By Robert J. Sternberg,Elizabeth Davis,April C. Mason, et al.Rowman and Littlefield Publishing Group|Rowman & Littlefield Publishers||Adult NonfictionEducationLanguage(s): EnglishOn sale date: 16.01.2015Street date: 05.01.2015
"Now what should still I do?" this can be a query educational leaders ask themselves with nice regularity. As ironic because it could appear, only a few educational leaders have had any formal education in educational management, or in any form of management in any respect. For the main half, educational directors examine at the activity. additionally they consult anywhere they could get it. the aim of this publication is to provide such suggestion. The publication is written either for educational directors in any respect degrees in addition to when you aspire to educational management.
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Additional resources for Academic Leadership in Higher Education. From the Top Down and the Bottom Up
Developmental progressions in any learning domain (including in the domain of the skill of learning a MOOC outlined in the previous section) are described in terms of behaviour displayed as learners progress from novice to expert, and these behaviours can be mapped and described fully and richly. Learning progressions are now common in domains ranging from literacy and numeracy to the practice of medicine and piloting aircraft. They provide the basis for curriculum, professional learning, and high-stakes testing.
They avoid unreliable peer input and assume that they will learn if they cover the resources provided and undertake set activities. At the next stage, the beginner stage, participants have a more nuanced understanding of how higher-order skills are learned, and begin to take more responsibility for their own learning. They regard learning as deriving from a series of activities which they complete without guidance. Learning is seen as an individual effort and success is equated with formal grading.
Participants as Teachers The third teaching entity was the collaborative effort of participants, deployed in a number of ways. First, and most obvious, the participants provided the labour and energy to support assessment of written assignments in which participants could demonstrate connections between their own practice and the approach laid out in the MOOC. Assignments required participants to plan and describe practical teaching and assessment interventions for collaborative problem solving (CPS) appropriate to their own context.