Current teaching, learning and assessment practices can lead
students to believe that courses within a programme are
self-sufficient and separate. "Integrative Learning" explores this
issue, and considers how intentional learning helps students become
integrative thinkers who can see connections in seemingly disparate
information, and draw on a wide range of knowledge to make
decisions.
Written by international contributors who engaged reflectively
with their teaching and their students learning, the book seeks to
develop a shared language of integrative learning, encouraging
students to adapt skills learned in one situation to problems
encountered in another, and make autonomous connections across
courses, between experiences, and throughout their lives. More
informed teachers can help students develop the necessary
attributes for intentional learning, which include having a sense
of purpose, fitting fragmentary information into a learning
framework, understanding something of their own learning processes,
asking probing questions, reflecting on their own choices, and
knowing when to ask for help.
"
Integrative Learning "draws on international research and vast
studies to provide the reader with the resources to ensure access
to a unified learning experience. The book discusses conceptual and
technical tools necessary for facilitating integrative learning
across a range of disciplines as well as providing learning
pedagogies and considers integrative learning in the context of the
relevance of higher education in the complexity and uncertainty of
the 21st century. It will appeal to academics and researchers in
the field of higher education, as well as those generating higher
education curriculums."
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