Edmund J. Hansen

Idea-Based Learning (eBook, PDF)

A Course Design Process to Promote Conceptual Understanding

• Format: PDF

Produktbeschreibung

Synthesizing the best current thinking about learning, course design, and promoting student achievement, this is a guide to developing college instruction that has clear purpose, is well integrated into the curriculum, and improves student learning in predictable and measurable ways.

---

Dieser Download kann aus rechtlichen Gründen nur mit Rechnungsadresse in A, B, BG, CY, CZ, D, DK, EW, E, FIN, F, GR, HR, H, IRL, I, LT, L, LR, M, NL, PL, P, R, S, SLO, SK ausgeliefert werden.

Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 226
• Erscheinungstermin: 3. Juli 2023
• Englisch
• ISBN-13: 9781000973822
• Artikelnr.: 68357296

Autorenporträt

Edmund J. Hansen has been the director of the Center for Teaching and Learning at Northeastern Illinois University since its inception in 2001. Before joining NEIU, he worked in faculty development for over twelve years, half of that time at Indiana University in Bloomington, and the other half at Emporia State University in Kansas. In Emporia, he was the founding director of the Teaching Enhancement Center and also an assistant professor in the psychology department. For seven years, Edmund served as President of the Chicago Area Faculty Development Network (CAFDN), a consortium of faculty development offices at both two and four-year institutions in the region. He has published articles and book chapters related to the improvement of college teaching, including the integration of instructional technology into the classroom. He is originally from Germany, where he worked in adult education. Edmund has a PhD in Educational Psychology from Indiana University, and Masters Degrees from the University of Pennsylvania and from the University of Aachen, Germany.

Inhaltsangabe

1. Practical Benefits of Course Design Faculty Stressors in Teaching
Benefits From Idea-based Course Design 2. Backward Design Traditional
Course Design Critique of the Traditional Design The Backward Design Model
The Importance of Course Design 3. Learning Outcomes Problems With
(Conceptualizing. Learning Outcomes Identifying Big Ideas Deriving Enduring
Understandings Determining Learning Outcomes 4. Critical Thinking
Significance of Critical Thinking Lay Definitions of Critical Thinking The
Confusing State of the Critical Thinking Literature Need for Teaching
Critical Thinking Barrier 1. Intellectual Development Barrier 2. Habits of
Mind Barrier 3. Misconceptions Barrier 4. Complex Reasoning Conclusion 5.
Content, Part 1. Guiding Questions and Concepts Topics Two parts of Course
Content Essential Questions Guiding Concepts Course Content and Critical
Thinking 6. Assessment, Part 1. Educative Assessment Assessment for Grading
Assessment for Learning A Continuum of Assessments Assessment as Coaching
Principles of Assessing for Understanding 7. Assessment, Part 2. Rubrics
Examples of Assignments Lacking Clear Criteria The Main Parts of a Rubric
Sample Rubric. Critical Thinking Common Misunderstandings About Rubrics The
Triple Function of Rubrics 8. Content, Part 2. Learning Experiences
Examples of Poor Assignments Authentic Performance Tasks
Assignment-Centered Instruction Assignment-Related Competencies Building
Block Designs Principles for Designing Effective Learning Experiences
Student Involvement in the Pedagogy 9. Course Design Document Why Create
Course Design Documents? Elements of the Course Design Document Sample
Design Document. Psychology 624 - Theories of Motivation Summary of Course
Design Features and Benefits Translating the Course Design Document Into a
Syllabus 10. Implementing Course Design With Online Technology Key
Characteristics of Online Teaching Course Design Elements Enhanced by
Online Technology Conclusion References Appendix Syllabus for
PY-624:Theories of Motivation Course