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VERSION:2.0
PRODID:-//Memento EPFL//
BEGIN:VEVENT
SUMMARY:A critical review of the deep/surface approaches to learning conce
 pt
DTSTART:20121029T100000
DTEND:20121029T120000
DTSTAMP:20260427T215031Z
UID:3785c4dfe979a10dce4b12b84e71b5c12e991a2848b7261d8f80071d
CATEGORIES:Conferences - Seminars
DESCRIPTION:Roland Tormey\, Faculty Advisor at CRAFT.\nThe “deep/surface
  approached to learning” framework is widely used in higher education. I
 ts perceived strength is that it regarded as having two functions: both be
 ing (i) a useful metaphor for development of teaching and learning in high
 er education and (ii) a valid concept for researchers. This paper presents
  a critical review of the model. It highlights an oversimplified conceptua
 l framework\, empirical weaknesses and a relatively lack of conceptual dev
 elopment in light of changes in the teaching and learning literature more 
 generally. The dominance of the model in the teaching and learning in high
 er education literature may also have prevented the development of alterna
 tive\, more useful frameworks for understanding learning in higher educati
 on.
LOCATION:CRAFT - RLC D1 661 http://plan.epfl.ch/?zoom=16&recenter_y=586406
 4.16082&recenter_x=731635.87676&layerNodes=fonds\,batiments\,labels\,infor
 mation\,parkings_publics\,arrets_metro&floor=1&q=rlcd1740
STATUS:CONFIRMED
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