Η 2η Διαδικτυακή Συνάντηση του ΓΡΑΔΙΜ/TOtT με εναλλακτικό τίτλο:”Designing inclusive lessons that foster learner autonomy and success” και εισηγήτρια την Dr.Hadas Shelly-Huber θα πραγματοποιηθεί στα αγγλικά. Σε αυτό το διαδραστικό εργαστήριο, έμπειροι διδάσκοντες/ουσες της Πανεπιστημιακής κοινότητας θα δώσουν τον ορισμό της αυτόνομης/ανεξάρτητης μάθησης και θα σχεδιάσουν ασκήσεις, οι οποίες στοχεύουν στην καλλιέργεια δεξιοτήτων αυτορρύθμισης, προσαρμοστικότητας και ευελιξίας στην ανώτατη εκπαίδευση.

Ο σύνδεσμος θα αναρτηθεί σύντομα στην ιστοσελίδα.

Bio-note
Hadas Shelly-Huber –head of the communication department, lecturer at Gordon Academic College for Education (Haifa, Israel),
special education and early childhood department. Head of pedagogical teacher training for activity and involving method of learning (PBL).
Her research field is Thinking Enhancement, meta-cognition, self- regulation learning and development models for multi-disciplinary literate discourse. She has expertise in coordinating the special educational track for the retraining of academics in the field of special education.
She has experience as an advisor for parent and student groups for self-regulated learning. She has created many learning programs including a professional workshop engaged in technology-learning, self-awareness and emotional intelligence. Her programs are held in formal education and informal group ages 4-6 as well as 12 years olds and up, including their parents, teachers and counselors.

Bibliography

Huber-Shelly, H., & Levy Vered, A. (2017). Learning and teaching in higher education institutions: Can we evaluate alternative assessment of students at the academy? In H. E. Vidergor & O. Sela (Eds.), Innovative teaching strategies promoting lifelong learning in higher education: From theory to practice (pp. 55-73). New York, NY: Nova Sciences.
Huber-Shelly, H., & Maciejowska, I. (2017). Project based learning in higher education: From theory to practice. In H. E. Vidergor & O. Sela (Eds.), Innovative teaching strategies promoting lifelong learning in higher education: From theory to practice (pp. 115-131). New York, NY: Nova Sciences.
Huber-Shelly, H. (2018). International guide for training engaged and active learning based on project/problem. Joint publication of LLAF and TeachEx European Union Projects. Retrieved from http://www.teachex.eu/modules/pbl/