dc.contributor.author |
Fostaty Young, Sue |
|
dc.contributor.author |
Troop, Meagan |
|
dc.contributor.author |
Stephenson, Jenn |
|
dc.contributor.author |
Pegley, Kip |
|
dc.contributor.author |
Johnston, John |
|
dc.contributor.author |
Morton, Mavis |
|
dc.contributor.author |
Bracci, Christa |
|
dc.contributor.author |
O'Riordan, Anne |
|
dc.contributor.author |
Michaelson, Val |
|
dc.contributor.author |
Hill, Kanonhsyonne Janice |
|
dc.contributor.author |
Watson, Shayna |
|
dc.contributor.other |
Mazurok, Katherine |
|
dc.contributor.other |
Seuratan, Seraphina |
|
dc.contributor.other |
Fitzgibbon, Allison |
|
dc.date.accessioned |
2022-02-23T19:53:18Z |
|
dc.date.available |
2022-02-23T19:53:18Z |
|
dc.date.issued |
2021-11-05 |
|
dc.identifier |
d6366a17-86a2-46a2-8198-2c27b76c6fce |
|
dc.identifier.uri |
https://openlibrary-repo.ecampusontario.ca/jspui/handle/123456789/1018 |
|
dc.description.tableofcontents |
1. Introduction to the ICE Model |
en_US |
dc.description.tableofcontents |
2. The Evolution of ICE in My Practice as Teacher, Learner, and Educational Developer |
en_US |
dc.description.tableofcontents |
3. Teaching Students How to Make Toast |
en_US |
dc.description.tableofcontents |
4. Three Ways to Use the ICE Approach in an Undergraduate Popular Music Seminar |
en_US |
dc.description.tableofcontents |
5. How to Think Like a Geoscientist: Using ICE to Support Critical and Creative Inquiry |
en_US |
dc.description.tableofcontents |
6. Shine the Light: Using the ICE Framework in Sociology Courses to See the “Big Picture” |
en_US |
dc.description.tableofcontents |
7. ICE in an Advanced Legal Research Course |
en_US |
dc.description.tableofcontents |
8. Patient Mentorship in Occupational Therapy Education: The Influence of ICE on Student Learning |
en_US |
dc.description.tableofcontents |
9. Using the ICE Framework in a Second Year Research Methods Class |
en_US |
dc.description.tableofcontents |
10. The Evolution of Medical Education |
en_US |
dc.description.tableofcontents |
11. ICE as an Educational Development Tool |
en_US |
dc.language.iso |
eng |
en_US |
dc.publisher |
eCampusOntario |
en_US |
dc.relation.isformatof |
https://ecampusontario.pressbooks.pub/storiesofteachinglearningandassessmentacrossthedisciplines/ |
en_US |
dc.rights |
CC BY-NC-ND | https://creativecommons.org/licenses/by-nc-nd/4.0/ |
en_US |
dc.subject |
Educational strategies and policy |
en_US |
dc.subject |
Higher education |
en_US |
dc.subject |
Teaching skills and techniques |
en_US |
dc.title |
Teaching, Learning, and Assessment Across the Disciplines : ICE Stories |
en_US |
dc.type |
Book |
en_US |
dcterms.accessRights |
Open Access |
en_US |
dcterms.educationLevel |
University - Undergraduate |
en_US |
dc.identifier.slug |
https://openlibrary.ecampusontario.ca/catalogue/item/?id=d6366a17-86a2-46a2-8198-2c27b76c6fce |
|
ecO-OER.Adopted |
No |
en_US |
ecO-OER.AncillaryMaterial |
No |
en_US |
ecO-OER.InstitutionalAffiliation |
Brock University |
en_US |
ecO-OER.InstitutionalAffiliation |
Queen's University |
en_US |
ecO-OER.InstitutionalAffiliation |
Sheridan College |
en_US |
ecO-OER.InstitutionalAffiliation |
University of Guelph |
en_US |
ecO-OER.InstitutionalAffiliation |
University of Waterloo |
en_US |
ecO-OER.ISNI |
0000 0004 1936 9318 |
en_US |
ecO-OER.ISNI |
0000 0001 2182 7750 |
en_US |
ecO-OER.ISNI |
0000 0001 0419 8964 |
en_US |
ecO-OER.ISNI |
0000 0004 1936 8198 |
en_US |
ecO-OER.ISNI |
0000 0000 8644 1405 |
en_US |
ecO-OER.Reviewed |
No |
en_US |
ecO-OER.AccessibilityStatement |
Unknown |
en_US |
lrmi.learningResourceType |
Instructional Object - Teaching/Learning Strategy |
en_US |
lrmi.learningResourceType |
Learning Resource - Primary Source |
en_US |
ecO-OER.POD.compatible |
No |
en_US |
dc.description.abstract |
Teaching, Learning, and Assessment Across Disciplines: ICE Stories is a collection of post-secondary teachers’ accounts of the ways the ICE model has influenced their thinking, their teaching, and their students’ learning. The model, informed by theories of cognition and transformative learning, serves as a framework that offers a conception of learning that resonates with both instructors and students alike. |
en_US |
dc.description.abstract |
The model is simple without being simplistic and furnishes a vocabulary that serves to clarify thinking about what learning is and what it looks like in a variety of post-secondary teaching and learning contexts. That clarity of thinking and the ability to communicate about learning has enabled the authors of these chapters to become more purposeful in their approaches to teaching and assessment and their students to plan and reflect for their own improvement. |
en_US |
dc.subject.other |
Public Services - Education |
en_US |
dc.subject.other |
Support Resources - Educator Development |
en_US |
ecO-OER.VLS.Category |
Digital Capacity-Collaborative |
en_US |
ecO-OER.VLS |
No |
en_US |
ecO-OER.CVLP |
No |
en_US |
ecO-OER.ItemType |
Instructional Object |
en_US |
ecO-OER.ItemType |
Primary Source |
en_US |
ecO-OER.MediaFormat |
PDF |
en_US |
ecO-OER.VLS.cvlpSupported |
No |
en_US |