of Contributors

List of Authors: David Gijbels, Vincent Donche, John T. E. Richardson
ch. 1 Students’ Learning Patterns in Higher Education and Beyond: Moving Forward (David Gijbels, Vincent Donche, John T.E Richardson)
ch. 2. (Dis)similarities In Research On Learning Approaches and Learning Patterns (Gert Vanthournout, Vincent Donche, David Gijbels, Peter Van Petegem)
ch. 3 The Dimensionality In Student Learning Patterns In Different Cultures (Jan D. Vermunt, Larike H. Bronkhorst, J. Reinaldo Martinez-Fernandez)
ch. 4 Modelling Factors For Predicting Student Learning Outcomes In Higher Education (Linda Price)
ch. 5 Exploring The Concept of `Self-Directedness In Learning` - Theoretical Approaches and Measurement In Adult Education Literature (Isabel Raemdonck, CAroline Meurant, Julien Balasse, Anne Jacot and Mariane Frenay)
ch. 6 Student Teachers’ Learning Patterns In School-Based Teacher Education Programmes - The Influence of Person, Context and Time ( Maaike D. Endijk, Vincent Donche and IDA Oosterheert)
ch. 7 Achievement Goals, Approaches To Studying and Academic Attainment (John T. E Richardson and Richard Remedios)
ch. 8 Learning Processes In Higher Education - Providing New Insights To Understand The Effects of Motivation and Cognition On Specific and Global Measures of Achievement (Mikael De Cler CQ. Benot Galand and Mariane Frenay)
ch. 9 University Students’ Achievement Goals and Approaches To Learning In Mathematics - A Re-Analysis Investigating ‘Learning Patterns’ (Francisco Cano and Ana Belen Garcia Berben)
ch. 10 Exploring The Use of A Deep Approach To Learning With Students In The Process of Learning To Teach (Carol Evans)
ch. 11 Understanding Differences In Student Learning and Academic Achievement In First Year Higher Education - An Integrated Research Perspective (Vincent Donche. Liesje Coertjens, Tine Van Daal, Sven De Maeyer and Peter Van Petegem)
ch. 12 Challenges In Analysing Change In Students’ Approaches To Learning (Sari Lindblom-Ylanne, Anna Parpala and Lisa Postareff)
ch. 13 Students’ Approaches To Learning In Higher Education - The Interplay Between Context and Student (Eva Kyndy, Filip Douchy and Eduardo Cascallar)
ch. 14 Do Case-Based Learning Environments Matter? Research Into Their Effects On Students’ Approaches To Learning, Motivation and Achievement (Marlies Baten, Katrien Struyven and Flilip Douchy)
ch. 15 Learning Patterns In Transition: Reflections and Prospects (Jan D. Vermunt. John T.E. Richardson, Vincent Donche and David Gijbels)

Index

Additional Info:
This book captures TE's approach to successful group facilitation, which works in many different environments with both youth and adult groups of all kinds. Contains more than 300 interactive exercises and explains how to use them within a meeting structure that's bound to get the results your group needs! Find out more at MovingBeyondIcebreakers.org: See excerpts from the book, see what people have said about it, and order online.

TE has 10 short videos posted on YouTube that illustrate how we work interactively to engage groups of youth and adults. See exercises in action from Moving Beyond Icebreakers!

- Concentric Circles
- Make It Up: Paper Chase
- Wordstorm
- Evaluation
- The Human Knot
- Name Wave
- Warm-up Questions
- Bag Toss
- Zip Zap Zup with Foot-Stamp
- Wind Blows with Word
(From the Publisher)

Table Of Content:
Part I: A Methodology for Interactive Meetings
Introduction
Who Is This Book for?
Beyond Icebreakers: The Interactive Meeting Format
Does This Work with Adults?

ch. 1 Why Use Interactive Methods?
Building Relationships and Bringing a Group to Life
Increasing the Group's Understanding of and Investment in its Mission
Scenario 1: Connecting to the Mission
Surfacing Dissension & Building Strong Agreement for Effective Action
Surfacing and Resolving Dysfunctional Group Dynamics
Scenario 2: Interaction Surfaces Group Issues

ch. 2 Working into Interaction
The Bare Minimum for Meetings
Steps toward Interaction

ch. 3 Coping with Resistance and Fear of Failure
From the Group
From Yourself
From the Top
Scenario 3: Resistance from an Authority Figure
The Resistance Diagram
Scenario 4: Resistance Breeds Resistance
Resistance is Forever

ch. 4 The Interactive Meeting Format
A Note about Processing
Preparation
Format Overview
Table 1: The Six-part Interactive Meeting Format
The Sections in Detail
The Introduction
The Names/Warm-up Section
Table 2: Guidelines for Designing the Names/Warm-up Section
Scenario 5: Processing a Warm-up Question
The Springboard Section
Scenario 6: Balancing Tasks and Group Issues
The Work Section
The Summation
The Evaluation

ch. 5 Interactive Meetings: Making Them Work
Arranging the Setting
The Ideal Setting
The Less-than-Ideal Setting
Designing the Agenda
Clearly Identify the Purposes of the Meeting
Be Aware of Individual and Group Dynamics
Choose Appropriate Exercises
Be Aware of Risk
Be Subtle
Keep Your Designs Fresh
Scenario 7: A Small Change Creates a Fresh Experience
Create Your Own Exercises
Scenario 8: Using a Familiar Experience
Take It Slow
Keep It Simple
Be Inclusive
Facilitating the Meeting
Remain Aware of Your Purpose
Give Good Instructions
Observe the Group's Dynamics
Know When to Participate and When to Observe
Enjoy Yourself
Don't Panic if What You Planned Doesn't Work
Processing the Exercises
Format for Processing
Be Aware of Resistance
How Much Processing Is Enough?
Scenario 9: Three Ways to Process Pair Tag
Use Subtlety in Processing
Scenario 10: Subtle Processing of a Warm-up Question
Making It Work for the Long Term
Be Consistent
Evaluate Your Work
Some Final Thoughts about Facilitation
Template for Planning an Interactive Agenda

ch. 6 Putting It Together
The Super Exercises
Exercises with Movement
The Agendas
Agenda 1. A Meeting to Begin Taking Action
Scenario 11: First Meeting of an Action-Oriented, Ongoing Group
Agenda 2: A Drug and Alcohol Abuse Prevention Workshop
Agenda 3: Evaluating an Event
Agenda 4: A Workshop on Personal Goal-Setting
Agenda 5: A Routine Staff Meeting
Agenda 6: Freshman Orientation: Small Group Agenda
Agenda 7: High School Senior Class Meeting

ch. 7 The Engaged Learner: Interactive Methods in the Classroom
Achieving Important Goals through Interaction
Preparing to Create an Interactive Lesson Plan
The Setting
Components of the Interactive Lesson Plan
Introduction
Name Exercises
Warm-up Questions
Table 3: Warm-up Questions for Specific Learning Goals
Springboard Exercises
Work Section
Summation
Evaluation
Frequently Asked Question
Interactive Lesson Plan: Themes in George Orwellas Animal Farm
Interactive Lesson Plan: Introducing Percentages
Creating Springboard or Work Exercises
There, Their, They're Tag (Homonym Tag)
Pop It Into Place
Scenario 12: A Lesson Plan for Dealing with Test Anxiety
Template for Interactive Lesson Plans

ch. 8 Choosing Exercises to Serve Your Goals - Exercises listed according to the goals they can help your group to meet:
Interconnection
Focus
Introspection
Communication
Trust
Surfacing Group Dynamics
Group Problem Solving
Personal Problem Solving
Leadership
Organizing
Planning
Different Perspectives
Cultural Awareness
Creativity
Visual Arts
Acting
Reinforcing Information
Learning Names
Reinforcing Names

Part II: Interactive Exercises
ch. 9 Name Exercises - Seventeen exercises to help people learn each other's names

ch. 10 Warm-up Questions - More than 180 questions in 21 categories: Beyond "Let's go around and introduce ourselves."
All-Purpose Questions
Time
Personal and Work Goals
Remembering Your Life
Relationships
Self-Analysis
Food
Entertainment
Seasons/Holidays
Community/School
This Group/Program/Organization
Ending the Group/Reflecting on Time Together
Event Planning
Event Outreach or Marketing
Theme/Message
Hypothetical
Envisioning the Future
Drugs
Stereotypes/Prejudice/Racism
Social Class
Miscellaneous

ch. 11 Five-Minute Springboard Exercises - Thirty-five exercises that a group can do in five minutes or less

ch. 12 Fifteen-Minutes-Plus Springboard Exercises - Twenty-six exercises that go more in depth

ch. 13 In-Your-Chair Springboard Exercises - Forty-three exercises the group can do without much physical movement

ch. 14 Tag-Style Springboard Exercises - Twenty-eight exercises that wake people up and generate energy

ch. 15 Springboard Exercises for Groups both Large and Small - Fifteen exercises that work with large groups, as well as small ones

ch. 16 The Rest of the Springboard Exercises - One hundred and two exercises that take between 5 and 15 minutes, require some movement (but not tagging), and work with groups of moderate size

ch. 17 Work-Section Exercises- Thirty-five exercises that provide interactive ways to do the work of your meeting or class

ch. 18 Evaluation Exercises- Seven exercises to structure the group's evaluation of its experience

Appendices
A Written Evaluation Form
B Adapting Interactive Exercises for Physical Limitations
C Words for Word Association
D Creating Visualizations

Additional Info:
"This book is an exciting and highly useful addition to the literature on higher education and teaching. It provides concrete information and suggestions for the improvement of teaching, student learning, and the whole educational process" - from the foreword by Lee R. Kershner, former Senior Vice Chancellor for Academic Affairs, California State University System (CSU), and Jacquelyn Ann K. Kegley, co-chair, Advisory Board. CSU Institute for Teaching and Learning. Providing college students with the knowledge, skills, and abilities that will prepare them for today's complex world demands a major transformation in college classrooms - from passive to active learning, from traditional textbooks to hands-on use of technology, from restrictive ways of thinking to diverse multicultural perspectives. This book combines a range of promising instructional strategies with helpful guidelines for assessing the effectiveness of instruction. It will help faculty and administrators equip students with the creative, critical, technological, and problem-solving skills - as well as a coherent sense of multicultural awareness - necessary to thrive in a rapidly changing society. (From the Publisher)

Table Of Content:
Foreword
Preface
The Editor
The Contributors

ch. 1 Rethinking College Instruction for a Changing World

Part 1 Instructional Strategies That Promote Active Learning
ch. 2 Inquiry as a Tool in Critical Thinking
ch. 3 Using Examples to Teach Concepts
ch. 4 Fostering Creativity Through Problem Solving
ch. 5 Cooperative Learning in the Classroom
ch. 6 Questioning Techniques for the Active Classroom

Part 2 Developing Multicultural Understanding
ch. 7 Cultural Diversity and Curricular Coherence
ch. 8 Experiential Approaches to Enhancing Cultural Awareness
ch. 9 Unmasking the Myths of Racism
ch. 10 Strategies for Teaching in a Multicultural Environment

Part 3 Teaching With and About New Technologies
ch. 11 Using the Internet for Teaching, Learning, and Research
ch. 12 Enhancing Learning with Interactive Video
ch. 13 Hypermedia as an Instructional Resource
ch. 14 Software Ethics: Teaching by Example

Part 4 Assessing Teaching Effectiveness and Learning Outcomes
ch. 15 Using Assessment to Develop a Culture of Evidence
ch. 16 How Classroom Assessment Can Improve Teaching and Learning
ch. 17 Student Portfolios as an Assessment Tool
ch. 18 Assessment's Role in Strengthening the Core Curriculum
ch. 19 Closing Thoughts: Creating a New Scholarship of College Teaching

Name Index
Subject Index

Additional Info:
Of what significance to theological education is critical reflection? Representing an influential perspective, Charles Wood seems to ascribe to critical reflection the highest priority by defining theology as "critical reflection upon the validity of the Christian witness." This article argues that such a perspective devalues participatory modes of knowing. In contrast, the scientific epistemology of Michael Polanyi better illumines the pedagogical nature and theological orientation of theological education. Specifically, his notion of "indwelling" serves as a point of integration by which participative knowing is extended and intensified by the clarificatory power of critical reflection.

Additional Info:
Games for Actors and Non-Actors is the classic and best selling book by the founder of Theatre of the Oppressed, Augusto Boal. It sets out the principles and practice of Boal's revolutionary Method, showing how theatre can be used to transform and liberate everyone – actors and non-actors alike!

This thoroughly updated and substantially revised second edition includes:
- two new essays by Boal on major recent projects in Brazil
- Boal's description of his work with the Royal Shakespeare Company
- a revised introduction and translator's preface
- a collection of photographs taken during Boal's workshops, commissioned for this edition
- new reflections on Forum Theatre. (From the Publisher)

Table Of Content:
List of figures
Translator’s introduction to the first edition
Translator’s postscript to the second edition
Preface to the second edition: The Royal Shakespeare Company, theatre in prisons and landless peasants
Postscript – with pride in our hearts
Preface to the first edition: the fable of Xua-Xua, the prehuman woman who discovered theatre
Postscript: actors and non-actors

ch. 1 Theatre of the Oppressed in Europe

ch. 2 The Structure of the Actor’s Work

ch. 3 The Arsenal of Theatre of the Oppressed
Feeling What We Touch (Restructuring Muscular Relations)
Listening To What We Hear
Dynamising Several Senses
Seeing What We Look At
The Memory of The Senses

ch. 4 The Early Forms of the Forum Theatre

ch. 5 Forum Theatre: Doubts and Certainties: Incorporating a New Method of Rehearsing and Devising a Forum Theatre Model

ch. 6 First Experiences With Invisible Theatre

ch. 7 Artistic Creation and Divine Madness: A Meditation on Art and the Miraculous

Postscript: The Pedagogy of Fear - Theatre and the Twin Towers: An Essay After 11 September, 2001

Additional Info:
This article reflects on an effort to incorporate constructivist pedagogies (learner-centered, inquiry-guided, problem-based models of teaching) into an introductory class on Christian Ethics in an M.Div. curriculum. Although some students preferred more traditional pedagogies, the majority found that constructivist pedagogies better accommodated different life experiences, diverse learning styles, and other features of the M.Div. curriculum. Further, a qualitative assessment of one student exercise indicates that constructivist pedagogies have benefits over traditional pedagogies. Specifically, students' work on a learning-group research project displayed creativity, depth, and breadth not found in individual research papers. Nonetheless, lukewarm student feedback also demonstrated the need to consider wider factors when attempting such innovations.