Name: Free Learning: A Student-Directed Pedagogy in Asia and Beyond (Routledge Series on Schools and Schooling in Asia) (en Inglés)
Price: 156150.00 CLP
Availability: InStock
Author: Ross Parker, David Coniam, Peter Falvey
ISBN: 9780367714017

portada Free Learning: A Student-Directed Pedagogy in Asia and Beyond (Routledge Series on Schools and Schooling in Asia) (en Inglés)

Formato

Libro Físico

Editorial

Routledge

Autor

Ross Parker, David Coniam, Peter Falvey

Idioma

Inglés

N° páginas

316

Encuadernación

Tapa Dura

ISBN13

9780367714017

N° edición

Free Learning: A Student-Directed Pedagogy in Asia and Beyond (Routledge Series on Schools and Schooling in Asia) (en Inglés)

Ross Parker, David Coniam, Peter Falvey (Autor) · Routledge · Tapa Dura

Libro Nuevo

$ 156.150

$ 260.250

Ahorras: $ 104.100

40% descuento

Envío normal

Origen: Estados Unidos (Costos de importación incluídos en el precio)

Se enviará desde nuestra bodega entre el Viernes 14 de Junio y el Viernes 28 de Junio.

Lo recibirás en cualquier lugar de Chile entre 1 y 3 días hábiles luego del envío.

Reseña del libro "Free Learning: A Student-Directed Pedagogy in Asia and Beyond (Routledge Series on Schools and Schooling in Asia) (en Inglés)"

This edited volume explores, investigates and analyses Free Learning - an innovative approach to student-directed learning which seeks to challenge educational norms from within. The volume is framed by a recognition of the urgent need for transformation of our educational systems. In traditional education, students work through a teacher-directed linear syllabus, at a pace dictated by the teacher, with summative assessment hurdles at too-frequent intervals. Progression and direction are determined solely by the teacher. In Free Learning, students determine their own learning pathway through a non-linear syllabus, which can be visualised as a mind map. Students may then complete as many units as they either have time for or are interested in, moving from one unit to another on the basis of having formatively satisfied the demands of each individual unit. This volume showcases the value and potential of Free Learning in contemporary practice and is intended to bridge theory and practice. The structure of the book reflects this complementary fit, with contributions from practitioners describing Free Learning as a learning and teaching tool in a range of educational settings, subjects and age-ranges. It also contains qualitative and quantitative analyses by researchers exploring the uptake of Free Learning and students' responses to the methodology. Researchers and educators who are interested in student-directed methodologies, especially in Asia, will find that the practical accounts and analyses of Free Learning contained within provide much food for thought with regard to redefining student learning.