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The Application of the Learning Sciences to the Design and Delivery of Student-Centered Learning Activities

The Application of the Learning Sciences to the Design and Delivery of Student-Centered Learning Activities

Michael D. Hamlin
ISBN13: 9781522550853|ISBN10: 1522550852|EISBN13: 9781522550860
DOI: 10.4018/978-1-5225-5085-3.ch021
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MLA

Hamlin, Michael D. "The Application of the Learning Sciences to the Design and Delivery of Student-Centered Learning Activities." Handbook of Research on Student-Centered Strategies in Online Adult Learning Environments, edited by Carlton J. Fitzgerald, et al., IGI Global, 2018, pp. 457-481. https://doi.org/10.4018/978-1-5225-5085-3.ch021

APA

Hamlin, M. D. (2018). The Application of the Learning Sciences to the Design and Delivery of Student-Centered Learning Activities. In C. Fitzgerald, S. Laurian-Fitzgerald, & C. Popa (Eds.), Handbook of Research on Student-Centered Strategies in Online Adult Learning Environments (pp. 457-481). IGI Global. https://doi.org/10.4018/978-1-5225-5085-3.ch021

Chicago

Hamlin, Michael D. "The Application of the Learning Sciences to the Design and Delivery of Student-Centered Learning Activities." In Handbook of Research on Student-Centered Strategies in Online Adult Learning Environments, edited by Carlton J. Fitzgerald, Simona Laurian-Fitzgerald, and Carmen Popa, 457-481. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5085-3.ch021

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Abstract

The goal of this chapter is to provide a framework for creating student-centered learning activities that rest on a firm theoretical foundation and are based on a definition that highlights the actual learner abilities involved in successful student performance. To achieve this goal, it is important to establish a definition of student-centered learning that can be used to guide the selection of the important pedagogical elements that must be addressed in the design of student-centered learning activities. Having established these foundational elements, the chapter provides a framework for the design of case-based instruction that incorporates teaching and learning principles derived from theory and research in the learning sciences.

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