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dc.contributor.authorDobozy, Eva
dc.contributor.authorDalziel, J.
dc.contributor.authorDalziel, B.
dc.contributor.editorClaus Nygaard
dc.contributor.editorJohn Branch
dc.contributor.editorClive Hotham
dc.date.accessioned2017-01-30T11:20:55Z
dc.date.available2017-01-30T11:20:55Z
dc.date.created2013-03-25T20:01:02Z
dc.date.issued2012
dc.identifier.citationDobozy, Eva and Dalziel, James and Dalziel, Bronwen. 2013. Learning design and transdisciplinary pedagogical templates (TPTs), in Nygaard, C. and Branch, J. and Hotham, C. (ed), Learning in Higher Education: Contemporary Standpoints. Faringdon, UK: Libri Publishing.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/10769
dc.description.abstract

In a move to professionalise the future workforce, paradigmatic changes are required to the way in which university education is conducted. The greater adoption of Learning Design principles and the successful dissemination of knowledge-centric transdisciplinary pedagogical templates (TPTs) for use in various contexts may provide a possible way forward. This chapter explores the implementation of Learning Design principles through the development of knowledge-centric TPTs and gauges initial practitioner reactions. The benefits of knowledge-centric TPTs for the renewal of university education are discussed and some obstacles in pilot implementations of scenario-based designs in medical and teacher education are explored.

dc.publisherLibri Publishing
dc.relation.urihttp://learningdesigntimeline.wordpress.com/2013/05/06/learning-design-and-transdisciplinary-pedagogical-templates-tpts/
dc.titleLearning design and transdisciplinary pedagogical templates (TPTs)
dc.typeBook Chapter
dcterms.source.titleLearning in Higher Education: Contemporary Standpoints
dcterms.source.isbn9781907471704
dcterms.source.placeFaringdon, UK
dcterms.source.chapter00
curtin.department
curtin.accessStatusFulltext not available


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