By Heather Fry
The instruction manual is delicate to the competing calls for of training, study and scholarship, and educational administration. opposed to the contexts, the ebook makes a speciality of constructing expert educational abilities for instructing. facing the speedy enlargement of using expertise in better schooling and widening pupil variety, the absolutely up-to-date and improved variation contains new fabric on, for instance, e-learning, lecturing to massive teams, formative and summative overview, and supervising examine scholars. half 1 examines educating and supervising in larger schooling, targeting a number methods and contexts half 2 examines instructing in discipline-specific components and contains new chapters on engineering, economics , legislations and the inventive and acting arts. half three considers ways to demonstrating and embellishing perform Written to help the distinction in educating required to result in studying of the very best quality, this can be crucial analyzing for all new teachers, relatively somebody taking an authorised path in instructing and studying in larger schooling, in addition to all these skilled teachers who desire to enhance their instructing. these operating in grownup studying and schooling improvement will locate it a very resource.
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Additional info for A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice (3rd edition)
Learning requires opportunities for practice and exploration, space for thinking or reflecting ‘in your head’ and for interaction with others, and learning from and with peers and experts. These imperatives, coupled with those of our discipline, should affect our view of how we teach (and design courses) in our particular higher education context (see also Chapter 15). Case study 3 (opposite) shows three teachers creatively exploiting technology to assist learners to grasp the symmetry of molecules.
Ramsden, P (1988) Improving Learning: New Perspectives, London: Kogan Page. 26 ❘ Teaching, supervising, learning Ramsden, P (2003, 2nd edn) Learning to Teach in Higher Education, London: RoutledgeFalmer. Richardson, K (1985) Personality, Development and Learning: Unit 8/9 Learning Theories, Milton Keynes: Open University Press. Schön, D (1987) Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions, San Francisco, CA: Jossey-Bass. Vygotsky, L (1978) Mind in Society: The Development of Higher Psychological Processes, Cambridge, MA: Harvard University Press.
This led us to consider how we could identify, first, what motivates students, and, second, differences between types of motivation. To this end, we devised a very quick and simple measure: we asked students to indicate their single main reason for studying at university. , 1996). 1. The percentage figures give the proportion of students who were placed into each category out of a university sample of 844 students. Those classed as means-to-an-end students wanted to achieve something through their degree, whether this was a better-paid or more interesting job or simply qualifications to put after their names.
A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice (3rd edition) by Heather Fry