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001 978-1-4614-7366-4
003 DE-He213
005 20140220082459.0
007 cr nn 008mamaa
008 130828s2014 xxu| s |||| 0|eng d
020 _a9781461473664
_9978-1-4614-7366-4
024 7 _a10.1007/978-1-4614-7366-4
_2doi
050 4 _aLB2806.15
072 7 _aJNKC
_2bicssc
072 7 _aEDU007000
_2bisacsh
082 0 4 _a375
_223
100 1 _aGosper, Maree.
_eeditor.
245 1 0 _aCurriculum Models for the 21st Century
_h[electronic resource] :
_bUsing Learning Technologies in Higher Education /
_cedited by Maree Gosper, Dirk Ifenthaler.
264 1 _aNew York, NY :
_bSpringer New York :
_bImprint: Springer,
_c2014.
300 _aXXVI, 444 p. 38 illus., 8 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aTheoretical Considerations of Curriculum Mapping for the 21st Century -- Case Studies: moving beyond traditional practice, theoretical underpinnings fro change, issues and implications arising from experience, future development and directions -- Technological and pedagogical innovations influencing curriculum renewal: emerging concepts and examples of best practice -- Sustainable educational practice in technology-rich environments -- Transforming new ideas and practices into curriculum models -- Finding and developing resources for curriculum transformation -- Integrating innovation into mainstream practices -- Analysis of important challenges to accomplishing sustainable curriculum change.   .
520 _aChanging student profiles and the increasing availability of mainstream and specialized learning technologies are stretching the traditional face-to-face models of teaching and learning in higher education. Institutions, too, are facing far-reaching systemic changes which are placing strains on existing resources and physical infrastructure and calling into question traditional ways of teaching through lectures and tutorials. And, with an ever-increasing scrutiny on teaching and teachers’ accountability for positive educational outcomes, the call for closer attention to learning, teaching and, most especially, to the design and delivery of the curriculum is given increasing relevance and importance. Research provides strong evidence of the potential for technologies to facilitate not only cognition and learning but also to become integral components in the redesign of current curriculum models. Some Universities and individual academics have moved along this pathway, developing new and innovative curriculum, blending pedagogies and technologies to suit their circumstances. Yet, there are others, unsure of the possibilities, the opportunities and constraints in these changing times. Curriculum Models for the 21st Century gives insights into how teaching and learning can be done differently. The focus is on a whole of curriculum approach, looking at theoretical models and examples of practice which capitalize on the potential of technologies to deliver variations and alternatives to the more traditional lecture-based model of University teaching.
650 0 _aEducation.
650 0 _aCurriculum planning.
650 0 _aEducation
_xPsychology.
650 1 4 _aEducation.
650 2 4 _aCurriculum Studies.
650 2 4 _aPedagogic Psychology.
650 2 4 _aEducational Technology.
650 2 4 _aLearning & Instruction.
700 1 _aIfenthaler, Dirk.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9781461473657
856 4 0 _uhttp://dx.doi.org/10.1007/978-1-4614-7366-4
912 _aZDB-2-SHU
999 _c92023
_d92023