{"title":"我们为什么要在周三打威夫尔球","authors":"Timothy Abraham, Katie Hanifin","doi":"10.14434/ijdl.v15i1.34920","DOIUrl":null,"url":null,"abstract":"The decision to move away from lecture-led instruction in the college classroom is not simple. Planning for and managing a more interactive classroom brings unique challenges and opportunities. A biomechanics instructor and an instructional designer from Utica University compared teacher-led instruction to brain-based instruction and share their brain-based class redesign.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":"51 2","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Why We Played Wiffle Ball on Wednesday\",\"authors\":\"Timothy Abraham, Katie Hanifin\",\"doi\":\"10.14434/ijdl.v15i1.34920\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The decision to move away from lecture-led instruction in the college classroom is not simple. Planning for and managing a more interactive classroom brings unique challenges and opportunities. A biomechanics instructor and an instructional designer from Utica University compared teacher-led instruction to brain-based instruction and share their brain-based class redesign.\",\"PeriodicalId\":91509,\"journal\":{\"name\":\"International journal of designs for learning\",\"volume\":\"51 2\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-02-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International journal of designs for learning\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.14434/ijdl.v15i1.34920\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International journal of designs for learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.14434/ijdl.v15i1.34920","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
The decision to move away from lecture-led instruction in the college classroom is not simple. Planning for and managing a more interactive classroom brings unique challenges and opportunities. A biomechanics instructor and an instructional designer from Utica University compared teacher-led instruction to brain-based instruction and share their brain-based class redesign.
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