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Gash, Hugh – New Directions for Teaching and Learning, 2015
This chapter explores the move toward a constructivist paradigm and collaborative knowledge construction in the broader institutional context of education.
Descriptors: Constructivism (Learning), Concept Formation, Cooperative Learning, Models
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McNamee, Sheila; Moscheta, Murilo – New Directions for Teaching and Learning, 2015
This chapter explores the ways in which a relational understanding of the educational process might inform and transform university teaching.
Descriptors: Cooperative Learning, Universities, Educational Change, Learning Processes
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Litchfield, Brenda C.; Dempsey, John V. – New Directions for Teaching and Learning, 2015
This chapter proposes supplementing traditional assessment strategies with innovative and authentic ways to evaluate students' performance on intended learning outcomes.
Descriptors: Performance Based Assessment, Student Evaluation, Outcomes of Education, Skills
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Guo, Tieyuan – New Directions for Teaching and Learning, 2015
In this chapter, the focus is on understanding the unique learning motivations shared by contemporary students in Confucian heritage cultures.
Descriptors: Confucianism, Learning Motivation, Student Motivation, Asian Culture
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van Schalkwyk, Gertina J. – New Directions for Teaching and Learning, 2015
This chapter explores the background and development of outcomes-based collaborative teaching and learning, and provides guidance for writing learning outcomes and engaging students in the Asian higher education context.
Descriptors: Outcome Based Education, Teacher Collaboration, Student Educational Objectives, Higher Education
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Schalkwyk, Gertina J. – New Directions for Teaching and Learning, 2015
This chapter explores the ways in which a relational understanding of the education process and the use of collaborative technologies in the connectivist tradition might inform and transform university teaching.
Descriptors: College Instruction, Teacher Collaboration, Technology Uses in Education, Learning Theories
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Record, Michael – New Directions for Teaching and Learning, 2015
The term graphic organizer has become so commonplace in teaching that the meaning of the term, as well as the rationale for why the strategy works, has become lost. Revisiting the general concept of an advance organizer is an opportunity to consider the essential teaching act. There is a difference between "using a graphic organizer" in…
Descriptors: Instructional Design, Constructivism (Learning), Social Media, Instructional Materials
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Blumberg, Phyllis – New Directions for Teaching and Learning, 2015
Critical reflection assists faculty as they transition to using learner-centered approaches. When this reflection occurs within the context of social media, they can obtain reinforcing feedback and support.
Descriptors: Reflective Teaching, Critical Thinking, Student Centered Curriculum, Social Media
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Yee, Kevin – New Directions for Teaching and Learning, 2015
To maximize their effectiveness, faculty developers should not merely advocate for an active learning approach but also enact it in their own workshops and service-oriented interactions with faculty, even extending to their use of outreach and social media.
Descriptors: Faculty Development, Student Centered Learning, Active Learning, Workshops
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Allison, Mark; Kendrick, Lynn Marie – New Directions for Teaching and Learning, 2015
This chapter explores the implications of the new educational paradigm from a technical standpoint and proposes a constructivist-aware approach to best leverage its significance.
Descriptors: Affordances, Computer Software, Semantics, Internet
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Ershler, Jeff; Stabile, Chris – New Directions for Teaching and Learning, 2015
Redefining the discourse toward a "better fit" cultural framework of beliefs, thought, language, and action through ultrasociality, a constructivist meme can help nurture an epistemological break (or rupture) from the traditional objectivist paradigm in education.
Descriptors: Affective Behavior, Psychological Patterns, Beliefs, Constructivism (Learning)
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Schrader, Dawn E. – New Directions for Teaching and Learning, 2015
Social media provide new means and opportunities for learning that are consistent with major tenets of both social and cognitive constructivism, and extend the process of learning and meaning construction to more diverse communities and universally accessible shared activities that are jointly and concurrently engaged in by both peers and experts.
Descriptors: Social Media, Constructivism (Learning), Teaching Methods, Technology Uses in Education
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Taylor, Mark – New Directions for Teaching and Learning, 2015
This chapter addresses issues faculty should consider when exploring the possible use of social media in instruction with today's learners.
Descriptors: Social Media, Educational Objectives, Instruction
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Brookfield, Stephen D. – New Directions for Teaching and Learning, 2015
Instructors can incorporate social media and the immediacy and accessibility to information these offer in ways that support student learning, while simultaneously encouraging students to be critical of these same media systems and platforms.
Descriptors: Critical Thinking, Social Media, Technology Uses in Education, Information Literacy
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McCombs, Barbara – New Directions for Teaching and Learning, 2015
This chapter offers a theoretical rationale and an explanation of evidence for using research-validated, learner-centered principles and practices in online course development, highlighting the evidence-based practices that have been used successfully to develop online courses that engage and retain students.
Descriptors: Student Centered Learning, Teaching Methods, Online Courses, Curriculum Development
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