Deep Learning through Transformative Pedagogy

مقرر

How can powerful teaching strategies and effective learning activities enhance deep learning?

This education course has been developed for educators and education leaders. It explores deep learning by bringing together the most up-to-date research from cognitive psychology, contemporary educational theories, and neuro-scientific perspectives.

Deep learning encourages students to become creative, connected, and collaborative problem solvers; to gain knowledge and skills for lifelong learning; and to use a range of contemporary digital technologies to enhance their learning.

To facilitate deep learning, teachers will learn how to employ a diverse range of powerful teaching strategies and authentic learning activities to assist students to become independent thinkers, innovative creators, and effective communicators. Throughout each module, suggested learning experiences are provided for school or system leaders who seek to engage with deep learning practices across their organisation. In this way, the course is differentiated to cater to both individual learners and to groups.

This course has been funded by Microsoft and is part of the Microsoft K-12 Education Leadership initiative developed to provide resources to K-12 school leaders around the world as they address the unique needs of their schools in a changing educational and technology landscape.

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self_paced

Paid

متوسط

الإنجليزية

Instructors

Robyn M Gillies

Robyn M Gillies

Robyn Gillies is a Professor of Education at The University of Queensland. Her research focuses on the social and cognitive aspects of learning through social interaction. She has spent over twenty years researching how students can be encouraged to engage in class and learn. Her research spans both primary and secondary schools and has focused on inquiry learning in science and mathematics, teacher and peer-mediated learning, student-centred learning, including cooperative learning pedagogical practices, and classroom discourses and processes related to learning outcomes.

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Pankaj Sah

Pankaj Sah

Professor Pankaj Sah is the Director of the Queensland Brain Institute at The University of Queensland, Director of the national Science of Learning Research Centre (SLRC), and Editor-in-Chief of the Nature Partner Journal npj Science of Learning, the first journal to bring together the findings of neuroscientists, psychologists, and education researchers to understand how the brain learns.

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Annemaree Carroll

Annemaree Carroll

Annemaree Carroll is a Professor in the School of Education at The University of Queensland and is a registered psychologist and teacher. Her research activities focus on developing innovative interventions for children and youth to bring about positive change in their lives.

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Katherine McLay

Katherine McLay

Katherine McLay teaches in the undergraduate and postgraduate programs in the School of Education at The University of Queensland. She commenced her career as a secondary school teacher of English and Legal Studies. Ten of her eighteen years of teaching experience have been as Head of Senior English at independent schools in Queensland and Victoria in Australia. Her doctoral work involved a sociocultural investigation of student use of iPads as a tool for learning. Katherine is a member of the Editorial Team for Qwerty: Interdisciplinary Journal of Technology, Culture and Education.

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