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Taking learning to task : creative strategies for teaching adults

Author: Jane Kathryn Vella
Publisher: San Francisco, Calif. : Jossey-Bass, ©2001.
Series: Jossey-Bass higher and adult education series.
Edition/Format:   Print book : English : 1st edView all editions and formats
Summary:
"In Taking Learning to Task, Vella draws from current theory and practice to explore the meaning and power of learning tasks. To illustrate this unique approach, she provides seven steps to planning learning-centered courses, four types of learning tasks, a checklist of principles and practices, critical questions for instructional design, key components for evaluation, and other invaluable tools." "Taking Learning  Read more...
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Additional Physical Format: Online version:
Vella, Jane Kathryn, 1931-
Taking learning to task.
San Francisco, Calif. : Jossey-Bass, ©2000
(OCoLC)606356873
Online version:
Vella, Jane Kathryn, 1931-
Taking learning to task.
San Francisco, Calif. : Jossey-Bass, ©2000
(OCoLC)632059513
Material Type: Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Jane Kathryn Vella
ISBN: 0787952273 9780787952273
OCLC Number: 43441337
Description: xxi, 151 pages ; 24 cm
Contents: Learning tasks: assumptions and definition --
Comparing teaching tasks and learning tasks --
Learning tasks as part of a complete design --
Four types of learning tasks --
The power of action: "The verb's the thing" --
Principles to guide design --
The art of leading learning tasks --
Time and the learning task --
Checkpoint: reviewing concepts through examples --
Matching tasks to the group: one size does not fit all --
Tasks for distance learning and the Internet --
Using learning tasks: twenty reasons and twenty principles.
Series Title: Jossey-Bass higher and adult education series.
Other Titles: Taking learning to task :
Responsibility: Jane Vella.
Local System Bib Number:
133602

Abstract:

A leading expert on popular education and learning--centered instruction presents a practical guide to a way of teaching that makes adult learners active participants in their own learning  Read more...
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"Highly recommended for upper-division undergraduates and above." (Choice, 9/01)

 
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