Improving Learning and Reducing Costs: Redesigning Large-Enrollment Courses.

Autor/in	Twigg, Carol A.
Titel	Improving Learning and Reducing Costs: Redesigning Large-Enrollment Courses.
Quelle	(1999), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Computer Uses in Education; Conferences; Educational Development; Educational Environment; Educational Planning; Higher Education; Instructional Design; Instructional Development; Instructional Innovation + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Computernutzung; Bildungsentwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsplanung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching improvement; Unterrichtsentwicklung; Educational Innovation; Bildungsinnovation
Abstract	On July 15-16, 1999, a group of 20 higher education leaders gathered in Roanoke, Virginia to participate in an invitational symposium on the topic of "Redesigning More Productive Learning Environments." The goal in Roanoke was to examine the validity of the conceptual framework that undergirds the projects being implemented in the Pew Grant Program in Course Redesign. The purpose of this program is to encourage colleges and universities to redesign their instructional approaches using technology to achieve cost savings as well as quality enhancements. This paper, like the discussion in Roanoke, builds on the existing theory of how to redesign more productive learning environments, which is well established. Discussion focused on specific ways to implement the theory, drawing upon the experience of large-scale redesign projects from Virginia Tech, the University of Wisconsin-Madison, Rio Salado College, the University of Illinois at Urbana-Champaign and Rensselaer Polytechnic Institute. By iterating between the planning methodology and actual implementations, the intention was to draw lessons that can be used as a guide to practice throughout higher education. This paper represents the result. (AEF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01