USD $140.00
Browse results
Course Design for University Teachers
Author:
Universities and their teachers are more than ever required to (re)design their courses considering online environments. Although face-to-face teaching remains fundamental, exploring online alternatives is becoming increasingly necessary. Still, how can university teacher designers proceed with such a change in their courses? What is the most effective way to design an online course? How can university teacher designers attract the attention of students and make teaching interesting and compelling? Evidence-Based Blended and Online Learning: Course Design for University Teachers answers these questions. It provides a thorough evidence-based overview of each step required to make an effective course redesign.
The book is aimed at teachers and, more significantly, teacher designers committed to redesigning their courses based on solid principles. The book’s design approach makes it much easier to translate the results of educational research on applying blended learning in educational practice.
Jan Nedermeijer has worked as an educational expert for several universities and as a senior expert for PUM Netherlands in several countries. The book synthesises the results of the numerous course- and curriculum-development projects he has conducted over many years. His approach can help university teachers implement IT in feasible, practical and interesting ways.
Evidence-Based Blended and Online Learning gives lecturers tailor-made pedagogical suggestions for designing modern higher education. Course design tasks are re-described, using features from technical design, problem solving, and design thinking, where creative design has a unique and essential role.
The book is aimed at teachers and, more significantly, teacher designers committed to redesigning their courses based on solid principles. The book’s design approach makes it much easier to translate the results of educational research on applying blended learning in educational practice.
Jan Nedermeijer has worked as an educational expert for several universities and as a senior expert for PUM Netherlands in several countries. The book synthesises the results of the numerous course- and curriculum-development projects he has conducted over many years. His approach can help university teachers implement IT in feasible, practical and interesting ways.
Evidence-Based Blended and Online Learning gives lecturers tailor-made pedagogical suggestions for designing modern higher education. Course design tasks are re-described, using features from technical design, problem solving, and design thinking, where creative design has a unique and essential role.
Course Design for University Teachers
Author:
Universities and their teachers are more than ever required to (re)design their courses considering online environments. Although face-to-face teaching remains fundamental, exploring online alternatives is becoming increasingly necessary. Still, how can university teacher designers proceed with such a change in their courses? What is the most effective way to design an online course? How can university teacher designers attract the attention of students and make teaching interesting and compelling? Evidence-Based Blended and Online Learning: Course Design for University Teachers answers these questions. It provides a thorough evidence-based overview of each step required to make an effective course redesign.
The book is aimed at teachers and, more significantly, teacher designers committed to redesigning their courses based on solid principles. The book’s design approach makes it much easier to translate the results of educational research on applying blended learning in educational practice.
Jan Nedermeijer has worked as an educational expert for several universities and as a senior expert for PUM Netherlands in several countries. The book synthesises the results of the numerous course- and curriculum-development projects he has conducted over many years. His approach can help university teachers implement IT in feasible, practical and interesting ways.
Evidence-Based Blended and Online Learning gives lecturers tailor-made pedagogical suggestions for designing modern higher education. Course design tasks are re-described, using features from technical design, problem solving, and design thinking, where creative design has a unique and essential role.
The book is aimed at teachers and, more significantly, teacher designers committed to redesigning their courses based on solid principles. The book’s design approach makes it much easier to translate the results of educational research on applying blended learning in educational practice.
Jan Nedermeijer has worked as an educational expert for several universities and as a senior expert for PUM Netherlands in several countries. The book synthesises the results of the numerous course- and curriculum-development projects he has conducted over many years. His approach can help university teachers implement IT in feasible, practical and interesting ways.
Evidence-Based Blended and Online Learning gives lecturers tailor-made pedagogical suggestions for designing modern higher education. Course design tasks are re-described, using features from technical design, problem solving, and design thinking, where creative design has a unique and essential role.
A Historiographical Analysis of Holiness, Pentecostal, and Neo-Charismatic Movements in Egypt in the Twentieth Century and Its Current Developments
Author:
This book on Egyptian Pentecostalism is considered the first integrated monograph on the topic. It invites scholars and students of Religions, Renewal Studies, and Pentecostalism around the world to discover a new arena of research. Due to the sociocultural perspective of this study on Pentecostalism in Egypt, the book also invites sociologists and scholars who study sociocultural and religious context of the Middle East and North Africa to add new trajectories to their studies. No doubt that this study reveals what was concealed for decades regarding movements and revivals that broke out in Egyptian cities and villages! A must-read!
A Historiographical Analysis of Holiness, Pentecostal, and Neo-Charismatic Movements in Egypt in the Twentieth Century and Its Current Developments
Author:
This book on Egyptian Pentecostalism is considered the first integrated monograph on the topic. It invites scholars and students of Religions, Renewal Studies, and Pentecostalism around the world to discover a new arena of research. Due to the sociocultural perspective of this study on Pentecostalism in Egypt, the book also invites sociologists and scholars who study sociocultural and religious context of the Middle East and North Africa to add new trajectories to their studies. No doubt that this study reveals what was concealed for decades regarding movements and revivals that broke out in Egyptian cities and villages! A must-read!
Author:
Auf Anfrage des karthagischen Diakons Quodvultdeus verfasst Augustin in den Jahren vor seinem Tod einen Häretikerkatalog, in dem er insgesamt 88 Gruppierungen unter dem Oberbegriff der Häresie klassifiziert und beschreibt. Die vorliegende Monographie liefert einen fortlaufenden, detaillierten Kommentar dieses bislang wenig bearbeiteten häresiographischen Kompendiums. Die Analyse wird geleitet von der Frage nach Augustins literarischen Quellen (Ps.-Epiphanius, Filastrius, Ps.-Hieronymus u.a.) sowie nach seinem eigenständigen Beitrag in der Verarbeitung des Quellenmaterials. Genuin augustinische Strategien der Häresiographie werden so herausgearbeitet. Dabei rückt verstärkt Augustins spezifische Kenntnis der jeweiligen Gruppierungen vor dem Hintergrund seines eigenen antihäretischen Engagements und seines Gesamtwerks in den Blick. Somit wirft die Untersuchung zugleich ein Schlaglicht auf so gut wie alle Kontroversen, in denen Augustin zeitlebens stand.
Ein Kommentar
Author:
Auf Anfrage des karthagischen Diakons Quodvultdeus verfasst Augustin in den Jahren vor seinem Tod einen Häretikerkatalog, in dem er insgesamt 88 Gruppierungen unter dem Oberbegriff der Häresie klassifiziert und beschreibt. Die vorliegende Monographie liefert einen fortlaufenden, detaillierten Kommentar dieses bislang wenig bearbeiteten häresiographischen Kompendiums. Die Analyse wird geleitet von der Frage nach Augustins literarischen Quellen (Ps.-Epiphanius, Filastrius, Ps.-Hieronymus u.a.) sowie nach seinem eigenständigen Beitrag in der Verarbeitung des Quellenmaterials. Genuin augustinische Strategien der Häresiographie werden so herausgearbeitet. Dabei rückt verstärkt Augustins spezifische Kenntnis der jeweiligen Gruppierungen vor dem Hintergrund seines eigenen antihäretischen Engagements und seines Gesamtwerks in den Blick. Somit wirft die Untersuchung zugleich ein Schlaglicht auf so gut wie alle Kontroversen, in denen Augustin zeitlebens stand.
Series:
Philosophische Einstiege
Platon ist der bedeutendste Philosoph der griechischen Antike. Er fordert uns auf, unser Leben nicht aufgrund von überkommenen Konventionen und Sitten zu führen, sondern unsere Motive und Ziele stets kritisch zu prüfen. Platon spricht sich für die Gleichstellung von Mann und Frau im Staat aus und fordert eine Form von Kommunismus. Zudem weist er als scharfsinniger Kritiker seiner Zeit bereits auf die Gefahren des Populismus in Demokratien hin. Platons Denken besticht durch seine ungeheuerliche Radikalität und hat auch nach über zweitausend Jahren nichts von seiner Faszination verloren.
Series:
Philosophische Einstiege
Platon ist der bedeutendste Philosoph der griechischen Antike. Er fordert uns auf, unser Leben nicht aufgrund von überkommenen Konventionen und Sitten zu führen, sondern unsere Motive und Ziele stets kritisch zu prüfen. Platon spricht sich für die Gleichstellung von Mann und Frau im Staat aus und fordert eine Form von Kommunismus. Zudem weist er als scharfsinniger Kritiker seiner Zeit bereits auf die Gefahren des Populismus in Demokratien hin. Platons Denken besticht durch seine ungeheuerliche Radikalität und hat auch nach über zweitausend Jahren nichts von seiner Faszination verloren.
Fabulating Futures for Higher Education
Inspired by those who mothered before and through the COVID-19 pandemic, this is a book about, for, and with those who live different embodiments of academic mothering—mothers, othermothers, academic mothers, and mothering academics. In this book, mothering is defined broadly, encompassing those who are biologically or legally mothers with children; those who are “not-mother” but who nonetheless understand and practice mothering; those who do identify as mothers but not as women; and all those who take on mothering roles in academia and beyond.
Through poetry and prose, fiction and nonfiction, image and text, the authors in this edited book creatively explore academic mothering through their unique lived experiences, illuminating three ideas that comprise the three sections of this book: mothering as practice, mothering in precarity, and mothering as relational. Through considering—and in many cases, writing about and through—their own mothering practices, this diverse collection of authors critique the systemic failures of academia in the COVID-19 pandemic and beyond, fabulating new possibilities that envision a future in which mothering is valued and supported in (and by) higher education.
Through poetry and prose, fiction and nonfiction, image and text, the authors in this edited book creatively explore academic mothering through their unique lived experiences, illuminating three ideas that comprise the three sections of this book: mothering as practice, mothering in precarity, and mothering as relational. Through considering—and in many cases, writing about and through—their own mothering practices, this diverse collection of authors critique the systemic failures of academia in the COVID-19 pandemic and beyond, fabulating new possibilities that envision a future in which mothering is valued and supported in (and by) higher education.
Fabulating Futures for Higher Education
Inspired by those who mothered before and through the COVID-19 pandemic, this is a book about, for, and with those who live different embodiments of academic mothering—mothers, othermothers, academic mothers, and mothering academics. In this book, mothering is defined broadly, encompassing those who are biologically or legally mothers with children; those who are “not-mother” but who nonetheless understand and practice mothering; those who do identify as mothers but not as women; and all those who take on mothering roles in academia and beyond.
Through poetry and prose, fiction and nonfiction, image and text, the authors in this edited book creatively explore academic mothering through their unique lived experiences, illuminating three ideas that comprise the three sections of this book: mothering as practice, mothering in precarity, and mothering as relational. Through considering—and in many cases, writing about and through—their own mothering practices, this diverse collection of authors critique the systemic failures of academia in the COVID-19 pandemic and beyond, fabulating new possibilities that envision a future in which mothering is valued and supported in (and by) higher education.
Through poetry and prose, fiction and nonfiction, image and text, the authors in this edited book creatively explore academic mothering through their unique lived experiences, illuminating three ideas that comprise the three sections of this book: mothering as practice, mothering in precarity, and mothering as relational. Through considering—and in many cases, writing about and through—their own mothering practices, this diverse collection of authors critique the systemic failures of academia in the COVID-19 pandemic and beyond, fabulating new possibilities that envision a future in which mothering is valued and supported in (and by) higher education.
Deep Connections and New Integrations of Education
Theories and Practices of Integral Education and Integral Drama Based Pedagogy presents studies exploring the deep connections among theories and practices of integral education; and it introduces Integral Drama Based Pedagogy, a new integration of educational, therapeutic, artistic, and social theories and practices.
An international group of scholars, teachers, professors, and practitioners have contributed studies that draw upon theories of integral education from various times and cultures as well as practices that exemplify and encourage fresh integrations. The essays are especially relevant because of the current global evolution of education at all levels, from primary school to the university and into the community. This evolution has been inspiring teachers and professors to move beyond their traditional disciplinary boundaries, to engage in transdisciplinary educational models that embody multiple ways of knowing, and to recognize the student as a whole person.
Integral Education is not limited to a particular theory or practice: it is expansive. It integrates many models of teaching and learning, for example, Integral Drama Based Pedagogy integrates drama and other expressive arts. It also includes multiple ways of knowing; it embodies teaching and learning through action; and it values the intellectual, physical, and spiritual dimensions of being human.
An international group of scholars, teachers, professors, and practitioners have contributed studies that draw upon theories of integral education from various times and cultures as well as practices that exemplify and encourage fresh integrations. The essays are especially relevant because of the current global evolution of education at all levels, from primary school to the university and into the community. This evolution has been inspiring teachers and professors to move beyond their traditional disciplinary boundaries, to engage in transdisciplinary educational models that embody multiple ways of knowing, and to recognize the student as a whole person.
Integral Education is not limited to a particular theory or practice: it is expansive. It integrates many models of teaching and learning, for example, Integral Drama Based Pedagogy integrates drama and other expressive arts. It also includes multiple ways of knowing; it embodies teaching and learning through action; and it values the intellectual, physical, and spiritual dimensions of being human.
Deep Connections and New Integrations of Education
Theories and Practices of Integral Education and Integral Drama Based Pedagogy presents studies exploring the deep connections among theories and practices of integral education; and it introduces Integral Drama Based Pedagogy, a new integration of educational, therapeutic, artistic, and social theories and practices.
An international group of scholars, teachers, professors, and practitioners have contributed studies that draw upon theories of integral education from various times and cultures as well as practices that exemplify and encourage fresh integrations. The essays are especially relevant because of the current global evolution of education at all levels, from primary school to the university and into the community. This evolution has been inspiring teachers and professors to move beyond their traditional disciplinary boundaries, to engage in transdisciplinary educational models that embody multiple ways of knowing, and to recognize the student as a whole person.
Integral Education is not limited to a particular theory or practice: it is expansive. It integrates many models of teaching and learning, for example, Integral Drama Based Pedagogy integrates drama and other expressive arts. It also includes multiple ways of knowing; it embodies teaching and learning through action; and it values the intellectual, physical, and spiritual dimensions of being human.
An international group of scholars, teachers, professors, and practitioners have contributed studies that draw upon theories of integral education from various times and cultures as well as practices that exemplify and encourage fresh integrations. The essays are especially relevant because of the current global evolution of education at all levels, from primary school to the university and into the community. This evolution has been inspiring teachers and professors to move beyond their traditional disciplinary boundaries, to engage in transdisciplinary educational models that embody multiple ways of knowing, and to recognize the student as a whole person.
Integral Education is not limited to a particular theory or practice: it is expansive. It integrates many models of teaching and learning, for example, Integral Drama Based Pedagogy integrates drama and other expressive arts. It also includes multiple ways of knowing; it embodies teaching and learning through action; and it values the intellectual, physical, and spiritual dimensions of being human.
Victorian Theology, Philosophy, and Politics
Author:
Henry Longueville Mansel (1820-1871), Anglican theologian and philosopher, has wrongly been remembered as a Kantian agnostic whose ideas led to those of Herbert Spencer. Francesca Norman’s book provides a thorough revisioning of Mansel’s theology in context and reveals the personal basis of Spencer’s animus towards Mansel. Mansel is revealed as an orthodox Anglican theistic personalist whose ideas inspired Newman to write his Grammar of Assent. Located in context, Mansel’s personal connections with leading Tory figures such as Lord Carnarvon and Benjamin Disraeli are explored. Key controversies with Frederick Denison Maurice and John Stuart Mill are interpreted with reference to the party political elections of 1859 and 1865. Norman offers a vital vision of nineteenth-century theology, philosophy, and politics.
Victorian Theology, Philosophy, and Politics
Author:
Henry Longueville Mansel (1820-1871), Anglican theologian and philosopher, has wrongly been remembered as a Kantian agnostic whose ideas led to those of Herbert Spencer. Francesca Norman’s book provides a thorough revisioning of Mansel’s theology in context and reveals the personal basis of Spencer’s animus towards Mansel. Mansel is revealed as an orthodox Anglican theistic personalist whose ideas inspired Newman to write his Grammar of Assent. Located in context, Mansel’s personal connections with leading Tory figures such as Lord Carnarvon and Benjamin Disraeli are explored. Key controversies with Frederick Denison Maurice and John Stuart Mill are interpreted with reference to the party political elections of 1859 and 1865. Norman offers a vital vision of nineteenth-century theology, philosophy, and politics.
Politics, Economy and Society South of the Sahara in 2022
Series:
Africa Yearbook, Volume: 19
The Africa Yearbook covers major domestic political developments, the foreign policy and socio-economic trends in sub-Sahara Africa – all related to developments in one calendar year. The Yearbook contains articles on all sub-Saharan states, each of the four sub-regions (West, Central, Eastern, Southern Africa) focusing on major cross-border developments and sub-regional organizations as well as one article on continental developments and one on African-European relations. While the articles have thorough academic quality, the Yearbook is mainly oriented to the requirements of a large range of target groups: students, politicians, diplomats, administrators, journalists, teachers, practitioners in the field of development aid as well as business people.