Secure CheckoutPersonal information is secured with SSL technology.
Free ShippingFree global shipping
No minimum order.
List of figures and tables
About the authors
Chapter 1: Theoretical framework
1.2 Key contributors
1.3 Herrmann’s metaphoric Whole Brain® Model
1.4 HBDI® profiles
1.5 The construct Whole Brain® learning
1.6 Challenges for lecturers
1.7 The advantage of understanding thinking preferences
1.8 Herrmann’s expanded Whole Brain® Model for Learning and Facilitating Learning
1.9 Learning style theories
1.10 Learning theories for adults
Chapter 2: Baseline data – determining thinking preferences
2.2 Empirical data
2.3 Data analysis and discussion
Chapter 3: Professional development
3.2 Action research as a process of professional learning
3.3 Scholarship of teaching
3.4 Peer mentoring
Chapter 4: Evidence-based practice – case studies
4.2 Application of Whole Brain® principles in professional development
4.3 Application of Whole Brain® principles in engineering
4.4 Application of Whole Brain® principles in information science
4.5 Application of Whole Brain® principles in the coaching of leadership talent
4.6 Further applications of Whole Brain® principles
4.7 Collaboration in higher education: applying the Whole Brain® principles
Chapter 5: Learning material that makes a difference
5.3 Instructional design
5.3 Blended learning environments
5.4 Whole Brain® learning material
5.6 Assessment of Whole Brain® learning
Chapter 6: The way forward
6.2 Comprehensive Whole Brain® Model for Learning and Facilitating Learning
List of reference
Facilitating of learning in higher education can be transformed through the use of Whole Brain® learning. Whole Brain® Learning in Higher Education argues that facilitating learning in Higher Education should undergo transformation in order to develop the full academic potential of all stakeholders following the principles of action research. Empirical data was collected from participants in a number of projects across diverse disciplines. Participants included students, academic staff, instructional designers, and professionals attending short courses at tertiary level.
A number of case studies are discussed as evidence for the value of the proposed model for higher education. This title consists of seven chapters, covering: the theoretical framework, baseline study, professional development, studies in Whole Brain® application, learning material that makes a difference, multidisciplinary collaboration, and the way forward.
- Defines Whole Brain® learning
- Explains the rationale behind Whole Brain® learning
- Demonstrates how the model can be applied in facilitating Whole Brain® learning in order to develop the full academic potential of students
Professors/Instructors in higher education; Curriculum developers; Instructional designers
- No. of pages:
- © Chandos Publishing 2013
- 15th October 2013
- Chandos Publishing
- eBook ISBN:
- Paperback ISBN:
Ann-Louise de Boer is an associate professor and research fellow in the Department of Information Science, University of Pretoria, South Africa. She has BA, BEd, MED degrees and a PhD in curriculum design, and was recipient of the Ernest Oppenheimer Memorial Trust Award for Academic Achievement in 1990. She is also the CEO of Herrmann International Africa, the African arm of the global network of Herrmann International, originator of Whole Brain® Technolog.
Pieter H. du Toit is a senior lecturer in the Department of Humanities Education, Faculty of Education at the University of Pretoria, South Africa. He holds a BA, BEd, MEd and PhD in Higher Education. He is programme coordinator of the Postgraduate Certificate in Higher Education (PGCHE) and the MEd (Educator Professional Development). His interests include action research, learning styles, professional development and education innovation.
M. Detken Scheepers is the Head of e-Learning at the Department for Education Innovation, University of Pretoria, South Africa. She is responsible for the management of the e-learning group, academic staff development in the use of e-Learning and computer-based testing. She holds an MSc (Anatomy) and an MEd (Computer-assisted Education), both from the University of Pretoria.
Theo J.D. Bothma is professor and head of the Department of Information Science and chairperson of the School of Information Technology at the University of Pretoria, South Africa. His teaching and research focus is on information organisation and retrieval (including information literacy), web development and electronic publishing, as well as on curriculum development.
University of Pretoria, South Africa
Elsevier.com visitor survey
We are always looking for ways to improve customer experience on Elsevier.com.
We would like to ask you for a moment of your time to fill in a short questionnaire, at the end of your visit.
If you decide to participate, a new browser tab will open so you can complete the survey after you have completed your visit to this website.
Thanks in advance for your time.