On Teaching and Learning : (Record no. 38329)
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| fixed length control field | 07058nam a22004573i 4500 |
| 001 - CONTROL NUMBER | |
| control field | EBC1744973 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | MiAaPQ |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240729122918.0 |
| 006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS | |
| fixed length control field | m o d | |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION | |
| fixed length control field | cr cnu|||||||| |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240724s2007 xx o ||||0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781119016267 |
| Qualifying information | (electronic bk.) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| Canceled/invalid ISBN | 9780787986995 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (MiAaPQ)EBC1744973 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (Au-PeEL)EBL1744973 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (CaPaEBR)ebr10901879 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (CaONFJC)MIL629223 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (OCoLC)889305966 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | MiAaPQ |
| Language of cataloging | eng |
| Description conventions | rda |
| -- | pn |
| Transcribing agency | MiAaPQ |
| Modifying agency | MiAaPQ |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LC196.V455 2008eb |
| 082 0# - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 370 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Vella, Jane. |
| 245 10 - TITLE STATEMENT | |
| Title | On Teaching and Learning : |
| Remainder of title | Putting the Principles and Practices of Dialogue Education into Action. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 1st ed. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | Newark : |
| Name of producer, publisher, distributor, manufacturer | John Wiley & Sons, Incorporated, |
| Date of production, publication, distribution, manufacture, or copyright notice | 2007. |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Date of production, publication, distribution, manufacture, or copyright notice | ©2008. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 1 online resource (267 pages) |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| Content type code | txt |
| Source | rdacontent |
| 337 ## - MEDIA TYPE | |
| Media type term | computer |
| Media type code | c |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Carrier type term | online resource |
| Carrier type code | cr |
| Source | rdacarrier |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Intro -- On Teaching and Learning -- Contents -- Foreword -- Preface -- On Teaching -- Paulo Freire, Revolutionary Teacher -- Instructional Technology -- Where Is the Teacher? -- On Learning -- Epistemological Concerns -- An Ongoing Research Agenda -- Acknowledgments -- The Author -- Introduction -- Applications -- A New World of Team Players -- How Do They Know They Know? -- Overview of the Contents -- A Word on Language -- Welcome to Dialogue -- Part One: STRUCTURED -- 1 Why Structure? -- Structuring Content and Process -- 2 Learning Needs And resources Assessment -- An LNRA in Practice -- Infinite Varieties -- A Startling Example -- Without an LNRA -- LNRA in an On-Line Situation -- Why Do a Learning Needs and Resources Assessment? -- 3 The Seven Design Steps -- Step One: Who? Participants and Leaders-How Many? -- Step Two: Why? The Situation Calling for the Learning Event -- Step Three: When? The Time Frame -- The When? Time Frame in an On-Line Course -- Step Four: Where? The Site -- Learning Tasks Demand a Learning Site -- The Where? Question in On-Line Learning -- Steps Five and Six: What? and What For? The Content and Objectives -- Outcomes or Achievement-Based Objectives -- Outcomes -- Achievement-Based Objectives -- Step Seven: How? Learning Tasks and Materials -- Learning Materials -- The Seven Design Steps in On-Line Learning -- A Natural Sequence: What? What For? How? -- Part Two: SOCIAL -- 4 The Learning Task in a Small Group -- Safety in Design -- What Happens in the Small Group? -- Leaders and Followers -- Questions Arising -- Faith in the Small-Group Learning -- The Size of a Small Group -- When People Find Their Voice -- Dealing with Exclusion -- Small Groups in Learning Tasks On-Line -- Co-mentoring On-Line -- Left Brain, Right Brain -- The Four Parts of a Learning Task -- Inductive (Anchoring) -- Input (Adding). |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Implementation (Applying) -- Integration (Taking Away) -- 5 Individual Learning Enhanced -- Example: Scripture Studies -- Learning Task 1: Major Themes in the Gospel of Mark -- Implementation (Applying the New Data to a Situation): -- Example: Nutrition -- Learning Task 2: Nutrition: The Art of Portion Control -- Implementation (Applying this New Data to our Context): -- Part Three: SOUND -- 6 Principles and Practices: Current State of the Art -- Needs Assessment -- Needs Assessment in an On-Line Situation -- Safety in Learning -- Safety On-Line -- Sound Relationships -- Sound Relationships On-Line -- Sequence and Reinforcement -- Time for an Appropriate Sequence -- Reinforcement -- Sequence and Reinforcement On-Line -- Praxis: Action with Reflection -- Praxis On-Line -- Using Ideas/Feelings/Actions -- Ideas/Feelings/Actions On-Line -- Respect for Learners as Decision Makers -- Example -- Immediacy -- Immediacy On-Line -- Clear Roles -- Clear Roles On-Line -- Teamwork -- Teamwork On-Line -- Engagement -- Engagement On-Line -- Accountability -- Accountability On-Line -- 7 Open Questions Invite Dialogue -- Closed Questions -- From Closed to Open Questions -- Examples -- 8 The Designer's Skill: Trust Your Design -- The Potential of Affirmation -- The Design and Time -- Design Materials -- All About Mnemonics -- The Point of Power -- Resistance -- Example -- No Polemic Here -- Frame the Learning Task -- A Broken Frame -- Trust Your Design -- Design On-Line -- Part Four: SURE -- 9 Indicators of Learning, Transfer, and Impact -- Learning, Transfer, Impact -- Learning -- Other Indicators of Learning -- Transfer -- Impact -- 10 Impact and the Seven Design Steps -- Example -- Course Title: Parents' Education: How to Talk with Your Kids about Drinking -- Hard Work of Preparation -- Part Five: SYNTHESIS: PUTTING IT ALL TOGETHER. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | 11 Putting It All Together: Examples of Dialogue Education Designs -- Tate Museum, London: Four Protocols for Effective Learning -- Dialogue Education Seminar: The Seven Design Steps -- Introduction: What Is Dialogue Education? -- Indicators of Learning -- My Reflections -- Simon Fraser University, Vancouver: Seven Design Steps -- Designing Education with the Seven Design Steps -- Mnemonics and Follow-up -- Medical Education Conference, Philadelphia: Learning Needs and Resources Assessment (LNRA) -- Beginning the Dialogue Before the Lesson -- Learning Task 1: A Sample LNRA -- Advanced Learning Design Course, Raleigh, North Carolina -- Four Parts of the Learning Task -- 12 An On-Line Course Using Dialogue Education -- Seven Design Steps -- 13 Dialogue Education in School Leadership -- Institute for Sustainable Leadership -- The Seven Design Steps -- Day One: Welcome and Introductions -- Day Two -- Reflections on the Use of Dialogue Education -- 14 Dialogue Education in Health Care Settings -- A Short Program on Food and Stress -- The Seven Design Steps -- A One-Day Workshop for Expectant Mothers -- The Seven Design Steps -- Choices: Seniors' Health Care Resources -- 15 Dialogue Education in a College Classroom -- Learning Needs and Resources Assessment -- Safety -- Sound Relationships -- Sequence and Reinforcement -- Praxis -- Subjects: Learners as Decision Makers -- Ideas, Feelings, and Actions -- Immediacy -- New Roles for Dialogue -- Engagement -- Teamwork -- Accountability -- Respect -- Epilogue -- Appendix A: GLOSSARY OF TERMS USED IN DIALOGUE EDUCATION -- Appendix B: TOUGH VERBS FOR LEARNING TASKS -- References -- Index -- EULA. |
| 588 ## - SOURCE OF DESCRIPTION NOTE | |
| Source of description note | Description based on publisher supplied metadata and other sources. |
| 590 ## - LOCAL NOTE (RLIN) | |
| Local note | Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Questioning. |
| 655 #4 - INDEX TERM--GENRE/FORM | |
| Genre/form data or focus term | Electronic books. |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY | |
| Relationship information | Print version: |
| Main entry heading | Vella, Jane |
| Title | On Teaching and Learning |
| Place, publisher, and date of publication | Newark : John Wiley & Sons, Incorporated,c2007 |
| International Standard Book Number | 9780787986995 |
| 797 2# - LOCAL ADDED ENTRY--CORPORATE NAME (RLIN) | |
| Corporate name or jurisdiction name as entry element | ProQuest (Firm) |
| 856 40 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=1744973">https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=1744973</a> |
| Public note | Click to View |
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