Utilizing emotional experience for best learning design practices:
"Despite growing recognition of the impact of emotions on adult learning, academics and practitioners in our field still often overlook its critical role. Traditional approaches focus heavily on cognitive outcomes, neglecting the affective components of meaningful and relevant learning and deve...
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| Other Authors: | |
|---|---|
| Format: | Electronic eBook |
| Language: | English |
| Published: |
Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA)
IGI Global
2024.
|
| Series: | Advances in educational technologies and instructional design (AETID) book series.
|
| Subjects: | |
| Online Access: | DE-862 DE-863 |
| Summary: | "Despite growing recognition of the impact of emotions on adult learning, academics and practitioners in our field still often overlook its critical role. Traditional approaches focus heavily on cognitive outcomes, neglecting the affective components of meaningful and relevant learning and development. This leaves learners ill-equipped to navigate the emotional challenges inherent in the process, hindering their ability to achieve their goals. The book, Utilizing Emotional Experience for Best Learning Design Practices, draws on extensive research and practical experience to explore many different perspectives on this issue. It argues that the emotional experience of learners must be considered throughout the design of educational models, tools, and programs, and it provides theoretical and applied insights for integrating emotional learning goals and strategies into instructional design, enabling educators to create more supportive and effective learning environments. By bridging the gap between theory and practice, this book empowers learning professionals to enhance the emotional experiences of adult learners and improve their overall outcomes. Through a nuanced exploration of emotional foundations, theoretical frameworks, and practical strategies, it equips educators with the tools to address the affective needs of learners. Utilizing Emotional Experience for Best Learning Design Practices is a vital resource for transforming adult education, fostering a more holistic and empowering approach to learning and development."-- |
| Physical Description: | 33 PDFs Also available in print. |
| Format: | Mode of access: World Wide Web. |
| Bibliography: | Includes bibliographical references and index. |
| ISBN: | 9798369326640 |
| Access: | Restricted to subscribers or individual electronic text purchasers. |
Staff View
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| 245 | 0 | 0 | |a Utilizing emotional experience for best learning design practices |c edited by Sarah Sniderman. |
| 264 | 1 | |a Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) |b IGI Global |c 2024. | |
| 300 | |a 33 PDFs | ||
| 336 | |a text |2 rdacontent | ||
| 337 | |a electronic |2 isbdmedia | ||
| 338 | |a online resource |2 rdacarrier | ||
| 490 | 1 | |a Advances in educational technologies and instructional design (AETID) book series | |
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Foreword -- Preface -- Section 1. A Tale of Two Occupational Health and Safety Programs -- Chapter 1. Theoretical Foundations: Broad Strokes -- Chapter 2. The Interplay of Emotion and Cognition in Adult Learning: Learning Engages Emotion Alongside Cognition -- Chapter 3. Heutagogy Weds Emotional Experience to Breed New Learning Design Practices -- Chapter 4. Emotional Learning Analytics in Education: Current Status, Trends, and Challenges -- Section 2. Theoretical Foundations: Narrowing the Focus -- Chapter 5. Enhancing Online Adult Learning Through Emotional Social Intelligence Instructional Competencies -- Chapter 6. Examining the Role and Effect of Emotions in Adults' Online Learning -- Chapter 7. Enhancing Adult Lifelong Learning: A Study of Social-Emotional Learning Theory -- Chapter 8. Into It, Out of It: Emotions Can Prepare Us for and Prevent Us From Performance -- Section 3. Putting Theory to the Test -- Chapter 9. Fiction as Reflective Praxis for Affective Domain Learning in Medicine and Healthcare Education: A Case Study From Pedagogic Practice -- Chapter 10. Kudumbashree Women Back to School in Kerala: Navigating Classroom Emotions and Optimizing Instructor-Student Rapport for Enhanced Learning Design -- Chapter 11. Tiptoeing Through Interweaving Hero and Collective Journey Elements in Course Design Practices: Motivation in Designing the Hero's Journey Departure -- Chapter 12. An Investigation of Students' Emotions, Emotion Regulation Strategies, and Motives for Emotion Regulation -- Chapter 13. Underlying Workplace Emotional Impacts upon a Professor's Experiential Approach -- Section 4. Focus on Educator Preparation -- Chapter 14. Educator Preparation Design Practices That Encourage Candidate Social-Emotional and Affective Competencies as Needed Dispositions for Teaching -- Chapter 15. Promoting Pre-Service ESOL Teachers' Understanding of English Learners' Social-Emotional Learning -- Section 5. Learner Perspectives -- Chapter 16. Arcie Mallari -- Chapter 17. Linda Alexanian -- Chapter 18. Mary Ann Becker -- Chapter 19. Xuan-Vinh Nguyen -- Compilation of References -- About the Contributors -- Index. | |
| 506 | |a Restricted to subscribers or individual electronic text purchasers. | ||
| 520 | 3 | |a "Despite growing recognition of the impact of emotions on adult learning, academics and practitioners in our field still often overlook its critical role. Traditional approaches focus heavily on cognitive outcomes, neglecting the affective components of meaningful and relevant learning and development. This leaves learners ill-equipped to navigate the emotional challenges inherent in the process, hindering their ability to achieve their goals. The book, Utilizing Emotional Experience for Best Learning Design Practices, draws on extensive research and practical experience to explore many different perspectives on this issue. It argues that the emotional experience of learners must be considered throughout the design of educational models, tools, and programs, and it provides theoretical and applied insights for integrating emotional learning goals and strategies into instructional design, enabling educators to create more supportive and effective learning environments. By bridging the gap between theory and practice, this book empowers learning professionals to enhance the emotional experiences of adult learners and improve their overall outcomes. Through a nuanced exploration of emotional foundations, theoretical frameworks, and practical strategies, it equips educators with the tools to address the affective needs of learners. Utilizing Emotional Experience for Best Learning Design Practices is a vital resource for transforming adult education, fostering a more holistic and empowering approach to learning and development."-- |c Provided by publisher. | |
| 530 | |a Also available in print. | ||
| 538 | |a Mode of access: World Wide Web. | ||
| 588 | |a Description based on title screen (IGI Global, viewed 11/22/2024). | ||
| 650 | 0 | |a Adult education. | |
| 650 | 0 | |a Affective education. | |
| 650 | 0 | |a Instructional systems |x Design. | |
| 653 | |a Affective Goals for Adult Learners. | ||
| 653 | |a Affective Learning Objectives. | ||
| 653 | |a Challenges in Emotional Experiences. | ||
| 653 | |a Commitment in Adult Learners. | ||
| 653 | |a Confidence in Adult Learners. | ||
| 653 | |a Educational Approaches to Emotional Learning. | ||
| 653 | |a Emotional Experiences at Work. | ||
| 653 | |a Emotional Influences on Adult Learning. | ||
| 653 | |a Emotional Learning Analytics. | ||
| 653 | |a Experiential Learning Design. | ||
| 653 | |a Models for Emotion-Based Learning. | ||
| 653 | |a Motivation in Adult Learners. | ||
| 653 | |a Personal Experiences in Learning. | ||
| 653 | |a Self-awareness in Adult Learners. | ||
| 700 | 1 | |a Sniderman, Sarah |d 1969- |e editor. | |
| 710 | 2 | |a IGI Global, |e publisher. | |
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| 830 | 0 | |a Advances in educational technologies and instructional design (AETID) book series. | |
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| _version_ | 1826942602931339264 |
| adam_text | |
| any_adam_object | |
| author2 | Sniderman, Sarah 1969- |
| author2_role | edt |
| author2_variant | s s ss |
| author_facet | Sniderman, Sarah 1969- |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB1072 |
| callnumber-raw | LB1072 .U85 2024e |
| callnumber-search | LB1072 .U85 2024e |
| callnumber-sort | LB 41072 U85 42024E |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-98-IGB |
| contents | Foreword -- Preface -- Section 1. A Tale of Two Occupational Health and Safety Programs -- Chapter 1. Theoretical Foundations: Broad Strokes -- Chapter 2. The Interplay of Emotion and Cognition in Adult Learning: Learning Engages Emotion Alongside Cognition -- Chapter 3. Heutagogy Weds Emotional Experience to Breed New Learning Design Practices -- Chapter 4. Emotional Learning Analytics in Education: Current Status, Trends, and Challenges -- Section 2. Theoretical Foundations: Narrowing the Focus -- Chapter 5. Enhancing Online Adult Learning Through Emotional Social Intelligence Instructional Competencies -- Chapter 6. Examining the Role and Effect of Emotions in Adults' Online Learning -- Chapter 7. Enhancing Adult Lifelong Learning: A Study of Social-Emotional Learning Theory -- Chapter 8. Into It, Out of It: Emotions Can Prepare Us for and Prevent Us From Performance -- Section 3. Putting Theory to the Test -- Chapter 9. Fiction as Reflective Praxis for Affective Domain Learning in Medicine and Healthcare Education: A Case Study From Pedagogic Practice -- Chapter 10. Kudumbashree Women Back to School in Kerala: Navigating Classroom Emotions and Optimizing Instructor-Student Rapport for Enhanced Learning Design -- Chapter 11. Tiptoeing Through Interweaving Hero and Collective Journey Elements in Course Design Practices: Motivation in Designing the Hero's Journey Departure -- Chapter 12. An Investigation of Students' Emotions, Emotion Regulation Strategies, and Motives for Emotion Regulation -- Chapter 13. Underlying Workplace Emotional Impacts upon a Professor's Experiential Approach -- Section 4. Focus on Educator Preparation -- Chapter 14. Educator Preparation Design Practices That Encourage Candidate Social-Emotional and Affective Competencies as Needed Dispositions for Teaching -- Chapter 15. Promoting Pre-Service ESOL Teachers' Understanding of English Learners' Social-Emotional Learning -- Section 5. Learner Perspectives -- Chapter 16. Arcie Mallari -- Chapter 17. Linda Alexanian -- Chapter 18. Mary Ann Becker -- Chapter 19. Xuan-Vinh Nguyen -- Compilation of References -- About the Contributors -- Index. |
| ctrlnum | (CaBNVSL)slc00007029 (OCoLC)1473359582 |
| dewey-full | 370.15/34 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.15/34 |
| dewey-search | 370.15/34 |
| dewey-sort | 3370.15 234 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| id | ZDB-98-IGB-00333640 |
| illustrated | Not Illustrated |
| indexdate | 2025-03-18T14:30:37Z |
| institution | BVB |
| isbn | 9798369326640 |
| language | English |
| oclc_num | 1473359582 |
| open_access_boolean | |
| owner | DE-862 DE-BY-FWS DE-863 DE-BY-FWS |
| owner_facet | DE-862 DE-BY-FWS DE-863 DE-BY-FWS |
| physical | 33 PDFs Also available in print. |
| psigel | ZDB-98-IGB FWS_PDA_IGB ZDB-98-IGB |
| publishDate | 2024 |
| publishDateSearch | 2024 |
| publishDateSort | 2024 |
| publisher | IGI Global |
| record_format | marc |
| series | Advances in educational technologies and instructional design (AETID) book series. |
| series2 | Advances in educational technologies and instructional design (AETID) book series |
| spelling | Utilizing emotional experience for best learning design practices edited by Sarah Sniderman. Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) IGI Global 2024. 33 PDFs text rdacontent electronic isbdmedia online resource rdacarrier Advances in educational technologies and instructional design (AETID) book series Includes bibliographical references and index. Foreword -- Preface -- Section 1. A Tale of Two Occupational Health and Safety Programs -- Chapter 1. Theoretical Foundations: Broad Strokes -- Chapter 2. The Interplay of Emotion and Cognition in Adult Learning: Learning Engages Emotion Alongside Cognition -- Chapter 3. Heutagogy Weds Emotional Experience to Breed New Learning Design Practices -- Chapter 4. Emotional Learning Analytics in Education: Current Status, Trends, and Challenges -- Section 2. Theoretical Foundations: Narrowing the Focus -- Chapter 5. Enhancing Online Adult Learning Through Emotional Social Intelligence Instructional Competencies -- Chapter 6. Examining the Role and Effect of Emotions in Adults' Online Learning -- Chapter 7. Enhancing Adult Lifelong Learning: A Study of Social-Emotional Learning Theory -- Chapter 8. Into It, Out of It: Emotions Can Prepare Us for and Prevent Us From Performance -- Section 3. Putting Theory to the Test -- Chapter 9. Fiction as Reflective Praxis for Affective Domain Learning in Medicine and Healthcare Education: A Case Study From Pedagogic Practice -- Chapter 10. Kudumbashree Women Back to School in Kerala: Navigating Classroom Emotions and Optimizing Instructor-Student Rapport for Enhanced Learning Design -- Chapter 11. Tiptoeing Through Interweaving Hero and Collective Journey Elements in Course Design Practices: Motivation in Designing the Hero's Journey Departure -- Chapter 12. An Investigation of Students' Emotions, Emotion Regulation Strategies, and Motives for Emotion Regulation -- Chapter 13. Underlying Workplace Emotional Impacts upon a Professor's Experiential Approach -- Section 4. Focus on Educator Preparation -- Chapter 14. Educator Preparation Design Practices That Encourage Candidate Social-Emotional and Affective Competencies as Needed Dispositions for Teaching -- Chapter 15. Promoting Pre-Service ESOL Teachers' Understanding of English Learners' Social-Emotional Learning -- Section 5. Learner Perspectives -- Chapter 16. Arcie Mallari -- Chapter 17. Linda Alexanian -- Chapter 18. Mary Ann Becker -- Chapter 19. Xuan-Vinh Nguyen -- Compilation of References -- About the Contributors -- Index. Restricted to subscribers or individual electronic text purchasers. "Despite growing recognition of the impact of emotions on adult learning, academics and practitioners in our field still often overlook its critical role. Traditional approaches focus heavily on cognitive outcomes, neglecting the affective components of meaningful and relevant learning and development. This leaves learners ill-equipped to navigate the emotional challenges inherent in the process, hindering their ability to achieve their goals. The book, Utilizing Emotional Experience for Best Learning Design Practices, draws on extensive research and practical experience to explore many different perspectives on this issue. It argues that the emotional experience of learners must be considered throughout the design of educational models, tools, and programs, and it provides theoretical and applied insights for integrating emotional learning goals and strategies into instructional design, enabling educators to create more supportive and effective learning environments. By bridging the gap between theory and practice, this book empowers learning professionals to enhance the emotional experiences of adult learners and improve their overall outcomes. Through a nuanced exploration of emotional foundations, theoretical frameworks, and practical strategies, it equips educators with the tools to address the affective needs of learners. Utilizing Emotional Experience for Best Learning Design Practices is a vital resource for transforming adult education, fostering a more holistic and empowering approach to learning and development."-- Provided by publisher. Also available in print. Mode of access: World Wide Web. Description based on title screen (IGI Global, viewed 11/22/2024). Adult education. Affective education. Instructional systems Design. Affective Goals for Adult Learners. Affective Learning Objectives. Challenges in Emotional Experiences. Commitment in Adult Learners. Confidence in Adult Learners. Educational Approaches to Emotional Learning. Emotional Experiences at Work. Emotional Influences on Adult Learning. Emotional Learning Analytics. Experiential Learning Design. Models for Emotion-Based Learning. Motivation in Adult Learners. Personal Experiences in Learning. Self-awareness in Adult Learners. Sniderman, Sarah 1969- editor. IGI Global, publisher. (Original) (DLC)2024039281 Print version: 9798369326633 (DLC) 2024039281 Advances in educational technologies and instructional design (AETID) book series. |
| spellingShingle | Utilizing emotional experience for best learning design practices Advances in educational technologies and instructional design (AETID) book series. Foreword -- Preface -- Section 1. A Tale of Two Occupational Health and Safety Programs -- Chapter 1. Theoretical Foundations: Broad Strokes -- Chapter 2. The Interplay of Emotion and Cognition in Adult Learning: Learning Engages Emotion Alongside Cognition -- Chapter 3. Heutagogy Weds Emotional Experience to Breed New Learning Design Practices -- Chapter 4. Emotional Learning Analytics in Education: Current Status, Trends, and Challenges -- Section 2. Theoretical Foundations: Narrowing the Focus -- Chapter 5. Enhancing Online Adult Learning Through Emotional Social Intelligence Instructional Competencies -- Chapter 6. Examining the Role and Effect of Emotions in Adults' Online Learning -- Chapter 7. Enhancing Adult Lifelong Learning: A Study of Social-Emotional Learning Theory -- Chapter 8. Into It, Out of It: Emotions Can Prepare Us for and Prevent Us From Performance -- Section 3. Putting Theory to the Test -- Chapter 9. Fiction as Reflective Praxis for Affective Domain Learning in Medicine and Healthcare Education: A Case Study From Pedagogic Practice -- Chapter 10. Kudumbashree Women Back to School in Kerala: Navigating Classroom Emotions and Optimizing Instructor-Student Rapport for Enhanced Learning Design -- Chapter 11. Tiptoeing Through Interweaving Hero and Collective Journey Elements in Course Design Practices: Motivation in Designing the Hero's Journey Departure -- Chapter 12. An Investigation of Students' Emotions, Emotion Regulation Strategies, and Motives for Emotion Regulation -- Chapter 13. Underlying Workplace Emotional Impacts upon a Professor's Experiential Approach -- Section 4. Focus on Educator Preparation -- Chapter 14. Educator Preparation Design Practices That Encourage Candidate Social-Emotional and Affective Competencies as Needed Dispositions for Teaching -- Chapter 15. Promoting Pre-Service ESOL Teachers' Understanding of English Learners' Social-Emotional Learning -- Section 5. Learner Perspectives -- Chapter 16. Arcie Mallari -- Chapter 17. Linda Alexanian -- Chapter 18. Mary Ann Becker -- Chapter 19. Xuan-Vinh Nguyen -- Compilation of References -- About the Contributors -- Index. Adult education. Affective education. Instructional systems Design. |
| title | Utilizing emotional experience for best learning design practices |
| title_auth | Utilizing emotional experience for best learning design practices |
| title_exact_search | Utilizing emotional experience for best learning design practices |
| title_full | Utilizing emotional experience for best learning design practices edited by Sarah Sniderman. |
| title_fullStr | Utilizing emotional experience for best learning design practices edited by Sarah Sniderman. |
| title_full_unstemmed | Utilizing emotional experience for best learning design practices edited by Sarah Sniderman. |
| title_short | Utilizing emotional experience for best learning design practices |
| title_sort | utilizing emotional experience for best learning design practices |
| topic | Adult education. Affective education. Instructional systems Design. |
| topic_facet | Adult education. Affective education. Instructional systems Design. |
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