000			02084cam a2200301zu 4500
001			88827724
003			FRCYB88827724
005			20250107111605.0
006			m o d
007			cr un
008			250107s2013 fr | o|||||0|0|||eng d
020			_a9781843347422
035			_aFRCYB88827724
040			_aFR-PaCSA _ben _c _erda
100	1		_ade Boer, Ann-Louise
245	0	1	_aWhole Brain® Learning in Higher Education _bEvidence-Based Practice _c['de Boer, Ann-Louise', 'du Toit, Pieter', 'Scheepers, Detken']
264		1	_bElsevier Science _c2013
300			_a p.
336			_btxt _2rdacontent
337			_bc _2rdamdedia
338			_bc _2rdacarrier
650		0	_a
700	0		_ade Boer, Ann-Louise
700	0		_adu Toit, Pieter
700	0		_aScheepers, Detken
856	4	0	_2Cyberlibris _uhttps://international.scholarvox.com/netsen/book/88827724 _qtext/html _a
520			_aFacilitating 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® learningExplains the rationale behind Whole Brain® learningDemonstrates how the model can be applied in facilitating Whole Brain® learning in order to develop the full academic potential of students
999			_c17814 _d17814