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"By adopting the collaborative pedagogical process in this book, professors can create effective social learning experiences that connect students to peers and professional colleagues in real time. Loewen moves to a problem best addressed by educators in bricks-and -mortar institutions: if students are social learners, how do we teach in a way that promotes actual dialogue for learning? Loewen's approach to inter-institutional collaborative teaching answers this challenge, and he explains his pedagogical process with examples and working templates for designing social learning experiences. This is done by collaborative dialogue with G. Brooke Lester and Christopher Duncanson-Hales."--Page [4] of cover.
About the author
Christopher Duncanson-Hales teaches in the department of philosophy at the University of Sudbury in Ontario, Canada. Chris"s interdisciplinary formation and his concern for the academicresilience of incoming students led him to establish MindGap Scholastics, a program specializing in academic preparedness. Chris is co-chair of the International Development and Religion group at the American Academy of Religion, is published in Postscripts, and is a guest blogger with ecclesio.com and Postcolonial Networks.
Summary
Shows how professors have an indisputable pedagogical edge that gives them a crucial role to play in higher education. This book helps professors to create effective social learning experiences that connect students to peers and professional colleagues in real-time by adopting the collaborative pedagogical process.
