Download Innovation and Teaching Technologies: New Directions in by Marta Peris-Ortiz, Fernando J. Garrigós-Simón, Ignacio Gil PDF

By Marta Peris-Ortiz, Fernando J. Garrigós-Simón, Ignacio Gil Pechuán

This ebook specialize in organizational alterations which are occurring in larger schooling. Universities are presently experiencing a interval of switch and restructuring into what's often called the eu greater schooling zone (EHEA). EHEA represents a strategy of academic reform in line with 3 kinds of variations: structural, curricular and organizational. the mixing of universities during this new EHEA is bringing conceptual and methodological alterations not only to the constitution of college schooling, but in addition to the teaching-learning tactics and the stipulations less than which they ensue. EHEA is prompting a metamorphosis within the educating version in the direction of the honour of scholars because the major actors within the academic technique. this alteration calls for new educating suggestions the place scholars are requested to solve issues of instruments supplied by way of the trainer. This ebook provides principles, effects and demanding situations concerning new details and verbal exchange applied sciences, recommendations and methodologies utilized to schooling and examine, in addition to demonstrating the newest traits in academic innovation.

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Extra resources for Innovation and Teaching Technologies: New Directions in Research, Practice and Policy

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Student satisfaction is a key factor in evaluating quality in a BL experience, and in this respect students demand that the design of BL subjects or courses include the following features (del Moral and Villalustre 2009): a clear definition of learning goals; hierarchical, contextualised and consistently structured presentation of contents; diverse individual and group activities; a thorough account of assessment criteria in keeping with the goals set; and the creation of windows for individual tutoring.

2009). It has been shown that students have a positive predisposition towards BL and high expectations as to its potential for enhancing learning (Area et al. 2008; Cabero and Llorente 2009). And that, furthermore, using BL has positive effects in reducing the dropout rate from university subjects and on learning outcomes. Including BL learning activities has positive effects on students’ final grades. And BL tasks enrich face-to-face activities without needing to wholly replace them (López et al.

Finally universities that have reached the “growth” stage offer BL courses fully integrated and mainstreamed in their academic offering, and work on continuous improvement through systematic assessment and data mining, which helps them to take strategic internal decisions. As to the key features of developing BL in higher education, Garrison and Vaughan (2013) highlight: (a) fully re-conceptualising and redesigning the subject or course, (b) suitably managing the information volume, and (c) creating a community of learning and inquiry so as to take advantage of what we know of higher learning experiences and the properties of communication with digital technologies.

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