Whole Brain (R) Learning in Higher Education : Evidence-Based Practice

ISBN-13: 9781843347422 / Angielski / Miękka / 2013 / 330 str.

Ann-Louise de Boer; Pieter Du Toit; Theo Bothma

Opis

Facilitating of learning in higher education can be transformed through the use of Whole Brain(R) learning. Whole Brain(R) Learning in Higher Education argues that facilitating learning in Higher Education should undergo transformation in order to develop the full academic potential of all stakeholders following the principles of action research. Empirical data was collected from participants in a number of projects across diverse disciplines. Participants included students, academic staff, instructional designers, and professionals attending short courses at tertiary level.

A number of case studies are discussed as evidence for the value of the proposed model for higher education. This title consists of seven chapters, covering: the theoretical framework, baseline study, professional development, studies in Whole Brain(R) application, learning material that makes a difference, multidisciplinary collaboration, and the way forward.

• Defines Whole Brain(R) learning
• Explains the rationale behind Whole Brain(R) learning
• Demonstrates how the model can be applied in facilitating Whole Brain(R) learning in order to develop the full academic potential of students

Spis treści

List of figures and tables

Acknowledgements

Foreword

Authors' prologue

About the authors

Chapter 1: Theoretical framework

Abstract:

1.1 Introduction

1.2 Key contributors

1.3 Herrmann's metaphoric Whole Brain® Model

1.4 HBDI® profiles

1.5 The construct Whole Brain® learning

1.6 Challenges for lecturers

1.7 The advantage of understanding thinking preferences

1.8 Herrmann's expanded Whole Brain® Model for Learning and Facilitating Learning

1.9 Learning style theories

1.10 Learning theories for adults

1.11 Conclusion

Chapter 2: Baseline data - determining thinking preferences

Abstract:

2.1 Introduction

2.2 Empirical data

2.3 Data analysis and discussion

2.4 Conclusion

Chapter 3: Professional development

Abstract:

3.1 Introduction

3.2 Action research as a process of professional learning

3.3 Scholarship of teaching

3.4 Peer mentoring

3.5 Conclusion

Chapter 4: Evidence-based practice - case studies

Abstract:

4.1 Introduction

4.2 Application of Whole Brain® principles in professional development

4.3 Application of Whole Brain® principles in engineering

4.4 Application of Whole Brain® principles in information science

4.5 Application of Whole Brain® principles in the coaching of leadership talent

4.6 Further applications of Whole Brain® principles

4.7 Collaboration in higher education: applying the Whole Brain® principles

4.8 Conclusion

Chapter 5: Learning material that makes a difference

Abstract:

5.1 Introduction

5.3 Instructional design

5.3 Blended learning environments

5.4 Whole Brain® learning material

5.6 Assessment of Whole Brain® learning

5.7 Conclusions

Chapter 6: The way forward

Abstract

6.1 Introduction

6.2 Comprehensive Whole Brain® Model for Learning and Facilitating Learning

6.3 Conclusion

List of reference

Index