Education is in a state of flux – transitioning from traditional architectures and practices to new ecologies of teaching and learning influenced by the tremendous social and technological changes of our times. What changes are afoot today in workplaces, civic life and everyday community life? What are their implications for education? What are the possible impacts of contemporary social transformations on teaching and learning - including in the areas of technology, media, globalization, diversity, changing forms of work in the “knowledge society”, and, in these contexts, changing learner needs and sensibilities? This course explores three pedagogical paradigms: “didactic”, “authentic” and “transformative” learning. It takes an historical perspective in order to define the contemporary dimensions of what we term “new learning”. It prepares participants to make purposeful choices and link particular theories/instructional approaches to individual and group learning goals.
New Learning: Principles and Patterns of PedagogyUniversity of Illinois at Urbana-Champaign
About this Course
University of Illinois at Urbana-Champaign
The University of Illinois at Urbana-Champaign is a world leader in research, teaching and public engagement, distinguished by the breadth of its programs, broad academic excellence, and internationally renowned faculty and alumni. Illinois serves the world by creating knowledge, preparing students for lives of impact, and finding solutions to critical societal needs.
- 5 stars78.07%
- 4 stars16.66%
- 3 stars3.94%
- 2 stars0.87%
- 1 star0.43%
TOP REVIEWS FROM NEW LEARNING: PRINCIPLES AND PATTERNS OF PEDAGOGY
This course is extremely helpful in framing pedagogy according to the transformative and reflective ideas
Course is good. Could have added more of examples to make it much interesting
Very informative and challenging course. Thought-provoking issues. Interesting peer discussions and interaction. Inspiring professors.
Excellente material. However, the dynamics of the evaluations should probably be revised.
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