By Heather Fry, Steve Ketteridge, Stephanie Marshall, Steven Ketteridge
Instruction manual for these constructing their services and figuring out of educating in greater schooling. offers a origin within the suitable pedagogic rules and learn. up-to-date and revised to mirror the speedy adjustments in greater schooling; akin to better use of know-how in educating and widening scholar variety. past ed: c1999. Hardcover, softcover to be had from the writer.
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Extra info for A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice
There is another issue concerning transitions in students’ learning styles and Nulty and Barrett (1996) present some research findings in this area. Reflection and reflective practice are not easy concepts for lecturers in higher education, either in respect of their own professional development or the learning of their students. Support in their development is often necessary (see Chapters 10 and 15). Schon (1987), in examining the relationship between professional knowledge and professional competence, suggests that rather than looking to another body of research knowledge, practitioners should become more adept at observing and learning through reflection on the artistry of their own particular profession (see Chapter 15).
But also, student perceptions of what is rewarded and what is ignored by more formal examination procedures will have a substantial impact upon their learning behaviour and thus upon the outcomes of a course. Second, for a variety of reasons, assessment needs to be accurate – and if it is not itself examined, then we cannot know how accurate it is. We need assessment to be accurate because it is pointless and unfair to students if it is otherwise. We need it to be accurate for internal and external quality assurance purposes; and we need it to be accurate to defend the increasingly likely legal challenges from disaffected students who feel they have been unfairly judged, classified or even excluded.
Outcomes-based planning l 33 Some examples of learning outcomes: History • • Provide causal analysis of particular events or issues that presuppose a familiarity with the major historical processes which have shaped modern British and European societies. Use a wide range of potential historical resources, and avoid the pitfalls which these may present. Occupational therapy • • Explain your own responsibilities under Health and Safety at Work legislation and act accordingly. Recognize and apply the implications of professional ethics (for example, in relation to confidentiality, plagiarism, syndication and copyright).
A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice by Heather Fry, Steve Ketteridge, Stephanie Marshall, Steven Ketteridge