This resource reviews the key elements of lifelong learning (Chapter 2), describes its evolution (Chapter 3), describes the electronic and global dimensions (Chapters 4 and 5) and provides the busy executive with all they need to know about lifelong learning and how to make it work for themselves and their organization.
This book has resulted from a number of challenges and concerns that have emerged from both being a facilitator on various problem-based learning programmes and equipping other tutors to become facilitators. As a lecturer and researcher in higher education and as a consultant to those wishing to implement problem-based learning, I have developed a range of strategies, practices and perspectives about what appears to help and hinder the facilitation of problembased learning.
There are many books about e-learning and online learning, so why did the authors decide to write another one? What makes this book different is its synthesis of online leaning and an attempt to locate online learning alongside the wider evolution of higher education policy and practice. It is our view that online learning cannot be seen in isolation from these wider important transitions. This book seeks to locate online learning and its arrival in the wider context of what is happening in higher education and practice. It deals with the entanglement of online learning and technological change with other major social changes and already-existing important developments in learning theory.
Educational assessment seeks to determine how well students are learning and is an integral part of the quest for improved education. It provides feedback to students, educators, parents, policy makers, and the public about the effectiveness of educational services. With the movement over the past two decades toward setting challenging academic standards and measuring students’ progress in meeting those standards, educational assessment is playing a greater role in decision making than ever before. In turn, education stakeholders are questioning whether current large-scale assessment practices are yielding the most useful kinds of information for informing and improving education. Meanwhile, classroom assessments, which have the potential to enhance instruction and learning, are not being used to their fullest potential.
This second edition provides an updated functional and realistic approach to applying human learning to classroom instruction. This book is written for classroom teachers who may have limited background and experiences in applying theories of educational psychology. Frequently, teachers may be aware of the many theories of learning, but may not be aware of how to transpose those theories into practical classroom application. This book is designed to accomplish such a purpose. Several new chapters in the areas of emotions and motivation have been added, and major revisions have been made in chapters dealing with learning styles, brain-based learning, improving memory, and integrating reading into the content areas.
