1 resultado para Obsessive-compulsive inventory-revised
em Repository Napier
Filtro por publicador
- Repository Napier (1)
- Aberystwyth University Repository - Reino Unido (1)
- Academic Research Repository at Institute of Developing Economies (1)
- AMS Tesi di Dottorato - Alm@DL - Università di Bologna (2)
- AMS Tesi di Laurea - Alm@DL - Università di Bologna (1)
- Applied Math and Science Education Repository - Washington - USA (1)
- Aquatic Commons (13)
- Archive of European Integration (48)
- Archivo Digital para la Docencia y la Investigación - Repositorio Institucional de la Universidad del País Vasco (1)
- Aston University Research Archive (7)
- B-Digital - Universidade Fernando Pessoa - Portugal (1)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (39)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (BDPI/USP) (5)
- Biodiversity Heritage Library, United States (6)
- BORIS: Bern Open Repository and Information System - Berna - Suiça (61)
- Boston University Digital Common (1)
- Brock University, Canada (16)
- Bucknell University Digital Commons - Pensilvania - USA (8)
- Cambridge University Engineering Department Publications Database (11)
- CentAUR: Central Archive University of Reading - UK (46)
- Center for Jewish History Digital Collections (4)
- Chinese Academy of Sciences Institutional Repositories Grid Portal (12)
- Cochin University of Science & Technology (CUSAT), India (20)
- Coffee Science - Universidade Federal de Lavras (1)
- Collection Of Biostatistics Research Archive (1)
- Comissão Econômica para a América Latina e o Caribe (CEPAL) (25)
- CORA - Cork Open Research Archive - University College Cork - Ireland (1)
- Dalarna University College Electronic Archive (3)
- Deakin Research Online - Australia (117)
- Department of Computer Science E-Repository - King's College London, Strand, London (1)
- Digital Commons - Michigan Tech (1)
- Digital Commons @ DU | University of Denver Research (1)
- Digital Commons @ Winthrop University (1)
- Digital Commons at Florida International University (4)
- Digital Peer Publishing (7)
- DigitalCommons@The Texas Medical Center (7)
- DigitalCommons@University of Nebraska - Lincoln (8)
- DRUM (Digital Repository at the University of Maryland) (2)
- Duke University (4)
- eResearch Archive - Queensland Department of Agriculture; Fisheries and Forestry (7)
- Greenwich Academic Literature Archive - UK (3)
- Harvard University (8)
- Helda - Digital Repository of University of Helsinki (15)
- Hospitais da Universidade de Coimbra (1)
- Indian Institute of Science - Bangalore - Índia (17)
- Instituto Superior de Psicologia Aplicada - Lisboa (1)
- Lume - Repositório Digital da Universidade Federal do Rio Grande do Sul (1)
- Massachusetts Institute of Technology (7)
- Ministerio de Cultura, Spain (25)
- National Center for Biotechnology Information - NCBI (3)
- Plymouth Marine Science Electronic Archive (PlyMSEA) (4)
- Portal de Revistas Científicas Complutenses - Espanha (1)
- Publishing Network for Geoscientific & Environmental Data (86)
- QUB Research Portal - Research Directory and Institutional Repository for Queen's University Belfast (31)
- Queensland University of Technology - ePrints Archive (70)
- ReCiL - Repositório Científico Lusófona - Grupo Lusófona, Portugal (1)
- REPOSITÓRIO ABERTO do Instituto Superior Miguel Torga - Portugal (1)
- Repositório digital da Fundação Getúlio Vargas - FGV (10)
- Repositório Institucional da Universidade de Aveiro - Portugal (2)
- Repositório Institucional dos Hospitais da Universidade Coimbra (1)
- Repositório Institucional UNESP - Universidade Estadual Paulista "Julio de Mesquita Filho" (93)
- RUN (Repositório da Universidade Nova de Lisboa) - FCT (Faculdade de Cienecias e Technologia), Universidade Nova de Lisboa (UNL), Portugal (1)
- SAPIENTIA - Universidade do Algarve - Portugal (1)
- School of Medicine, Washington University, United States (4)
- Scielo Uruguai (1)
- South Carolina State Documents Depository (3)
- Universidad Autónoma de Nuevo León, Mexico (4)
- Universidad de Alicante (6)
- Universidad del Rosario, Colombia (8)
- Universidad Politécnica de Madrid (9)
- Universidade Complutense de Madrid (1)
- Universidade de Lisboa - Repositório Aberto (1)
- Universidade Federal de Uberlândia (1)
- Universidade Federal do Rio Grande do Norte (UFRN) (1)
- Universidade Metodista de São Paulo (1)
- Universidade Técnica de Lisboa (1)
- Universitat de Girona, Spain (3)
- Universitätsbibliothek Kassel, Universität Kassel, Germany (2)
- Université de Lausanne, Switzerland (4)
- Université de Montréal (1)
- Université de Montréal, Canada (14)
- Université Laval Mémoires et thèses électroniques (1)
- University of Connecticut - USA (4)
- University of Michigan (3)
- University of Queensland eSpace - Australia (10)
- University of Southampton, United Kingdom (2)
- University of Washington (1)
- WestminsterResearch - UK (1)
- Worcester Research and Publications - Worcester Research and Publications - UK (3)
Resumo:
Higher education has progressed fairly steadily to a common pedagogical approach which centres on the idea of alignment. In this arrangement, intended learning outcomes are identified and declared; learning activities which will enable the desired learning and development to be achieved are conceived and undertaken with the support of appropriate and effective teaching; and assessment which calls for these outcomes is (ideally) carefully designed and implemented. All three elements are aligned in advance. The same principles and practices underpinned by notions of alignment have been applied to date in most of the purposeful schemes for personal development planning. In this chapter I argue that lifewide learning, wherein learning and development often occur incidentally in multiple and varied real-world situations throughout an individual’s life course, calls for a different approach, and a different pedagogy. Higher education should therefore visualise lifewide learning as an emergent phenomenon wherein the outcomes of learning emerge later on, and are often unintended. Consequently, they cannot be defined in advance of the activities through which they are formed. The main purpose of this chapter is to offer some practical ideas to support the development of pedagogies that would enable programme designers to embed in their programmes the principle and practice of lifewide education.