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    Innovative curriculum design

    Bridging the theory–practice divide in work-integrated learning to foster Self-Directed Learning

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    Author(s)
    du Toit, Adri
    Petersen, Neal
    de Beer, Josef
    Mentz, Elsa
    Bunt, Byron J
    White, Lounell
    Kruger, Corné CG
    Mdakane, Marry
    Lubbe, Anitia
    Chahine, Iman C
    Awad, Awad
    Pool, Jessica
    Heymans, Yolande
    Koch, Rhea
    Mokwatsi, Gontse
    Balfour, Robert J
    Contributor(s)
    Petersen, Neal (editor)
    du Toit, Adri (editor)
    Balfour, Robert J. (editor)
    Mentz, Elsa (editor)
    Language
    English
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    Abstract
    The focus of this book is original research regarding the implementation of problem-based learning and pedagogies of play as active approaches to foster self-directed learning. With the Fourth Industrial Revolution (4IR) in mind, educational institutions need to rethink teaching and learning for the future. As such, active engagement can be encouraged, as evident in this book, where problem-based learning drives learning through real-world problems, while pedagogy of play focuses on innovative environments where the action of play and learning are integrated with the aim of developing SDL. The following are addressed in the chapters: an overview of problem-based learning and pedagogy of play, metaliteracy, playful problem-based learning tasks, computational thinking in game-based tasks and geometry, solving puzzles, applying LEGO®, using drama as the pedagogy of play and implementing educational robotics. The empirical research findings disseminated in this book aim to inspire academics in the research focus area of self-directed learning with active learning approaches in the school and tertiary classroom that hold affordances to enhance 21st-century skills. Active learning is an umbrella term for pedagogies that mainstream student engagement, such as problem-based learning, cooperative learning, gamification, role-play and drama. This scholarly book highlights various engaging pedagogies.
    URI
    https://library.oapen.org/handle/20.500.12657/86281
    Keywords
    curriculum innovation; theory-practice divide; self-directed learning; pre-service student preparation; excursion; sense of belonging; unity; pacing; engagement; student experience; online; instructional design
    DOI
    10.4102/aosis.2023.BK426
    ISBN
    9781779952813, 9781779952820, 9781779952837
    Publisher
    AOSIS
    Publisher website
    https://books.aosis.co.za/index.php/ob
    Publication date and place
    Cape Town, 2023
    Imprint
    AOSIS Books
    Series
    NWU Self-Directed Learning Series, 12
    Pages
    298
    Rights
    https://creativecommons.org/licenses/by-nc-nd/4.0/
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    License

    • If not noted otherwise all contents are available under Attribution 4.0 International (CC BY 4.0)

    Credits

    • logo EU
    • This project received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 683680, 810640, 871069 and 964352.

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