Creating Courses for Adults
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Creating Courses for Adults
Design for Learning
St. Clair, Ralf
John Wiley & Sons Inc
04/2015
240
Mole
Inglês
9781118438978
15 a 20 dias
358
Descrição não disponível.
Preface xi
Why Design? xv
Perspective on Learning xix
Further Information xx
Acknowledgments xxi
About the Author xxiii
Part One Core Factors in Teaching
One All About You 3
Why Who You Are and What You've Done Matters 4
Reflecting on Your Approach 7
What Are We Doing It For? 11
Why Identity Matters 16
Going Further 18
Conclusion: Pulling It Together 21
Two Engaged and Involved Learners 23
How Do People Learn? 24
Engagement in Learning 30
Learner Diversity 36
Responding to Diversity 47
Conclusion: Making Difference Matter 52
Three Context Drives Design 53
Why Context Matters 54
Ball Gown or Boots: Formality 56
Wired Learning 59
Organizational Context 62
The Aims of the Course 65
Time, or the Lack Thereof 67
Somewhere to Sit: Physical Resources 69
Conclusion 72
Part Two The Key Decisions
Four Knowing Where You Are Going 77
Objectives-And Some Objections 80
The Educator 86
The Learners 88
The Context 90
Conclusion 92
Five Content and Resources for Learning 95
Information and Objects 98
Resources and Materials 101
The Educator 103
The Learners 105
The Context 107
Conclusion 109
Six Ways of Working Together 111
The Range of Methods 114
The Educator 121
The Learners 123
The Context 125
Conclusion 127
Seven What Do the Learners Say? 131
Designing Evaluation 134
The Educator 138
The Learners 140
The Context 142
Conclusion 145
Eight Making Learning Visible 147
Counting What Counts 150
The Educator 157
The Learners 159
The Context 162
Conclusion 164
Nine You Can Take It with You! 167
Moving Learning beyond the Course 170
The Educator 174
The Learners 176
The Context 178
Conclusion 180
Ten Design Frames Practice 183
The Book in a Box 183
An Example of a Program Design 186
For New Educators of Adults 187
Conclusion 191
References 193
Appendix A: A Blank Design Framework 199
Appendix B: Where to Find Further Resources 201
Index 203
Why Design? xv
Perspective on Learning xix
Further Information xx
Acknowledgments xxi
About the Author xxiii
Part One Core Factors in Teaching
One All About You 3
Why Who You Are and What You've Done Matters 4
Reflecting on Your Approach 7
What Are We Doing It For? 11
Why Identity Matters 16
Going Further 18
Conclusion: Pulling It Together 21
Two Engaged and Involved Learners 23
How Do People Learn? 24
Engagement in Learning 30
Learner Diversity 36
Responding to Diversity 47
Conclusion: Making Difference Matter 52
Three Context Drives Design 53
Why Context Matters 54
Ball Gown or Boots: Formality 56
Wired Learning 59
Organizational Context 62
The Aims of the Course 65
Time, or the Lack Thereof 67
Somewhere to Sit: Physical Resources 69
Conclusion 72
Part Two The Key Decisions
Four Knowing Where You Are Going 77
Objectives-And Some Objections 80
The Educator 86
The Learners 88
The Context 90
Conclusion 92
Five Content and Resources for Learning 95
Information and Objects 98
Resources and Materials 101
The Educator 103
The Learners 105
The Context 107
Conclusion 109
Six Ways of Working Together 111
The Range of Methods 114
The Educator 121
The Learners 123
The Context 125
Conclusion 127
Seven What Do the Learners Say? 131
Designing Evaluation 134
The Educator 138
The Learners 140
The Context 142
Conclusion 145
Eight Making Learning Visible 147
Counting What Counts 150
The Educator 157
The Learners 159
The Context 162
Conclusion 164
Nine You Can Take It with You! 167
Moving Learning beyond the Course 170
The Educator 174
The Learners 176
The Context 178
Conclusion 180
Ten Design Frames Practice 183
The Book in a Box 183
An Example of a Program Design 186
For New Educators of Adults 187
Conclusion 191
References 193
Appendix A: A Blank Design Framework 199
Appendix B: Where to Find Further Resources 201
Index 203
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Courses for Adults;adult education;teaching adults;distance learning; online education;nontraditional students;evidence-based teaching teaching older students;classroom professional development;courseware design;curriculum design;teacher training
Preface xi
Why Design? xv
Perspective on Learning xix
Further Information xx
Acknowledgments xxi
About the Author xxiii
Part One Core Factors in Teaching
One All About You 3
Why Who You Are and What You've Done Matters 4
Reflecting on Your Approach 7
What Are We Doing It For? 11
Why Identity Matters 16
Going Further 18
Conclusion: Pulling It Together 21
Two Engaged and Involved Learners 23
How Do People Learn? 24
Engagement in Learning 30
Learner Diversity 36
Responding to Diversity 47
Conclusion: Making Difference Matter 52
Three Context Drives Design 53
Why Context Matters 54
Ball Gown or Boots: Formality 56
Wired Learning 59
Organizational Context 62
The Aims of the Course 65
Time, or the Lack Thereof 67
Somewhere to Sit: Physical Resources 69
Conclusion 72
Part Two The Key Decisions
Four Knowing Where You Are Going 77
Objectives-And Some Objections 80
The Educator 86
The Learners 88
The Context 90
Conclusion 92
Five Content and Resources for Learning 95
Information and Objects 98
Resources and Materials 101
The Educator 103
The Learners 105
The Context 107
Conclusion 109
Six Ways of Working Together 111
The Range of Methods 114
The Educator 121
The Learners 123
The Context 125
Conclusion 127
Seven What Do the Learners Say? 131
Designing Evaluation 134
The Educator 138
The Learners 140
The Context 142
Conclusion 145
Eight Making Learning Visible 147
Counting What Counts 150
The Educator 157
The Learners 159
The Context 162
Conclusion 164
Nine You Can Take It with You! 167
Moving Learning beyond the Course 170
The Educator 174
The Learners 176
The Context 178
Conclusion 180
Ten Design Frames Practice 183
The Book in a Box 183
An Example of a Program Design 186
For New Educators of Adults 187
Conclusion 191
References 193
Appendix A: A Blank Design Framework 199
Appendix B: Where to Find Further Resources 201
Index 203
Why Design? xv
Perspective on Learning xix
Further Information xx
Acknowledgments xxi
About the Author xxiii
Part One Core Factors in Teaching
One All About You 3
Why Who You Are and What You've Done Matters 4
Reflecting on Your Approach 7
What Are We Doing It For? 11
Why Identity Matters 16
Going Further 18
Conclusion: Pulling It Together 21
Two Engaged and Involved Learners 23
How Do People Learn? 24
Engagement in Learning 30
Learner Diversity 36
Responding to Diversity 47
Conclusion: Making Difference Matter 52
Three Context Drives Design 53
Why Context Matters 54
Ball Gown or Boots: Formality 56
Wired Learning 59
Organizational Context 62
The Aims of the Course 65
Time, or the Lack Thereof 67
Somewhere to Sit: Physical Resources 69
Conclusion 72
Part Two The Key Decisions
Four Knowing Where You Are Going 77
Objectives-And Some Objections 80
The Educator 86
The Learners 88
The Context 90
Conclusion 92
Five Content and Resources for Learning 95
Information and Objects 98
Resources and Materials 101
The Educator 103
The Learners 105
The Context 107
Conclusion 109
Six Ways of Working Together 111
The Range of Methods 114
The Educator 121
The Learners 123
The Context 125
Conclusion 127
Seven What Do the Learners Say? 131
Designing Evaluation 134
The Educator 138
The Learners 140
The Context 142
Conclusion 145
Eight Making Learning Visible 147
Counting What Counts 150
The Educator 157
The Learners 159
The Context 162
Conclusion 164
Nine You Can Take It with You! 167
Moving Learning beyond the Course 170
The Educator 174
The Learners 176
The Context 178
Conclusion 180
Ten Design Frames Practice 183
The Book in a Box 183
An Example of a Program Design 186
For New Educators of Adults 187
Conclusion 191
References 193
Appendix A: A Blank Design Framework 199
Appendix B: Where to Find Further Resources 201
Index 203
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
