Decisive components in the teaching-learning process are the educators and the learners. The Minds-on*Hearts-on*Hands-on Engagements in three types namely: the cognitive, affective, behavior and motor engagements are featured and emphasized to manage a supportive research and educational sphere. Research and academic courses can better be appreciated if they co-exist with learner-centered philosophies of creative pedagogy, andragogy and heutagogy accentuated through globally accepted and implemented innovative techniques such as game-based, gamification, hybrid, immersive and adaptive learning mechanisms. Teaching is not about being fully engaged in talking as the traditional authoritarianism projects but it is about being creative in selecting options that should work for the learners’ benefits thus leading these learners to be innovative, self-directed and self-determined to acquire knowledge attitude and skills.
--
This book features substantial learning engagements, learner-centered philosophies, learning mechanisms in actual application, inventories on social behavior, multiple intelligence, Keirseian temperaments, change management skills, teaching styles and learning patterns, applied research and development components.
Table of Contents
CHAPTER 1: INTRODUCTION
CHAPTER 2: THE MHHLE IN DETAIL
Objectives
The Premises to which the MHHLEs are Anchored
Educational Context of the MHHLE
Educational Challenges Underscored
Importance of Addressing the Educational Challenges
Educational tools and Methodologies
Key Impacts
CHAPTER 3: THE TRAINING TRACK FOR EDUCATORS/ENABLERS
Inventories
Personal Assertions/Social Behavior
Multiple Intelligences
Keirseian Temperament Styles
Change Management Skills
Teaching Styles
Learning Patterns
Humanistic Teaching-Learning
Relevant Teaching-Learning Concepts
Past Engagements Utilizing Innovative Learning Mechanisms: Towards More Creative Options To Date
CHAPTER 4: THE APPLIED RESEARCH AND DEVELOPMENT COMPONENTS OF THE MHHLE
A. Action Research
B. Evaluation Research
C. Quasi-Experimental Research
Objectives and Topics
The primary objective of this work is to establish a student-centered, facilitator-driven, and value-based educational environment that transitions educators from traditional authoritarian roles to "enablers" of learning. The research addresses the challenge of moving beyond static, lecture-based methods toward an active, immersive teaching paradigm that engages cognitive, affective, and motor domains to foster lifelong learner autonomy.
- Implementation of the Minds-on*Hearts-on*Hands-on Learning Engagements (MHHLE) framework.
- Application of learner-centered philosophies including Creative Pedagogy, Andragogy, and Heutagogy.
- Utilization of innovative learning mechanisms such as gamification, hybrid, and adaptive technologies.
- Development of a structured training track for educators to enhance teaching competencies.
- Applied research strategies encompassing action, evaluation, and quasi-experimental methodologies.
Excerpt from the Book
The Educational Context of the MHHLE
A. The Substantial Engagements
*Minds-on/Substantial Cognitive Engagements: The recipients are interacting in depth and in a thoughtful manner with the learning content and able to comprehend complex ideas and skills.
*Hearts-on/ Substantial Affective and Behavior Engagements:
1. Affective Engagements: The attitudes, appreciations, values of acceptance, interest and sense of belongingness towards the learning tasks.
2. Behavior Engagements: Manifestations of determination, devotion, self-regulatory strategies, completing the learning task; willingness to participate in the learning process
*Hands-on/ Substantial Motor Engagements: The mind and hands coordinate to perform a learning task; building mastery, precision, creativity maximizing the motor skills of the recipients using tools, devices, materials and activities that the hands can touch, manipulate and practice respectively for better retention of information/knowledge, skills and development of positive attitude.
Summary of Chapters
CHAPTER 1: INTRODUCTION: This chapter introduces the Minds-on*Hearts-on*Hands-on Learning Project (MHHLP) as a cost-effective, value-driven initiative at Kampala International University focused on enhancing higher education through interactive research and learning activities.
CHAPTER 2: THE MHHLE IN DETAIL: This section details the pedagogical foundations of the MHHLE framework, emphasizing the shift from teacher-centered instruction to a supportive, student-centered environment that utilizes innovative learning mechanisms to address current educational challenges.
CHAPTER 3: THE TRAINING TRACK FOR EDUCATORS/ENABLERS: This chapter provides a structured curriculum for educators to develop necessary competencies, including various diagnostic inventories and specific themes focused on experiential learning and the transition into an "enabler" role.
CHAPTER 4: THE APPLIED RESEARCH AND DEVELOPMENT COMPONENTS OF THE MHHLE: This chapter outlines the practical application of the initiative by presenting specific methodologies such as action, evaluation, and quasi-experimental research used to validate and refine the MHHLE approach.
Keywords
MHHLE, Higher Education, Innovative Teaching, Learner-Centered Philosophy, Creative Pedagogy, Andragogy, Heutagogy, Gamification, Active Learning, Applied Research, Action Research, Educator Training, Skill Development, Cognitive Engagement, Educational Reform.
Frequently Asked Questions
What is the core focus of this research initiative?
The work focuses on the Minds-on*Hearts-on*Hands-on Learning Engagements (MHHLE), an initiative designed to move higher education away from traditional authoritarian lecturing toward more active, student-centered participation.
Which specific pedagogical philosophies drive the MHHLE framework?
The initiative is primarily anchored in Creative Pedagogy, Andragogy (adult learning), and Heutagogy (self-determined learning).
What is the primary goal of the proposed training track?
The goal is to equip educators with the knowledge, attitudes, and skills required to become effective "enablers" of learning rather than mere transmitters of information.
What research methods are employed to validate the MHHLE?
The authors use applied research methodologies, specifically Action Research, Evaluation Research, and Quasi-Experimental Research designs.
What is covered in the main body of this document?
The main body covers the conceptual framework of MHHLE, the specific challenges in current higher education, the training track for faculty, and empirical proofs of the model's application in various academic settings.
Which key terms characterize the approach taken by the authors?
Key terms include learner-centered, experiential learning, adaptive mechanisms, cognitive/affective/motor engagements, and facilitator-driven education.
How does the MHHLE address the "traditional" lecturer role?
It challenges the role by highlighting the "enabler" paradigm, where the educator organizes the course into meaningful, interactive activities rather than relying on one-way information delivery.
What specific role does technology play in the MHHLE?
Technology serves as a facilitator for learning (via hybrid, adaptive, and gamified mechanisms) but is balanced with non-digital, hands-on, and creative approaches to ensure accessibility in various resource environments.
- Quote paper
- Professor Novembrieta Sumil (Author), 2016, The Minds-On Hearts-On Hands-On Learning Engagements, Munich, GRIN Verlag, https://www.grin.com/document/313320
