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.
The essays challenge us to chart a new integrative course for the future, to expand our thinking, and to re-enlist our hearts in the life-long journey of learning and living, and will be valuable to all who are engaged in the transformation ...
How can universities shape creative, adaptive, integrated learners ready to confront the world? This book's clear-eyed optimism is a challenge to everyone in higher education. American higher education is being torn apart.
Synthetic chapters bring together themes from the case studies, present an overview of the connected science approach, and identify strategies and future challenges to help move this work forward.
In this volume the authors document examples of programmes/courses/activities that are designed intentionally to build students' capacity to be integrative thinkers and learners.
This current Research Topic does not derive directly from Boyer’s Model of Scholarship, but nonetheless represents a well-timed exploration and example of where higher education has progressed in bringing the innovative, integrative ...
此外,网络教育应该考虑如何复制面授教学的精华,尤其是那些帮助学生成为成功的独立学习者的互动活动。教师在一门课程中整合了在线和分散式学习交互活动时,学生必须弄清楚在没有教师直观提示和身体语言的情况下如何完成任务。此外,学生还必须学会如何独立 ...
The fruit of the authors’ more than 15 years of using and writing about ePortfolios in general education and disciplinary programs and courses, this book is a comprehensive and practical guide to the use of the ePortfolio as a pedagogy ...
Research indicates that of the pedagogies recognized as “high impact”, learning communities – one approach to which, the linked course, is the subject of this book – lead to an increased level of student engagement in the freshman ...
First Published in 1992. Routledge is an imprint of Taylor & Francis, an informa company.
This book responds to challenging questions about curricular realignment, especially how a more porous approach to higher education reduces the impact of a “siloed” curriculum, lessens the tendency toward the fragmentation of knowledge, ...