By Heather Fry, Steve Ketteridge, Stephanie Marshall, Steven Ketteridge
Guide for these constructing their services and figuring out of training in greater schooling. presents a beginning within the suitable pedagogic ideas and examine. up-to-date and revised to mirror the quick alterations in greater schooling; resembling larger use of know-how in educating and widening pupil variety. earlier ed: c1999. Hardcover, softcover to be had from the writer.
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Desk of content material :
Creation -- Anthony Drexel's legacy : cooperative schooling and the city operating category -- The prior as prologue : changing into a school, 1970-1984 -- The disposable president : William S. Gaither, 1984-1987 -- Taking inventory -- Redemption : the presidency of Richard Breslin, 1988-1992 -- Hitting backside : the tip of the Breslin presidency, 1993-1995 -- Turnaround : the 1st years of the presidency of Constantine Papadakis, 1995-1998 -- the tip of the tale
In contemporary many years, larger schooling platforms and associations were known as to answer an unparalleled variety of demanding situations. significant demanding situations emerged with the exceptional elevate within the call for for better schooling and the linked big enlargement of upper schooling platforms. In reaction universities have been known as to undertake making plans and study equipment that might let them to spot and handle the wishes of a bigger, extra assorted scholar physique.
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Additional info for A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice
Four ‘domains’ of intended learning outcomes for programmes of study in higher education in the UK, proposed in the Dearing Report (NICHE, 1997, recommendation 21), have been used for a variety of purposes, including organizing teaching and learning. They include: • • • • knowledge and understanding; key skills: communication, numeracy, IT, learning to learn; cognitive skills (eg, ability in critical analysis); subject-specific skills (eg, laboratory skills). For some disciplines and in some universities, specification based on these four ‘domains’ would present no problem because current practice is very similar.
While the distinction may not always be a true one – less formal assessments may be summated and included in summative assessment, and failing a summative assessment may be most formative – this chapter concentrates on the formal, summative assessment and the principles underpinning it. 42 Principles of student assessment l 43 As part of its recent (1998–2001) and final round of Subject Reviews, the Quality Assurance Agency for Higher Education (QAA) asked the following questions within its inspections (QAA, 1997), making it clear that it regards assessment as a central component of the teaching and learning process.
3 Suggested words for outcome level statements (cognitive domain) Level Suggested Words Evaluation Synthesis Analysis Application Comprehension Knowledge Judge, appraise, evaluate, compare, assess Design, organize, formulate, propose Distinguish, analyse, calculate, test, inspect Apply, use, demonstrate, illustrate, practice Describe, explain, discuss, recognize Define, list, name, recall, record (Adapted from Bloom, 1956) possible words that have been identified as useful for this purpose. It is easy to see that a common characteristic of all of these words, no matter what the level, is that they are unambiguous action verbs.
A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice by Heather Fry, Steve Ketteridge, Stephanie Marshall, Steven Ketteridge