Whole Brain® Learning in Higher Education

Ann-Louise de Boer is an associate professor and research fellow in the Department of Information Science, University of Pretoria, South Africa. She has BA, BEd, MED degrees and a PhD in curriculum design, and was recipient of the Ernest Oppenheimer Memorial Trust Award for Academic Achievement in 1990. She is also the CEO of Herrmann International Africa, the African arm of the global network of Herrmann International, originator of Whole Brain® Technolog. Pieter H. du Toit is a senior lecturer in the Department of Humanities Education, Faculty of Education at the University of Pretoria, South Africa. He holds a BA, BEd, MEd and PhD in Higher Education. He is programme coordinator of the Postgraduate Certificate in Higher Education (PGCHE) and the MEd (Educator Professional Development). His interests include action research, learning styles, professional development and education innovation. M. Detken Scheepers is the Head of e-Learning at the Department for Education Innovation, University of Pretoria, South Africa. She is responsible for the management of the e-learning group, academic staff development in the use of e-Learning and computer-based testing. She holds an MSc (Anatomy) and an MEd (Computer-assisted Education), both from the University of Pretoria. Theo J.D. Bothma is professor and head of the Department of Information Science and chairperson of the School of Information Technology at the University of Pretoria, South Africa. His teaching and research focus is on information organisation and retrieval (including information literacy), web development and electronic publishing, as well as on curriculum development.

• List of figures and tablesAcknowledgementsForewordAuthors’ prologueAbout the authorsChapter 1: Theoretical frameworkAbstract:1.1 Introduction1.2 Key contributors1.3 Herrmann’s metaphoric Whole Brain® Model1.4 HBDI® profiles1.5 The construct Whole Brain® learning1.6 Challenges for lecturers1.7 The advantage of understanding thinking preferences1.8 Herrmann’s expanded Whole Brain® Model for Learning and Facilitating Learning1.9 Learning style theories1.10 Learning theories for adults1.11 ConclusionChapter 2: Baseline data – determining thinking preferencesAbstract:2.1 Introduction2.2 Empirical data2.3 Data analysis and discussion2.4 ConclusionChapter 3: Professional developmentAbstract:3.1 Introduction3.2 Action research as a process of professional learning3.3 Scholarship of teaching3.4 Peer mentoring3.5 ConclusionChapter 4: Evidence-based practice – case studiesAbstract:4.1 Introduction4.2 Application of Whole Brain® principles in professional development4.3 Application of Whole Brain® principles in engineering4.4 Application of Whole Brain® principles in information science4.5 Application of Whole Brain® principles in the coaching of leadership talent4.6 Further applications of Whole Brain® principles4.7 Collaboration in higher education: applying the Whole Brain® principles4.8 ConclusionChapter 5: Learning material that makes a differenceAbstract:5.1 Introduction5.3 Instructional design5.3 Blended learning environments5.4 Whole Brain® learning material5.6 Assessment of Whole Brain® learning5.7 ConclusionsChapter 6: The way forwardAbstract6.1 Introduction6.2 Comprehensive Whole Brain® Model for Learning and Facilitating Learning6.3 ConclusionList of referenceIndex