Download A Handbook for Teaching and Learning in Higher Education: by Heather Fry PDF

By Heather Fry

The guide is delicate to the competing calls for of educating, study and scholarship, and educational administration. opposed to the contexts, the e-book makes a speciality of constructing specialist educational talents for instructing. facing the swift growth of using expertise in greater schooling and widening scholar range, the totally up-to-date and elevated version contains new fabric on, for instance, e-learning, lecturing to giant teams, formative and summative overview, and supervising study scholars. half 1 examines educating and supervising in larger schooling, concentrating on a number of methods and contexts half 2 examines educating in discipline-specific components and contains new chapters on engineering, economics , legislation and the inventive and acting arts. half three considers methods to demonstrating and embellishing perform Written to help the distinction in educating required to lead to studying of the very best quality, this may be crucial studying for all new academics, really someone taking an authorized path in instructing and studying in better schooling, in addition to all these skilled academics who desire to increase their instructing. these operating in grownup studying and schooling improvement will locate it a very resource.

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Extra info for A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice (3rd edition)

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Students are given guidance on giving and receiving feedback so that they can provide effective feedback to each other; the volunteers give feedback on a short rating form. However, the richest opportunity for students to receive feedback (and thus be guided in their reflections) is after their interview with a professional SP. Each student has 20 minutes with an SP and an experienced facilitator. After interviewing the SP, the student is encouraged to reflect on his or her own performance before receiving feedback from the SP.

The changes are in the amount of detail and the quality of learning. Quantitative changes occur first, and then the learning changes qualitatively. It may be used as a framework for classifying learning and achievement especially in the cognitive domain; learning outcomes may be mapped on to it. It may also be mapped against other learning taxonomies (for example, Bloom’s taxonomy, given in more detail in Chapter 4). The SOLO taxonomy is a hierarchical classification in which each level is the foundation for the next: • • • • • Prestructural: understanding at the individual word level.

Developing career. Getting a good qualification. Getting a worthwhile job. Personal development (24%) Improving life skills. Reaching personal potential. Gaining knowledge for its own sake. Furthering academic interest. Gaining control of own life. Being classified in this way. Stopgap (10%) Avoiding work. Laziness. Allowing time out to decide on career. Social life. Fun and enjoyment. While the classification was largely post hoc, and was carried out with incomplete knowledge of existing educational theories of motivation, it is striking how similar our classification is to those arrived at by other researchers.

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