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A Handbook for Teaching and Learning in Higher Education: by Heather Fry, Steve Ketteridge, Stephanie Marshall, Steven

By Heather Fry, Steve Ketteridge, Stephanie Marshall, Steven Ketteridge

Guide for these constructing their services and knowing of training in better schooling. presents a beginning within the proper pedagogic rules and examine. up-to-date and revised to mirror the speedy alterations in greater schooling; reminiscent of larger use of know-how in educating and widening scholar range. earlier ed: c1999. Hardcover, softcover to be had from the writer.

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Additional resources for A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice

Example text

It demonstrates that integral to this approach is the interrelationship of the various steps, ie, each part links to and informs the others in an iterative fashion. Because the first step in this planning process starts by stating the objectives/outcomes, followed by the second step of identifying and sequencing the topics to be considered, the emphasis of this model is clearly on the outcomes to be achieved by the student, not the content to be imparted. It also shifts the focus used by the intellectual model of course/module planning from the knowledge base of the teacher to the knowledge needs of the student, thus creating a more learner-centred educational experience.

Considerable subsequent work has taken place, eg, by Marton and Saljo (1984). This research, 18 l Development of practice investigating the interaction between student and a set learning task, led to the conclusion that students’ approaches to the task (their intention) determined the extent to which they engaged with their subject and this affected the quality of outcomes. These approaches to study/learning were classified as deep or surface. The former, the deep approach to learning, is typified as an intention to understand and seek meaning, leading students to attempt to relate concepts to existing experience, distinguishing between new ideas and existing knowledge, and critically evaluating and determining key themes and concepts.

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.

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