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Universes of Learning (UoL) as Creative Educational Experiences: Exploring the TSPACK and Renaissance Foundry Model as Catalysts for Learning Transformations
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Arce, Pedro E.; Arce-Trigatti, Andrea; Loggins, Lacy; Sanders, J. Robby; Guerrero-Pérez, Juan S.; Bolaños Barrera, Gustavo E.; Oyanader, Mario A. – New Directions for Teaching and Learning, 2022
This chapter describes specific examples of the implementation of TSPACK framework in Foundry-guided contexts using a case study approach, featuring applications in both regional and international contexts. As education shifts toward active learning, discovery processes, and collaboration across disciplines, a space that fosters the facilitation…
Descriptors: Models, Case Studies, Active Learning, Discovery Processes
The MVP Model: Overview and Application
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Keller, John M. – New Directions for Teaching and Learning, 2017
This chapter contains an overview of the MVP model that is used as a basis for the other chapters in this issue. It also contains a description of key steps in the ARCS-V design process that is derived from the MVP model and a summary of a design-based research study illustrating the application of the ARCS-V model.
Descriptors: Models, Design Requirements, Program Descriptions, Program Implementation
Campus Stories: Three Case Studies. Part C: Putting Experiential Education into Practice--Using Kolb as a Learning Model for Implementing Organizational Change
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Johnson, James R.; Kovach, Ronald J.; Roberson, Patricia N. – New Directions for Teaching and Learning, 2010
This article is the third of three case studies of successful implementation of experiential education at very different types of institutions. This case study discusses the use of David A. Kolb's Experiential Learning Model in the implementation of innovative graduation requirements in experiential education that began in 2008. Purdue University…
Descriptors: Graduation Requirements, Experiential Learning, Organizational Change, Educational Change
Integrating Inquiry-Guided Learning across the Curriculum: The Top 25 Project at Miami University
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Taylor, Beverley A. P.; Bakker, Andrea I.; Nadler, Marjorie Keeshan; Shore, Cecilia; Dietz-Uhler, Beth – New Directions for Teaching and Learning, 2012
In 2006, Miami University (Oxford, Ohio) launched a major initiative, the Top 25 Project, to embed inquiry-guided learning (IGL) into its largest-enrollment courses across the university. These are generally entry-level classes and thus affect many students: 75 percent of incoming students on its main campus in 2010 were in at least one Top 25…
Descriptors: Models, Large Group Instruction, Formative Evaluation, Instructional Design