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

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dc.contributor.author	Hernández Leo, Davinia
dc.contributor.author	Moreno, Verónica
dc.contributor.author	Peig Olivé, Enric
dc.date	2013-01
dc.identifier.citation	Hernández-Leo D, Moreno V, Peig i Olive E. Learning design twofold strategies for teacher-led inquiry and student active learning. Paper presented at: Teacher-led Inquiry and Learning Design: The Virtuous Circle Workshop; 2013 Jan 28-30; Villard‐de‐Lans, Vercors
dc.identifier.uri	http://hdl.handle.net/10230/20364
dc.format	application/pdf
dc.language.iso	eng
dc.rights	Aquest document està subjecte a una llicència Creative Commons
dc.rights	info:eu-repo/semantics/openAccess
dc.rights	http://creativecommons.org/licenses/by-nc-nd/3.0/es/
dc.subject	Learning design
dc.subject	Teacher-led inquiry
dc.subject	Active student participation
dc.subject	Higher education
dc.subject	Sustainable innovation
dc.subject	Ensenyament universitari
dc.subject	Estudiants universitaris
dc.subject	Aprenentatge actiu
dc.title	Learning design twofold strategies for teacher-led inquiry and/nstudent active learning
dc.type	info:eu-repo/semantics/conferenceObject
dc.type	info:eu-repo/semantics/acceptedVersion
dc.description.abstract	Ponència presentada al Workshop "Teacher-led Inquiry and Learning Design: The Virtuous Circle". 28-30 de gener. Vercors; 2013.
dc.description.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).

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