Journal Article — Breaking the Rules of Discussion: Examples of Rethinking the Student-Centered Classroom — by LaMont Egle, Evelyn Navarre, and Cheryl Nixon
This editors’ note presents a synopsis of the articles published in the Summer 2011 issue of Human Architecture: Journal of the Sociology of Self-Knowledge—a fourth of its annual “Teaching Transformations” series. The issue brings together selected proceedings of the joint CIT (Center for Innovative Teaching)/EdTech (Educational Technology) conference held on May 12, 2011, at UMass Boston. The editors’ note describes the reasons for the bringing together of the two separately organized conferences in the past. It also reports on the new name adopted by CIT (from its former name, the Center for the Improvement of Teaching). The papers include a variety of contributions on topics such as: innovative techniques to enrich the dynamics of classroom discussions; “addressing plagiarism in a digital age”; cross-cultural/national, cross-institutional teaching of a course using online educational tools; “‘Islamicizing’ a Euro/American curriculum”; modernizing classical language education using the communicative language teaching (CLT) technique in conjunction with new educational technologies; teaching about race, caste and gender in light of the findings of anthropological and genetic sciences; and suggestions for online student collaborations based on the experience of teaching a Critical Thinking course.
Egle, LaMont, Evelyn Navarre, and Cheryl Nixon. 2011. “Journal Article — Breaking the Rules of Discussion: Examples of Rethinking the Student-Centered Classroom.” Pp. 1-14 in Teaching Transformations 2011: Contributions from the May 2011 Joint Annual Conference of the Center for Innovative Teaching (CIT) and Educational Technology (EdTech) at UMass Boston (Human Architecture: Journal of the Sociology of Self-Knowledge: Volume IX, Issue 3, 2011.) Belmont, MA: Okcir Press (an imprint of Ahead Publishing House).
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