大学の授業:再考(第2版)<br>Rethinking University Teaching : A Conversational Framework for the Effective Use of Learning Technologies (2ND)

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大学の授業:再考(第2版)
Rethinking University Teaching : A Conversational Framework for the Effective Use of Learning Technologies (2ND)

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  • 製本 Paperback:紙装版/ペーパーバック版/ページ数 268 p.
  • 言語 ENG,ENG
  • 商品コード 9780415256797
  • DDC分類 378.125

基本説明

Contains major updates to the information on learning technologies.

Full Description


Teachers in higher education have had to become more professional in their approach to teaching, matching their professionalism in research. The first edition of this book prepares teachers to do and undergo quality audits and appraisals, and to achieve their personal aims of improving their teaching and their students' learning. The strength of this book is that it provides a sound theoretical basis for designing and using learning technologies in university teaching.This new edition builds upon the success of the first and contains major updates to the information on learning technologies and includes the implications of using technology for the university context - both campus and electronic - which suggests a new approach to managing learning at institutional level.

Table of Contents

        List of plates                             xi
List of figures xii
List of tables xiv
Acknowledgements xv
Preface to the 2nd edition xvi
Introduction 1 (10)
Part I What students need from learning
technologies
Teaching as mediating learning 11 (14)
Introduction 11 (1)
The character of academic learning 12 (1)
A critique of academic learning as imparted 13 (3)
knowledge
A critique of academic learning as situated 16 (3)
cognition
Academic learning as a way of experiencing 19 (4)
the world
Summary 23 (2)
What students bring to learning 25 (16)
Introduction 25 (1)
Questionnaire studies of students' 26 (2)
characteristics
Exploratory studies of the student 28 (8)
population
Longitudinal studies of developmental 36 (4)
change in university students
Summary 40 (1)
The complexity of coming to know 41 (21)
Introduction 41 (1)
Finding out what happens in learning 42 (1)
Apprehending structure 43 (5)
Interpreting forms of representation 48 (4)
Acting on the world (of descriptions) 52 (3)
Using feedback 55 (3)
Reflecting on goals--action--feedback 58 (2)
Summary 60 (2)
Generating a teaching strategy 62 (29)
Introduction 62 (2)
Instructional design 64 (3)
Constructivist psychology 67 (2)
Phenomenography 69 (2)
A principled approach to generating 71 (6)
teaching strategy
Summary 77 (4)
Part II Analysing the media for learning and
teaching
A framework for analysis 81 (1)
Introduction 81 (2)
Pedagogical categories for classifying media 83 (3)
A framework for analysing educational media 86 (3)
Forms of educational media 89 (2)
Narrative media 91 (16)
Introduction 91 (1)
Lecture 92 (2)
Print 94 (4)
Audiovision 98 (1)
Television 99 (4)
Video 103(1)
Digital Versatile Disc 104(1)
Summary 105(2)
Interactive media 107(19)
Introduction 107(1)
Hypermedia 108(4)
Enhanced hypermedia 112(8)
Web resources 120(2)
Interactive television 122(2)
Summary 124(2)
Adaptive media 126(19)
Introduction 126(1)
Simulations 127(6)
Virtual environments 133(1)
Tutorial programs 134(4)
Tutorial simulations 138(5)
Educational games 143(1)
Summary 144(1)
Communicative media 145(16)
Introduction 145(2)
Computer-mediated conferencing 147(4)
Digital document discussion environment 151(3)
Audioconferencing 154(2)
Videoconferencing 156(2)
Student collaboration 158(1)
Summary 159(2)
Productive media 161(20)
Introduction 161(1)
Microworlds 161(6)
Collaborative microworlds 167(1)
Modelling 168(3)
Summary 171(2)
Summary of Part II 173(1)
Comparing the media 173(1)
Balancing the media 174(7)
Part III The design methodology
Designing teaching materials 181(18)
Introduction 181(1)
Defining learning objectives 182(1)
Identifying students' needs 183(5)
Deciding the balance of learning objectives 188(4)
Designing the locus of control 192(2)
Developmental testing 194(1)
Comparative development costs 195(2)
Summary of the learning design process 197(2)
Setting up the learning context 199(15)
Introduction 199(1)
Student preparation 200(10)
Integration with other media 210
Epistemological values 202(2)
Assessment 204(3)
Logistics 207(1)
The virtual learning environment 208(4)
Summary 212(2)
Designing an effective organisational 214(28)
infrastructure
Introduction 214(1)
Conditions for a university to be a 214(5)
learning organisation
Establishing an appropriate organisational 219(3)
infrastructure
Expanding knowledge 222(2)
Sharing knowledge 224(3)
Innovating 227(5)
Evaluating 232(1)
Implementing 233(3)
Validating 236(1)
Summary 237(1)
The national infrastructure for innovation 238(2)
in Higher Education
Conclusions 240(2)
Appendix 1 Extract from Plato's Meno Dialogue 242(2)
Appendix 2 Subject teaching journals available 244(2)
on the Web
Appendix 3 Summary of activities for an 246(3)
effective organisational infrastructure
Glossary 249(4)
References 253(1)
Books and journal articles 253(7)
Web references 260(1)
Index 261