de Boer / Du Toit / Scheepers Whole Brain® Learning in Higher Education

Evidence-Based Practice
1. Auflage 2013
ISBN: 978-1-78063-408-1
Verlag: Elsevier Science & Techn.
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 330 Seiten

Reihe: Chandos Learning and Teaching Series

Facilitating of learning in higher education can be transformed through the use of Whole Brain® learning. Whole Brain® Learning in Higher Education argues that facilitating learning in Higher Education should undergo transformation in order to develop the full academic potential of all stakeholders following the principles of action research. Empirical data was collected from participants in a number of projects across diverse disciplines. Participants included students, academic staff, instructional designers, and professionals attending short courses at tertiary level.A number of case studies are discussed as evidence for the value of the proposed model for higher education. This title consists of seven chapters, covering: the theoretical framework, baseline study, professional development, studies in Whole Brain® application, learning material that makes a difference, multidisciplinary collaboration, and the way forward. - Defines Whole Brain® learning - Explains the rationale behind Whole Brain® learning - Demonstrates how the model can be applied in facilitating Whole Brain® learning in order to develop the full academic potential of students

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.

Autoren/Hrsg.

de Boer, Ann-Louise

Du Toit, Pieter

Scheepers, Detken

Bothma, Theo

Leseproben

List of figures and tables
Figures
1.1. Herrmann’s metaphoric Whole Brain® Model 4 1.2. HBDI® single dominant sample profile indicating a strong preference for A-quadrant thinking 11 1.3. HBDI® single dominant sample profile indicating a strong preference for B-quadrant thinking 15 1.3. HBDI® single dominant sample profile indicating a strong preference for C-quadrant thinking 18 1.5. HBDI® single dominant sample profile indicating a strong preference for D-quadrant thinking 22 1.6. Students’ expectations in the four quadrants, and potential struggles 29 1.7. Planning learning opportunities and methods of facilitating learning 30 1.8. Herrmann’s expanded Whole Brain® Teaching and Learning Model 32 1.9. Kolb’s Learning Style Model 33 2.1. Sample of lecturers’ profiles across faculties at the University of Pretoria 52 2.2. Sample of students’ profiles across faculties at the University of Pretoria 53 2.3. Profiles of students enrolled for a degree in art at the University of Pretoria 55 2.4. Profiles of students enrolled for a degree in drama at the University of Pretoria 56 2.5. Profiles of students enrolled for a degree in communication pathology at the University of Pretoria 57 2.6. Profiles of students enrolled for a degree in the social sciences at the University of Pretoria 58 2.7. Profiles of students enrolled for a degree in human movement science at the University of Pretoria 61 2.8. Profiles of students enrolled for a degree in music and musical education at the University of Pretoria 62 2.9. Profiles of students enrolled for a degree in psychology at the University of Pretoria 63 2.10. Profiles of lecturers from the Department of Modern European Languages at the University of Pretoria 64 2.11. Profiles of lecturers from the Department of Communication Pathology at the University of Pretoria 65 2.12. Profiles of students enrolled for a degree in accounting at the University of Pretoria 67 2.13. Profiles of students enrolled for a degree in anthropology at the University of Pretoria 68 2.14. Profiles of students enrolled for a natural sciences degree at the University of Pretoria 70 2.15. Profiles of students enrolled for a general degree in medicine at the University of Pretoria 71 2.16. Profiles of students enrolled for a degree in occupational therapy at the University of Pretoria 73 2.17. Profiles of final-year students enrolled for a degree in education at the University of Pretoria 74 2.18. Profiles of lecturers in the Faculty of Education at the University of Pretoria 75 2.19. Profiles of technical college lecturers enrolled for a course in professional development at the University of Pretoria 77 2.20. University lecturers enrolled for a short course in innovation as part of their professional development at the University of Pretoria 78 3.1. A visionary action research model for transforming one’s assessment practice 88 4.1. Profile of one of the authors 110 4.1. Examples of the profiles of student colleagues at the University of Pretoria 111 4.3. Profiles of newly appointed lecturers attending the induction programme at the University of Pretoria 119 4.4. Example of a visual representation of a metaphor for facilitating learning 121 4.4. Classroom activities 121 4.6. Profile of Assistant Lecturer I 123 4.7. Assistant Lecturer I teaching 123 4.8. Profile of Assistant Lecturer II 124 4.9. Classroom activities of Assistant Lecturer II 125 4.9. Profiles of students enrolled for a degree in civil engineering at the University of Pretoria 135 4.11. Profiles of lecturers from the Department of Civil Engineering at the University of Pretoria 137 4.12. Profiles of students enrolled for a degree in mechanical engineering at the University of Pretoria 139 4.13. The metaphoric mindsets of the Creative Problem-Solving Model superimposed on the metaphoric Whole Brain® Model of Herrmann 141 4.14. Profiles of lecturers from the Department of Mining Engineering at the University of Pretoria 145 4.15. Profiles of specialist part-time lecturers in the Department of Mining Engineering at the University of Pretoria 147 4.16. Profiles of final-year mining engineering students at the University of Pretoria, 2009–2012 148 4.17. Mining engineering students at the University of Pretoria participating in group work 151 4.18. Profiles of the lecturers responsible for the module Innovation in Mining Design at the University of Pretoria 152 4.19. Profiles of students enrolled for a Master’s degree in engineering management and project management at the University of Pretoria 154 4.20. Students at the University of Pretoria reflecting on experiential learning experience and participating in adventure-related experiential learning exercises 155 4.21. Profiles of first-year students enrolled for a degree in information science at the University of Pretoria 159 4.22. Profiles of students enrolled for a degree in library science (taking second-year cataloguing and classification) at the University of Pretoria 160 4.23. Profiles of lecturers from the Department of Information Science at the University of Pretoria 162 4.24. Profiles of students enrolled for a Master’s degree in information technology at the University of Pretoria 164 4.25. Profiles of professional staff attending a course in library leadership at the University of Pretoria 166 4.26. Drotter’s Leadership Pipeline Model showing the management levels 170 4.27. Thinking requirements for managing self (left); an HBDI® profile (right) 171 4.27. Thinking requirements for managing others (left); a coachee’s HBDI® profile (right) 172 4.29. Thinking requirements for managing managers (left); a coachee’s HBDI® profile (right) 174 4.30. Thinking requirements for managing the function (left); a coachee’s HBDI® profile (right) 175 4.31. Thinking requirements for managing the Business (left); a coachee’s HBDI® profile (right) 177 4.32. Thinking requirements for managing the group (left); a coachee’s HBDI® profile (right) 178 4.33. Thinking requirements for managing the enterprise (left); a coachee’s HBDI® profile (right) 179 4.34. Profiles of lecturers from the School of Dentistry at the University of Pretoria 182 4.35. Profiles of students in the School of Dentistry at the University of Pretoria 183 4.36. Profile of the tooth morphology lecturer at the University of Pretoria 185 4.37. Workstations in a laboratory displaying the Whole-Brain® problem-solving toolbox 186 4.37. The Whole Brain® problem-solving toolbox 187 4.39. Textbooks and journals on tooth morphology 188 4.39. Students working collaboratively in groups 189 4.41. Collaborative teaching 189 4.42. Collaborative...