Whole Brain Learning in Higher Education: Evidence-based practice

Whole Brain Learning in Higher Education: Evidence-based practice

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Product Details

ISBN-13: 9781843347422
Publisher: Elsevier Science
Publication date: 12/28/2013
Series: Chandos Learning and Teaching Series , #12
Pages: 330
Sales rank: 912,608
Product dimensions: 5.90(w) x 9.10(h) x 0.90(d)

About the Author

Ann-Louise de Boer is an associate professor and research fellow in the Department of Information Science, University of Pretoria, South Africa. She has BA, BEd, MED degrees and a PhD in curriculum design, and was recipient of the Ernest Oppenheimer Memorial Trust Award for Academic Achievement in 1990. She is also the CEO of Herrmann International Africa, the African arm of the global network of Herrmann International, originator of Whole Brain® Technolog.

Pieter H. du Toit is a senior lecturer in the Department of Humanities Education, Faculty of Education at the University of Pretoria, South Africa. He holds a BA, BEd, MEd and PhD in Higher Education. He is programme coordinator of the Postgraduate Certificate in Higher Education (PGCHE) and the MEd (Educator Professional Development). His interests include action research, learning styles, professional development and education innovation.

M. Detken Scheepers is the Head of e-Learning at the Department for Education Innovation, University of Pretoria, South Africa. She is responsible for the management of the e-learning group, academic staff development in the use of e-Learning and computer-based testing. She holds an MSc (Anatomy) and an MEd (Computer-assisted Education), both from the University of Pretoria.

Theo J.D. Bothma is professor and head of the Department of Information Science and chairperson of the School of Information Technology at the University of Pretoria, South Africa. His teaching and research focus is on information organisation and retrieval (including information literacy), web development and electronic publishing, as well as on curriculum development.

Table of Contents

Theoretical framework;
Baseline data – determining thinking preferences;
Professional development;
Evidence- based practice—case studies;
Learning material that makes a difference;
The way forward

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