Full Description
Facilitating of learning in higher education can be transformed through the use of Whole Brain® learning. Whole Brain® 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® application, learning material that makes a difference, multidisciplinary collaboration, and the way forward.
Contents
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
