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Whole Brain® Learning in Higher Education

Book Description

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

Table of Contents

  1. Cover image
  2. Title page
  3. Table of Contents
  4. Copyright
  5. List of figures and tables
  6. Acknowledgements
  7. Foreword
  8. Authors’ prologue
  9. About the authors
  10. Chapter 1: Theoretical framework
    1. Abstract:
    2. 1.1 Introduction
    3. 1.2 Key contributors
    4. 1.3 Herrmann’s metaphoric Whole Brain® Model
    5. 1.4 HBDI® profiles
    6. 1.5 The construct Whole Brain® learning
    7. 1.6 Challenges for lecturers
    8. 1.7 The advantage of understanding thinking preferences
    9. 1.8 Herrmann’s expanded Whole Brain® Model for Learning and Facilitating Learning
    10. 1.9 Learning style theories
    11. 1.10 Learning theories for adults
    12. 1.11 Conclusion
  11. Chapter 2: Baseline data – determining thinking preferences
    1. Abstract:
    2. 2.1 Introduction
    3. 2.2 Empirical data
    4. 2.3 Data analysis and discussion
    5. 2.4 Conclusion
  12. Chapter 3: Professional development
    1. Abstract:
    2. 3.1 Introduction
    3. 3.2 Action research as a process of professional learning
    4. 3.3 Scholarship of teaching
    5. 3.4 Peer mentoring
    6. 3.5 Conclusion
  13. Chapter 4: Evidence-based practice – case studies
    1. Abstract:
    2. 4.1 Introduction
    3. 4.2 Application of Whole Brain® principles in professional development
    4. 4.3 Application of Whole Brain® principles in engineering
    5. 4.4 Application of Whole Brain® principles in information science
    6. 4.5 Application of Whole Brain® principles in the coaching of leadership talent
    7. 4.6 Further applications of Whole Brain® principles
    8. 4.7 Collaboration in higher education: applying the Whole Brain® principles
    9. 4.8 Conclusion
  14. Chapter 5: Learning material that makes a difference
    1. Abstract:
    2. 5.1 Introduction
    3. 5.3 Instructional design
    4. 5.3 Blended learning environments
    5. 5.4 Whole Brain® learning material
    6. 5.6 Assessment of Whole Brain® learning
    7. 5.7 Conclusions
  15. Chapter 6: The way forward
    1. Abstract
    2. 6.1 Introduction
    3. 6.2 Comprehensive Whole Brain® Model for Learning and Facilitating Learning
    4. 6.3 Conclusion
  16. List of reference
  17. Index