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Written by two world-leading experts in the field, it provides rich insights and practical responses to the challenges faced by those who care deeply about teaching and learning in higher education.” —Professor Paul Ashwin, Lancaster University, UK  \"Enhancing discipline-specific evidence-based development of the quality of teaching and learning in higher education has been my strategy during my whole career. Therefore and with great pleasure I read the book by Trigwell and Prosser which distills their teaching and learning research into a guide for those seeking to better understand their teaching environment. Building on their discovery of relations between the ways of teaching and the ways of learning, they expand on what is known about variation in teaching and how it links to course design, to research and to academic development. This book will be a valuable resource formany academics.\"​ —Professor​ Sari Lindblom, University of Helsinki, Finland “In an international higher education context going through much change and uncertainty, Trigwell and Prosser have produced a scholarly, timely, evidence-based, view of teaching and learning suitable for universities world-wide. The experience, quality and satisfaction of university leaders, researchers, teachers and students will benefit enormously from the ideas in this addition to their first book.” —Professor Robert A. 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In this context, internationally respected researchers present various aspects of learning analytics and selected application areas, including: • Using learning analytics to measure student engagement, to quantify the learning experience and to facilitate self-regulation; • Using learning analytics to predict student performance; • Using learning analytics to create learning materials and educational courses; and • Using learning analytics as a tool to support learners and educators in synchronous and asynchronous eLearning. The book offers a valuable asset for professors, researchers, scientists, engineers and students of all disciplines. Extensive bibliographies at the end of each chapter guide readers to probe further into their application areas of interest.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":52914992316695,"sku":null,"price":17479.59,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0679\/6918\/8119\/files\/9783030137434.jpg?v=1781512098"},{"product_id":"evolution-education-re-considered-9783030146986","title":"Evolution Education Re-considered","description":"\u003cp\u003eThis collection presents research-based interventions using existing knowledge to produce new pedagogies to teach evolution to learners more successfully, whether in schools or elsewhere. ‘Success’ here is measured as cognitive gains, as acceptance of evolution or an increased desire to continue to learn about it. Aside from introductory and concluding chapters by the editors, each chapter consists of a research-based intervention intended to enable evolution to be taught successfully; all these interventions have been researched and evaluated by the chapters’ authors and the findings are presented along with discussions of the implications. The result is an important compendium of studies from around the word conducted both inside and outside of school. 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Chapters cover a wide range of approaches to teaching economics, from interactive approaches such as utilizing video games and Econ Beats, to more rigorous examinations of government policies, market outcomes and exploring case studies from specific courses. Many of the chapters incorporate game theory and provide worked out examples of games designed to help students with intuitive retention of the material, and these games can be replicated in any economics classroom. While the exercises are geared towards college-level economics students, instructors can draw inspiration for course lectures from the various approaches taken here and utilize them at any level of teaching. 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Firstly, it explores the role of teachers in problem-solving classrooms and their professional development, moving onto—secondly—the role of students when solving problems, with particular consideration of factors like group work, discussion, role of students in discussions and the effect of students’ engagement on their self-perception and their view of mathematics. Finally, the book considers the question of problem solving in mathematics instruction as it overlaps with problem design, problem-solving situations, and actual classroom implementation. The volume brings together diverse contributors from a variety of countries and with wide and varied experiences,combining the voices of leading and developing researchers. 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The editors present comprehensive coverage of new developments in the field of adults with autism spectrum disorder (ASD), particularly with regards to the updating of diagnostic criteria in the DSM-5 and an increased level of interest in research on adults with ASD. Contributors also make recommendations regarding services that should be provided to people with ASD based on recognition of their needs, the frequent lack of accessibility to relevant services, and an understanding of how a person''s living situation both influences and is influenced by the way they conduct their lives. 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It will survey the emerging field of inquiry in mathematics education, combining the work of established scholars with perspectives of newcomers to the field, with the aim of influencing development of the field, invite cross-cultural comparisons in becoming a mathematics teacher educator by highlighting issues in the development of MTEs in different countries, and examine the roles of both mathematics educators and mathematicians in preparing future teachers of mathematics. The primary audience will be university-based mathematics teacher educators and MTE researchers, and postgraduate research students who are seeking academic careers as MTEs. 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In the second section, the authors detail various digital media solutions, including: Instructional Videos, Instructional Simulations and Games, Online Learning, Mobile Learning, and Emerging Learning Technologies. Overall, this book emphasizes the theoretical principles for learning with digital media and processes to design digital media solutions in various instructional settings. 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It also uncovers peer-to-peer relational learning and other strategies used in PBL classrooms, and it examines their importance to public education. The book paints a lively picture of student-centered learning, drawing upon frameworks, best practices, experiences, processes, strategies, and research results. Firsthand accounts of best practices in PBL instruction connect this pedagogy to theory, research, practice, and policy. It explores teacher instruction in the early years of schooling that purposefully fosters student-centered learning, real-world relevance,and collaboration in accordance with capacities expected of successful 21st century graduates. 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