Learning design twofold strategies for teacher-led inquiry and/nstudent active learning

Consultar RECERCAT

Para acceder a los documentos con el texto completo, por favor, siga el siguiente enlace: http://hdl.handle.net/10230/20364

Título:	Learning design twofold strategies for teacher-led inquiry and/nstudent active learning
Autor/a:	Hernández Leo, Davinia; Moreno, Verónica; Peig Olivé, Enric
Abstract:	Ponència presentada al Workshop "Teacher-led Inquiry and Learning Design: The Virtuous Circle". 28-30 de gener. Vercors; 2013.
Abstract:	This workshop paper states that fostering active student participation both in face-to-face lectures / seminars and outside the classroom (personal and group study at home, the library, etc.) requires a certain level of teacher-led inquiry. The paper presents a set of strategies drawn from real practice in higher education with teacher-led inquiry ingredients that promote active learning. These/npractices highlight the role of the syllabus, the importance of iterative learning designs, explicit teacher-led inquiry, and the implications of the context, sustainability and practitioners’ creativity. The strategies discussed in this paper can serve as input to the workshop as real cases that need to be represented in design and supported in enactment (with and without technologies).
Materia(s):	-Learning design -Teacher-led inquiry -Active student participation -Higher education -Sustainable innovation -Ensenyament universitari -Estudiants universitaris -Aprenentatge actiu
Derechos:	Aquest document està subjecte a una llicència Creative Commons http://creativecommons.org/licenses/by-nc-nd/3.0/es/
Tipo de documento:	Objeto de conferencia Artículo - Versión aceptada
Compartir: