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Träfflista för sökning "WFRF:(Marta C) srt2:(2000-2004)"

Sökning: WFRF:(Marta C) > (2000-2004)

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  • Cleveland-Innes, Marta, et al. (författare)
  • On being a social change agent in a reluctant collegial environment
  • 2001
  • Ingår i: Planning in Higher Education. ; 29, s. 25-33
  • Tidskriftsartikel (refereegranskat)abstract
    • Reviews a collaborative process established at the University of Calgary in the earliest stages of strategic planning and maintained throughout undergraduate curriculum redesign and implementation. Offers some lessons learned by the change agents operating within a reluctant environment, including: start with serious self-reflection, understand the change context, and balance passion for change with enlightened self-interest. (EV)
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  • Emes, C, et al. (författare)
  • The journey toward learner-centered curriculum
  • 2003
  • Ingår i: Canadian Journal of Higher Education. - 0316-1218. ; 33:3, s. 47-69
  • Tidskriftsartikel (refereegranskat)abstract
    • A brief narrative description of the journal article, document, or resource. In higher education, competing demands for accountability and innovation in the face of globalization, technology, and budget cuts cause us to consider how best to prepare learners who will learn for a lifetime. We contend that a shift in our understanding of curriculum design to accommodate learner-centeredness will provide the framework for preparing graduates for a lifetime of learning. Learner-centered curriculum proposes to create highly developed individuals, providing them the skills to continue creating learning experiences, digest current knowledge, and create new knowledge within the curriculum itself. Curriculum characteristics, as identified in the curriculum design project presented here, include content appropriate to the characteristics of a new society. It also includes all that is required of a curriculum in order for it to be transparent and easily understood as the scaffolding of learning. This definition of a learner-centered curriculum includes components that educators deem to be relevant and vital for students. It adds curriculum processes and required outcomes to prepare students for curriculum creation alongside educators.
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  • Resultat 1-7 av 7

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