Idea-based learning :: a course design process to promote conceptual understanding /
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. The process inv...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Sterling, Va. :
Stylus,
2011.
|
| Ausgabe: | 1st ed. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | 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. The process involves developing a transparent course blueprint, focused on a limited number of key concepts and ideas, related tasks, and corresponding performance criteria; as well as on frequent practice opportunities, and early identification of potential learning barriers. Idea-based Learning takes as its poin. |
| Beschreibung: | 1 online resource (xiv, 209 pages) : illustrations |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781579226152 1579226159 1000973824 9781000973822 1003445209 9781003445203 |
Internformat
MARC
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| 250 | |a 1st ed. | ||
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| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a 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. The process involves developing a transparent course blueprint, focused on a limited number of key concepts and ideas, related tasks, and corresponding performance criteria; as well as on frequent practice opportunities, and early identification of potential learning barriers. Idea-based Learning takes as its poin. | ||
| 505 | 0 | |a Cover; CONTENTS; LIST OF FIGURES; ACKNOWLEDGMENTS; 1. PRACTICAL BENEFITS OF COURSE DESIGN; Faculty Stressors in Teaching; Lack of Students' Intellectual Curiosity; Students' Academic Underpreparedness; Fear of Antagonizing Students; Time Spent on Grading Papers; The Addition of New Teaching Roles; Benefits From Idea-Based Course Design; Focus on the Big Picture Gives Direction and Reduces Information Overload; Detailed Criteria for Quality Performance Are Defined Up Front; Ample Practice Opportunities for Key Skills Are Built Into the Design. | |
| 546 | |a English. | ||
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| 650 | 0 | |a Curriculum planning |z United States. | |
| 650 | 0 | |a Concept learning. |0 http://id.loc.gov/authorities/subjects/sh85029615 | |
| 650 | 6 | |a Enseignement supérieur |x Programmes d'études |z États-Unis. | |
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Datensatz im Suchindex
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|---|---|
| _version_ | 1816797222160826368 |
| adam_text | |
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| author | Hansen, Edmund, 1952- |
| author_GND | http://id.loc.gov/authorities/names/no91017326 |
| author_facet | Hansen, Edmund, 1952- |
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| callnumber-raw | LB2361.5 .H354 2011eb |
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| callnumber-sort | LB 42361.5 H354 42011EB |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-4-EDU |
| contents | Cover; CONTENTS; LIST OF FIGURES; ACKNOWLEDGMENTS; 1. PRACTICAL BENEFITS OF COURSE DESIGN; Faculty Stressors in Teaching; Lack of Students' Intellectual Curiosity; Students' Academic Underpreparedness; Fear of Antagonizing Students; Time Spent on Grading Papers; The Addition of New Teaching Roles; Benefits From Idea-Based Course Design; Focus on the Big Picture Gives Direction and Reduces Information Overload; Detailed Criteria for Quality Performance Are Defined Up Front; Ample Practice Opportunities for Key Skills Are Built Into the Design. |
| ctrlnum | (OCoLC)781635681 |
| dewey-full | 378.1/990973 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 378 - Higher education (Tertiary education) |
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| discipline | Pädagogik |
| edition | 1st ed. |
| format | Electronic eBook |
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| indexdate | 2024-11-26T14:54:08Z |
| institution | BVB |
| isbn | 9781579226152 1579226159 1000973824 9781000973822 1003445209 9781003445203 |
| language | English |
| oclc_num | 781635681 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (xiv, 209 pages) : illustrations |
| psigel | ZDB-4-EDU |
| publishDate | 2011 |
| publishDateSearch | 2011 |
| publishDateSort | 2011 |
| publisher | Stylus, |
| record_format | marc |
| spelling | Hansen, Edmund, 1952- http://id.loc.gov/authorities/names/no91017326 Idea-based learning : a course design process to promote conceptual understanding / Edmund J. Hansen. 1st ed. Sterling, Va. : Stylus, 2011. 1 online resource (xiv, 209 pages) : illustrations text txt rdacontent computer c rdamedia online resource cr rdacarrier data file Includes bibliographical references and index. Print version record. 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. The process involves developing a transparent course blueprint, focused on a limited number of key concepts and ideas, related tasks, and corresponding performance criteria; as well as on frequent practice opportunities, and early identification of potential learning barriers. Idea-based Learning takes as its poin. Cover; CONTENTS; LIST OF FIGURES; ACKNOWLEDGMENTS; 1. PRACTICAL BENEFITS OF COURSE DESIGN; Faculty Stressors in Teaching; Lack of Students' Intellectual Curiosity; Students' Academic Underpreparedness; Fear of Antagonizing Students; Time Spent on Grading Papers; The Addition of New Teaching Roles; Benefits From Idea-Based Course Design; Focus on the Big Picture Gives Direction and Reduces Information Overload; Detailed Criteria for Quality Performance Are Defined Up Front; Ample Practice Opportunities for Key Skills Are Built Into the Design. English. Education, Higher Curricula United States. Curriculum planning United States. Concept learning. http://id.loc.gov/authorities/subjects/sh85029615 Enseignement supérieur Programmes d'études États-Unis. Apprentissage de concepts. EDUCATION Higher. bisacsh Concept learning fast Curriculum planning fast Education, Higher Curricula fast United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq has work: Idea-based learning (Text) https://id.oclc.org/worldcat/entity/E39PCFHDBpRWWhhm63H6MYkT6q https://id.oclc.org/worldcat/ontology/hasWork Print version: Hansen, Edmund, 1952- Idea-based learning. 1st ed. Sterling, Va. : Stylus, 2011 9781579226138 (DLC) 2011012805 (OCoLC)692290667 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=440872 Volltext |
| spellingShingle | Hansen, Edmund, 1952- Idea-based learning : a course design process to promote conceptual understanding / Cover; CONTENTS; LIST OF FIGURES; ACKNOWLEDGMENTS; 1. PRACTICAL BENEFITS OF COURSE DESIGN; Faculty Stressors in Teaching; Lack of Students' Intellectual Curiosity; Students' Academic Underpreparedness; Fear of Antagonizing Students; Time Spent on Grading Papers; The Addition of New Teaching Roles; Benefits From Idea-Based Course Design; Focus on the Big Picture Gives Direction and Reduces Information Overload; Detailed Criteria for Quality Performance Are Defined Up Front; Ample Practice Opportunities for Key Skills Are Built Into the Design. Education, Higher Curricula United States. Curriculum planning United States. Concept learning. http://id.loc.gov/authorities/subjects/sh85029615 Enseignement supérieur Programmes d'études États-Unis. Apprentissage de concepts. EDUCATION Higher. bisacsh Concept learning fast Curriculum planning fast Education, Higher Curricula fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85029615 |
| title | Idea-based learning : a course design process to promote conceptual understanding / |
| title_auth | Idea-based learning : a course design process to promote conceptual understanding / |
| title_exact_search | Idea-based learning : a course design process to promote conceptual understanding / |
| title_full | Idea-based learning : a course design process to promote conceptual understanding / Edmund J. Hansen. |
| title_fullStr | Idea-based learning : a course design process to promote conceptual understanding / Edmund J. Hansen. |
| title_full_unstemmed | Idea-based learning : a course design process to promote conceptual understanding / Edmund J. Hansen. |
| title_short | Idea-based learning : |
| title_sort | idea based learning a course design process to promote conceptual understanding |
| title_sub | a course design process to promote conceptual understanding / |
| topic | Education, Higher Curricula United States. Curriculum planning United States. Concept learning. http://id.loc.gov/authorities/subjects/sh85029615 Enseignement supérieur Programmes d'études États-Unis. Apprentissage de concepts. EDUCATION Higher. bisacsh Concept learning fast Curriculum planning fast Education, Higher Curricula fast |
| topic_facet | Education, Higher Curricula United States. Curriculum planning United States. Concept learning. Enseignement supérieur Programmes d'études États-Unis. Apprentissage de concepts. EDUCATION Higher. Concept learning Curriculum planning Education, Higher Curricula United States |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=440872 |
| work_keys_str_mv | AT hansenedmund ideabasedlearningacoursedesignprocesstopromoteconceptualunderstanding |