Integrative Learning International research and practice 1st Edition by Daniel Blackshields, James Cronin, Bettie Higgs, Shane Kilcommins, Marian McCarthy, Anthony Ryan 041571107X 9780415711074

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ISBN 10: 041571107X 

ISBN 13: 9780415711074

Author: Daniel Blackshields, James Cronin, Bettie Higgs, Shane Kilcommins, Marian McCarthy, Anthony Ryan

Current teaching, learning and assessment practices can lead students to believe that courses within a programme are self-sufficient and separate. Integrative Learning explores this issue, and considers how intentional learning helps students become integrative thinkers who can see connections in seemingly disparate information, and draw on a wide range of knowledge to make decisions. Written by international contributors who engaged reflectively with their teaching and their students’ learning, the book seeks to develop a shared language of integrative learning, encouraging students to adapt skills learned in one situation to problems encountered in another, and make autonomous connections across courses, between experiences, and throughout their lives. More informed teachers can help students develop the necessary attributes for intentional learning, which include having a sense of purpose, fitting fragmentary information into a ‘learning framework’, understanding something of their own learning processes, asking probing questions, reflecting on their own choices, and knowing when to ask for help. Integrative Learning draws on international research and vast studies to provide the reader with the resources to ensure access to a unified learning experience. The book discusses conceptual and technical tools necessary for facilitating integrative learning across a range of disciplines as well as providing learning pedagogies and considers integrative learning in the context of the relevance of higher education in the complexity and uncertainty of the 21st century. It will appeal to academics and researchers in the field of higher education, as well as those generating higher education curriculums.

Table of contents:

1. Integrative Learning in US Higher Education: Where We’ve Been; Where We’re Going
Introduction
Why Now?
Institutional Innovation: The Integrative Learning Project
Classroom Interventions: The CASTL
Access and Quality: AAC&U’s LEAP Initiative
What’s Next?
Acknowledgements
Notes
References

2. Integrative Learning for Creative Teaching: Planning ePortfolios for Academic Development in Higher Education
Introduction
Aspects of Creativity and Academic Development
Integrative Learning and Creativity in Higher Education
University of New South Wales Case Study
Next Steps
Reflections of Program Designers
Conclusion
References

3. Problem-Based Learning: An Integrative Approach to the Cultivation of Person-Centeredness, Empathy, and Compassion
Introduction
Person-Centeredness, Empathy, and Compassion
Domains of PCC
PBL
Case Studies
Case Study 1: First-Year Foundations in Nursing
Case Study 2: Postgraduate Course on PBL
Wider Significance
Concluding Remarks
References

4. Integrative Learning in a Campaigns and Elections Class
Introduction
The Campaigns and Elections Course
Where Learning is Integrated
Data and Methods
Integrating Learning—Not Easy, Not Impossible
Conclusion
References

5. Yes, And…: Cultivating the Art of Conversation Through Improvisational Classroom Experiences
Introduction: Call It Anything
Scenario Thinking: Seeking Freedom from the Known
BD: The Art of Talking Together
The Organizational Characteristics of Jazz Improvisation: A Design for BD
Yes, And—Cultivating Free Space in Higher Education
Dialogue Performance 1: On “Bus Stop”
Dialogue Performance 2: Dialoguing Using “Yes, And”
Are We Dialoguing Yet?
Inamorata—Concluding Remarks
Acknowledgements
Notes
References

6. Learning Agreements: Road Maps to Integrative Learning
Introduction
Definitions of LAs
Theoretical Description of the LA
Integrative Learning Rationale
Facilitating Integrated Learning
Implementing the LA
The Classroom Context
Design, Enactment, and Assessment of the LA
Evaluation of the LA
Future Directions
Concluding Remarks
Notes
References

7. Silence as Presence: Integrating Meta-Cognitive Practices in Visual Studies
Introduction
Silence as Presence: A Review of the Literature
Integrating Visual Presence in Curriculum Design
Making Visual Analysis Explicit
Decoding a Meta-Cognitive Process Through “Slow Looking”
Enactments of Visual Silence Through “Slow Looking” and “Pause Moments”
Power to Pause
Future Directions
Conclusion
Acknowledgements
Appendix
References

8. Making Connections: The Use of Ethnographic Fieldwork to Facilitate a Model of Integrative Learning
Introduction
Ethnographic Fieldwork and Integrative Learning Rationale
Music Education in Ireland—A Case Study
Methodology
Discussion of Fieldwork Experiences
Conclusion
Note
References

9. Integrative Learning: The First Year Seminar
Introduction
Definition of a Seminar
Embedding the Seminar into the First Year Geoscience Curriculum
Semester 1
Semester 2
What Does the Successful Seminar Look Like?
Insights and Implications
Conclusion
References

10. Developing the Self in Economics: The Role of Developmental Space in an Integrated Undergraduate Education
Introduction
The Dynamic of Self and Scholarly Development in Integrated Learning
Program Design
Transformative Questions
Disruptive Experiences Through Student Performances
Reflection and Dialogue
Concluding Remarks
Acknowledgements
References

11. Capstone Courses as a Vehicle for Integrative Learning
Introduction
Capstones as a Conduit for Integrating “Fractioned Knowledge”
The Uses of Capstone Courses
Benefits and Wider Significance
Limitations
Conclusion
References

12. Integrated Team Teaching and Learning Frameworks: Developing Applied Learning Environments for Teacher Professional Development
Introduction
Importance of the Learning Environment to the Cultivation of Learning-Centeredness for Integrative Teaching
Factors That Can Block Change to Teaching Practice
Factors That Can Help Overcome These Blocks to Changing Teaching Practice
Teaching Teams
Teachers’ Know-How and Skill
Understanding How Professional Practitioners Learn
Integrative Learning Model—A Case Study
Context
Research Design
Results and Conclusion
Implementation Plan
Implementation and Its Effects
Suggestions for the Future
Wider Implications of the Study
References

13. The Drama Workshop as a Catalyst for Integrative Learning
Introduction
Structuring the Fictional World Through Process Drama
From Theater Games to Telephone Conversations: Role-Playing in Drama
Collaboration and Co-Creation in Drama
Wider Significance of the Technique for Integrative Learning Pedagogies and Concluding Remarks
References

14. The Course Portfolio as a Catalyst for Integrative Learning
Introduction
Scholarship of Teaching and Learning Questions Guiding This Study
Research Methodology and Integrative Learning Rationale for This Case Study
The Course Portfolio: A New Genre to Harness Student Learning
The Course Portfolio as an Act of Inquiry
Key Elements of the Course Portfolio
Design of Teaching
Enactment of Teaching
Results of Teaching: Student Learning
Reflective Analysis
Investigations of the Course
The TfU Framework as an Integrative Learning Scaffold
Disciplinary Understanding—Its Key Dimensions
TfU: Its Pedagogical Elements
Aligning UDL with TfU
The Course Portfolio Case Study: The Student Voice
Wider Significance of the Work for Integrative Learning
References

15. Interdisciplinary Science: Integrative Learning in First-Year Undergraduate Science
Introduction
Theoretical Underpinning
Course Implementation
Outcomes of the Course
Case Study 1—Genetic Screening Problem
Case Study 2—Research Topic Problem
Conclusions and Implications
Acknowledgements
References

16. Learning Beyond Cognition: Embodying Integration from Seminar to the Stage
Introduction
Theoretical Underpinning
Documentation as “Visible Listening”
Seminaring: A Precursor Assignment
Two-Person Scene: Spotlight on Michael
Discussion
Concluding Remarks
References

17. Building Bridges to Learning Communities
Introduction: Let Me Take You Into a Classroom
The Classroom Context
The Research Context
The “Fair Go Program” Student Engagement Framework
The “Fair Go Bridges” Research
It Kind of Feels Easy, Even Though It’s Hard
We Learn More and Get Smarter and Smarter
Students Can “Get It”
Relentless Focus on Learning
Strategies for Reflection
Buying Into Expectations
In Conclusion
Note
References

18. Digital Humanities and Integrative Learning
Introduction
DRH and Integrative Learning: A Rationale
Disciplinary Context
Institutional Context
Teaching for Understanding Context
Background
Object-Based Learning and Its Role in Facilitating Integrative Learning in DH
Emergent Findings and Future Directions for Embedding Integrative Learning in the Discipline
Wider Significance of the Technique for Integrative Learning Pedagogies
Concluding Remarks
Notes
References

19. Connection Making Through Community-Based Research: An Action Research Approach to Enhancing Community Engagement Activities
Introduction
CBR
Benefits for Students Engaging in CBR
Assessment of CBR
CBR and Integrative Learning
Case Study: The “Community-Academic Research Links” Initiative
Research Process for CARL Projects
Identifying the Challenges
Analysis of Challenges
Student Preparation and Support
Building a Shared Value Base
Supporting Social Change
Enhancing the CBR Experience Through Reflection and Connection Making
Future Directions and Activities
Creation of a Five-Credit Course to Support Student Preparation
Modifying Courses and Including the Community Perspective
Supporting Reflexive Discourse and Tracing Student Learning
Conclusion
References

20. Learning by Doing: A Practicum for Head and Neck Cancer Prevention
Introduction
Traditional Approach to Undergraduate Dental Education
Dental Education in the Twenty-First Century
Time for a New Approach? The Integrative Learning Rationale
Technique Implementation—Case Study
The Context
Practicum Design
Assessment of Educational Impact of the Intervention
Results
Future Directions
Concluding Remarks
Acknowledgements
References

21. Situating Integrative Learning in Medical Education Through a Communities of Practice Lens
Introduction
Theoretical Description of the Technique
Integrative Learning Rationale
Case Studies
Case Study 1—The NICU as a CoP for Integrative Learning in Medicine
Case Study 2—The Student-Centered Case Conference in a General Hospital as a CoP for Integrative Learning in Medicine
Emergent Findings and Future Directions for Embedding Integrative Learning in the Discipline
Results
Summary
Wider Significance of the Technique for Integrative Learning Pedagogies
Conclusion
References

22. Joining the Dots: The Curriculum Vitae as an Integrative Learning Tool
Introduction
Following the Trail of the CV, Work Placement and Integrative Learning in the Literature
Work Placement: An Experiential Learning Strategy
The CV
The Case Study
Emergent Findings
The CV as a Unique Document
The CV as the Bridge Between University and Work
The CV—A Technical Document It Is Not!
Not Quite There—Areas of Disconnection
Future Directions
Wider Implications
References

23. Conclusion
Integrative Learning: A Pathless Path
The Courage to Teach; The Courage to Learn
Integrative Learning: A Development Platform for SoTL
References

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Tags: Daniel Blackshields, James Cronin, Bettie Higgs, Integrative