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Books on the topic 'Learning styles in design processes'

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Published: 4 June 2021
Last updated: 21 February 2023

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1

R, Sims Ronald, and Sims Serbrenia J, eds. The importance of learning styles: Understanding the implications for learning, course design, and education. Westport, Conn: Greenwood Press, 1995.

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2

Keirns, Johanna L. Designs for self-instruction: Principles, processes, issues. San Jose, Calif: VIP Graphics, 1998.

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3

Davies, Clive Winston. Learning styles as a factor in course design in management training and development programmes. London: North East London Polytechnic, 1985.

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4

Davies, Clive Winston. Learning styles as a factor in course design in management training and development programmes. London: North East London Polytechnic, 1985.

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5

Keirns, Johanna L. Designs for self-instruction: Principles, processes and issues in developing self-directed learning. Boston: Allyn and Bacon, 1999.

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6

Keirns, Johanna L. Designs for self-instruction: Principles, processes and issues in developing self-directed learning. Boston: Allyn and Bacon, 1999.

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7

Rose, David H., Tracey E. Hall, and Meyer Anne. Universal design for learning in the classroom: Practical applications. New York: Guilford Press, 2012.

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8

Universal design for learning in the classroom: Practical applications. New York: Guilford Press, 2012.

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9

Jay, McTighe, ed. Understanding by design. 2nd ed. Upper Saddle River, N.J: Pearson Education, Inc., 2006.

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10

Jay, McTighe, ed. Understanding by Design. 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development, 2005.

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11

Wiggins, Grant P. Understanding by design. Upper Saddle River, N.J: Merrill/Prentice Hall, 2001.

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12

Jay, McTighe, ed. Understanding by design. Alexandria, Va: Association for Supervision and Curriculum Development, 1998.

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13

Awakening genius in the classroom. Alexandria, Va: Association for Supervision and Curriculum Development, 1998.

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14

Awakening Genius in the Classroom. Alexandria: ASCD, 2009.

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15

1452-1519, Leonardo da Vinci, ed. Leonardo da Vinci: Experience, experiment, and design. London: V&A Publications, 2006.

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16

Jaworski, Barbara, Josef Rebenda, Reinhard Hochmuth, Stephanie Thomas, Michèle Artigue, Inés Gómez-Chacón, Sarah Khellaf, et al. Inquiry in University Mathematics Teaching and Learning. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.m210-9983-2021.

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The book presents developmental outcomes from an EU Erasmus+ project involving eight partner universities in seven countries in Europe. Its focus is the development of mathematics teaching and learning at university level to enhance the learning of mathematics by university students. Its theoretical focus is inquiry-based teaching and learning. It bases all activity on a three-layer model of inquiry: (1) Inquiry in mathematics and in the learning of mathematics in lecture, tutorial, seminar or workshop, involving students and teachers; (2) Inquiry in mathematics teaching involving teachers exploring and developing their own practices in teaching mathematics; (3) Inquiry as a research process, analysing data from layers (1) and (2) to advance knowledge inthe field. As required by the Erasmus+ programme, it defines Intellectual Outputs (IOs) that will develop in the project. PLATINUM has six IOs: The Inquiry-based developmental model; Inquiry communities in mathematics learning and teaching; Design of mathematics tasks and teaching units; Inquiry-based professional development activity; Modelling as an inquiry process; Evalutation of inquiry activity with students. The project has developed Inquiry Communities, in each of the partner groups, in which mathematicians and educators work together in supportive collegial ways to promote inquiry processes in mathematics learning and teaching. Through involving students in inquiry activities, PLATINUM aims to encourage students` own in-depth engagement with mathematics, so that they develop conceptual understandings which go beyond memorisation and the use of procedures. Indeed the eight partners together have formed an inquiry community, working together to achieve PLATINUM goals within the specific environments of their own institutions and cultures. Together we learn from what we are able to achieve with respect to both common goals and diverse environments, bringing a richness of experience and learning to this important area of education. Inquiry communities enable participants to address the tensions and issues that emerge in developmental processes and to recognise the critical nature of the developmental process. Through engaging in inquiry-based development, partners are enabled and motivated to design activities for their peers, and for newcomers to university teaching of mathematics, to encourage their participation in new forms of teaching, design of teaching, and activities for students. Such professional development design is an important outcome of PLATINUM. One important area of inquiry-based activity is that of “modelling” in mathematics. Partners have worked together across the project to investigate the nature of modelling activities and their use with students. Overall, the project evaluates its activity in these various parts to gain insights to the sucess of inquiry based teaching, learning and development as well as the issues and tensions that are faced in putting into practice its aims and goals.
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17

Piranesi, Giovanni Battista. The complete etchings =: Gesamtkatalog der Kupferstiche = Catalogue raisonnée des eaux-fortes. Köln: Taschen, 2000.

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18

1837-1926, Moran Thomas, and Joslyn Art Museum, eds. Thomas Moran's West: Chromolithography, high art, and popular taste. Lawrence, Kan: University Press of Kansas, 2005.

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19

Stephen, Coppel, and Williams Fred 1927-, eds. Fred Williams: An Australian vision. London: British Museum Press, 2003.

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20

Education, Ottawa Board of, ed. Learning outcomes for design processes in technology. Ottawa: Ottawa Board of Education, 1994.

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21

A Practical Reader in Universal Design for Learning. Harvard Educational Pub Group, 2006.

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22

What Really Works with Universal Design for Learning. Corwin Press, 2019.

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23

Sims, Ronald R., and Serbrenia J. Sims. Importance of Learning Styles : Understanding the Implications for Learning, Course Design, and Education: Understanding the Implications for Learning, Course Design, and Education. ABC-CLIO, LLC, 1995.

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24

Design and Deliver: Planning and Teaching Using Universal Design for Learning. Brookes Publishing, 2013.

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25

Nelson, Loui Lord. Design and Deliver: Planning and Teaching Using Universal Design for Learning. Brookes Publishing, 2014.

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26

Design and Deliver: Planning and Teaching Using Universal Design for Learning. Brookes Publishing, 2021.

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27

Characteristics of thought processes and knowledge structures of novice tennis players. 1990.

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28

Characteristics of thought processes and knowledge structures of novice tennis players. 1990.

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29

Characteristics of thought processes and knowledge structures of novice tennis players. 1990.

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30

Blackwell, Jeanine, and Bernice McCarthy. Hold on, You Lost Me: Use Learning Styles to Design and Deliver Training That Sticks. American Society for Training & Development, 2007.

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31

Teaching Every Student in the Digital Age: Universal Design for Learning. Association for Supervision & Curriculum Deve, 2002.

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32

D, Meyer Anne Ed, ed. A practical reader in universal design for learning. Cambridge, MA: Harvard Education Press, 2006.

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33

(Editor), Ronald R. Sims, and Serbrenia J. Sims (Editor), eds. The Importance of Learning Styles: Understanding the Implications for Learning, Course Design, and Education (Contributions to the Study of Education). Greenwood Press, 1995.

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34

Rose, David H., Anne Meyer, and Tracey E. Hall. Universal Design for Learning in the Classroom: Practical Applications. Guilford Publications, 2012.

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35

Rose, David H., Anne Meyer, and Tracey E. Hall. Universal Design for Learning in the Classroom: Practical Applications. Guilford Publications, 2015.

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36

Coloring Outside the Lines. John Wiley & Sons Ltd (Import), 1999.

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37

Kasim, Azilah, and Hisham Dzakiria, eds. Applying Qualitative Design in Research: Learning by Doing. UUM Press, 2006. http://dx.doi.org/10.32890/9833282539.

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Qualitative research has never been a popular research design within Malaysian academics and research environment. Understanding the convention and fundamentals of conducting a qualitative research is important as it offers a different approach and generates a range of information of different quality from the quantitative approach. The compilation of the five articles included in this book has been carefully selected so that this book of reading represents different issues and problems that may arise when conducting a qualitative research. This book provides a good description of the research processes and issues that may also be encountered by other researchers especially those that are novice in qualitative research. The readings of the different research compiled in this book will hopefully contribute to the growing field of qualitative research as a research design among educators, researchers and professionals in Malaysia.
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38

Armstrong, Thomas. Awakening Genius in the Classroom. Association for Supervision & Curriculum Development, 1998.

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39

Krishnan, Hari, Miriam R. Fine-Goulden, Sainath Raman, and Akash Deep, eds. Challenging Concepts in Paediatric Critical Care. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198794592.001.0001.

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This textbook, ‘Challenging concepts in paediatric critical care’, has been designed to cater to the needs of paediatric intensivists, current trainees and those intending to train in the future. Similar to its predecessors in this ‘Challenging concepts’ series, this book aims to educate clinicians by describing clinical situations that are both common, such as bronchiolitis, sepsis etc., and complex, such as mechanical circulatory support, stem cell transplant etc., in paediatric intensive care medicine. The textbook contains 18 chapters based on challenging scenarios involving variety of diseases and organ dysfunctions. Each chapter contains several “Learning Points”, “Clinical Tips” and “Evidence Base” boxes embedded in the text with the aim to promote memory and stimulate learning. These run alongside an “Expert Commentary” written by an international group of experts in the field, to give practical advice of how they approach these difficult situations. Many chapters include results and imaging to enhance the fidelity and narrative style of text, that encourage the reader to understand the patient journey and feel part of the decision making process. The clinical topics in this book are aligned to match the Royal College of Paediatrics and Child Health’s paediatric intensive care medicine curriculum in the UK, as well as the curriculum of Paediatric Basic assessment and support in intensive care (BASIC) course and the various domains of Paediatric/neonatal European Diploma in Intensive Care (PEDIC) curriculum.
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40

Effects of cognitive learning strategies and reinforcement on the acquisition of closed motor skills in older adults. 1990.

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41

Effects of cognitive learning strategies and reinforcement on the acquisition of closed motor skills in older adults. 1991.

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42

Effects of cognitive learning strategies and reinforcement on the acquisition of closed motor skills in older adults. 1991.

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43

Russica, Angelo, Lorenzo Curti, and Milan Fashion Campus. New Men Street Style: The NEW MEN STREET STYLE Fashion Design & Sketch Book. Learn about the Different Men Fashion Street Styles, While Also Learning and Improving Your Sketching Skills. Independently Published, 2019.

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44

Wiggins, Grant P., and Jay McTighe. Understanding by Design, Expanded 2nd Edition. 2nd ed. Prentice Hall, 2005.

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45

Wiggins, Grant P., and Jay McTighe. Understanding by Design, Expanded 2nd Edition. Prentice Hall, 2005.

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46

Smart, Tim, and Lucy Green. Informal learning and musical performance. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199346677.003.0007.

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If the adage ‘You live and learn’ reflects any truth, then the vast majority of living and learning must take place informally. This can range from unintentional and nonconscious processes such as enculturation, to intentional and conscious self-teaching. While the study of informal learning in music has tended to focus on popular and other vernacular musicians, this chapter adopts a wider approach, considering the perspectives of a range of musicians across several musical contexts, styles and genres. The authors review key sources of knowledge, skills and abilities relevant to these musicians and to their performance, and consider examples of how informal learning practices are valued in underpinning their work. They also examine the characteristics and prevalence of informal learning, how it interfaces with other practices, and how research in the field of informal music learning may serve to promote and champion a richer perspective on the learning of music for the benefit of all learners, intentional or not.
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47

Effects of cognitive learning strategies and reinforcement: On the acquisition of closed motor skills in older adults. 1991.

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48

Hardt, Heidi. Dilemmas in Design. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190672171.003.0003.

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Chapter 3 constitutes the first of four empirical chapters. The chapter describes NATO’s learning infrastructure, explains how the design of such infrastructure constrains knowledge-sharing of strategic errors and reveals which types of actions NATO elites consider to be errors. The chapter begins by explaining the research design of conducting structured interviews with 120 NATO elites across North America and Europe. The sections that follow present findings from interviews about what elites consider to be strategic errors, how they categorize them and what are examples. The chapter explores how consensus in IOs, such as NATO, constrains elite behaviour in knowledge-sharing. Moreover, NATO’s formal learning processes present disincentives for elites to employ them. Drawing on quotes from NATO civilian and military elites, the chapter identifies these disincentives, describes a lack of incentives to report strategic errors, as well as a lack of incentives for reading the formal lessons learned documents that are produced.
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49

A Time Traverler's Theory of Relativity. Carolrhoda Books, 2019.

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50

Bathelt, Harald, and Johannes Glückler. Relational Research Design in Economic Geography. Edited by Gordon L. Clark, Maryann P. Feldman, Meric S. Gertler, and Dariusz Wójcik. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780198755609.013.46.

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This chapter discusses the nature of relational research designs that aim to overcome separations between different disciplinary perspectives within economic geography and create linkages to other academic fields. The relational approach is a comprehensive research perspective grounded in three principles of relationality of economic action: contextuality, path dependence, and contingency. Using the cases of manufacturing versus professional services clusters, it is shown that the relational approach does not proclaim a meta-theory of economic organization in space but provides a framework for contextual theorization, adjusted to the specific sectoral and technological contexts under investigation. Relational research designs across academic fields agree (i) that social relations between people and organizations are key to understanding the contemporary economy, (ii) that economic processes rest on the spatial and temporal interplay between regional and global networks, and (iii) that innovation and learning depend on simultaneous inter-firm, intra-organizational and community-based interactions and relations.
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