Authentic Learning as a Mechanism for Learner Centredness: Authentic Learning as a Mechanism for Learner Centredness
'Authentic learning' may be a mechanism for learner centredness because students will take 'stake' in the products of their education when they are of benefit to others.
||Authentic Learning, Learner Centredness, Intrinsic Inquiry, Biology, Natural History, Service Learning
International Journal of Learning, Volume 13, Issue 6, pp.103-112.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 852.206KB).
Author of more than 30 publications including the new released Flora Ontario, several botanical field Guides such as Wetland plants of Ontario, several book chapters, more than a dozen Journal articles on biodiversity and several government reports on ecosystem management and conservation. He is currently working on over 20 generic treatments and 4 family treatments for the Flora of North America (FNA) Project, with the Missouri Botanical Gardens, and writing books on bryophytes and ethnobotany. His research program, the “Floristic Diversity Research Group” (FDRG) has generated over $3 million dollars in biodiversity research. The FDRG is well situated within the Biodiversity Institute of Ontario (BIO) OAC Herbarium here they conduct research in patterning of floristic diversity, anthropogenic impacts on biodiversity, taxonomy, invasive species biology and ethnobotany. Accomplishments of the FDRG include the development of the Flora Ontario Integrated Botanical Information Service (FOIBIS), The Ontario Invasive Plant Information Service (OIPIS), a digital identification system for plants Polyclavis© (Newmaster & Ragupathy 2004), a new sampling methodology for biodiversity studies “Floristic Habitat Sampling” (Newmaster et al. 2005) and front-line research on a molecular identification system for plants with the internationally recognized Barcode of Life Network.
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