Reflective Design in Action: A Collaborative Autoethnography of Faculty Learning Design

Research on how university faculty design courses has been limited and marked by modest detail on faculty design processes. Addressing this gap, seven faculty members supported by an educational developer at a teaching-intensive university used collaborative autoethnography (CAE) to explain how univ...

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Detalles Bibliográficos
Autores principales: Bowers, Shawn, Chen, Yu-Ling, Clifton, Yvette, Gamez, Melissa, Giffin, Heidi Hubbard, Johnson, Meg Stanley, Lohman, Laura, Pastryk, Linda
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2021
Materias:
Original Paper
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8593853/
https://www.ncbi.nlm.nih.gov/pubmed/34806091
http://dx.doi.org/10.1007/s11528-021-00679-5

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8593853/
https://www.ncbi.nlm.nih.gov/pubmed/34806091
http://dx.doi.org/10.1007/s11528-021-00679-5

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