Teaching practice in higher education can be transformed through the use of Whole Brainr Learning (WBL). Whole Brainr Learning in Higher Education argues that teaching practice 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 were 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. Readership: Students and teachers in higher education, and all those interested in improving pedagogy and learning in a higher education context.
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
Teaching practice in higher education can be transformed through the use of Whole Brain® Learning (WBL). The authors argue that teaching practice in higher education needs to undergo a transformation in order to develop full academic potential. They follow the principles of action research and discuss a number of case studies as evidence of the proposed model's value for higher education. Empirical data were collected from participants in a number of projects across diverse disciplines. Participants included students; academic staff; instructional designers; and professionals attending short courses at the higher or continuing education level.
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List of figures and tables |
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ix | |
| Acknowledgements |
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xvii | |
| Foreword |
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xix | |
| Authors' prologue |
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xxi | |
| About the authors |
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xxv | |
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1 | (48) |
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1 | (1) |
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2 | (1) |
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1.3 Herrmann's metaphoric Whole Brain® Model |
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3 | (7) |
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10 | (15) |
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1.5 The construct Whole Brain® learning |
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25 | (1) |
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1.6 Challenges for lecturers |
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25 | (2) |
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1.7 The advantage of understanding thinking preferences |
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27 | (1) |
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1.8 Herrmann's expanded Whole Brain® Model for Learning and Facilitating Learning |
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28 | (3) |
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1.9 Learning style theories |
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31 | (5) |
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1.10 Learning theories for adults |
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36 | (11) |
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47 | (2) |
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2 Baseline data - determining thinking preferences |
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49 | (32) |
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49 | (1) |
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50 | (26) |
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2.3 Data analysis and discussion |
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76 | (3) |
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79 | (2) |
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3 Professional development |
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81 | (22) |
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82 | (1) |
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3.2 Action research as a process of professional learning |
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83 | (12) |
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3.3 Scholarship of teaching |
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95 | (3) |
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98 | (3) |
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101 | (2) |
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4 Evidence-based practice - case studies |
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103 | (142) |
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103 | (1) |
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4.2 Application of Whole Brain® principles in professional development |
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104 | (27) |
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4.3 Application of Whole Brain® principles in engineering |
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131 | (25) |
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4.4 Application of Whole Brain® principles in information science |
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156 | (13) |
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4.5 Application of Whole Brain® principles in the coaching of leadership talent |
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169 | (11) |
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4.6 Further applications of Whole Brain® principles |
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180 | (38) |
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4.7 Collaboration in higher education: applying the Whole Brain® principles |
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218 | (24) |
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242 | (3) |
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5 Learning material that makes a difference |
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245 | (28) |
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245 | (2) |
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247 | (5) |
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5.3 Blended learning environments |
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252 | (4) |
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5.4 Whole Brain® learning material |
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256 | (14) |
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5.5 Assessment of Whole Brain® learning |
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270 | (1) |
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271 | (2) |
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273 | (10) |
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273 | (1) |
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6.2 Comprehensive Whole Brain® Model for Learning and Facilitating Learning |
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274 | (7) |
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281 | (2) |
| List of references |
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283 | (10) |
| Index |
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293 | |
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. Pieter H. du Toit is a senior lecturer in the Department of Humanities Education, Faculty of Education at the University of Pretoria, South Africa. He holds a BA, BEd, MEd and PhD in Higher Education. He is programme coordinator of the Postgraduate Certificate in Higher Education (PGCHE) and the MEd (Educator Professional Development). His interests include action research, learning styles, professional development and education innovation. M. Detken Scheepers is the Head of e-Learning at the Department for Education Innovation, University of Pretoria, South Africa. She is responsible for the management of the e-learning group, academic staff development in the use of e-Learning and computer-based testing. She holds an MSc (Anatomy) and an MEd (Computer-assisted Education), both from the University of Pretoria. Theo J.D. Bothma is professor and head of the Department of Information Science and chairperson of the School of Information Technology at the University of Pretoria, South Africa. His teaching and research focus is on information organisation and retrieval (including information literacy), web development and electronic publishing, as well as on curriculum development.
