Enhancing Teaching in Higher Education: New Approaches to Improving Student Learning

Book Cover......Page 1
Half-Title......Page 2
Title......Page 3
Copyright......Page 4
Contents......Page 5
Illustrations......Page 7
Contributors......Page 8
Preface......Page 12
Part one Approaches to learning......Page 20
Introducing the LCL......Page 22
Tumbler 1: the learning environment......Page 24
Tumbler 2: the learning activities......Page 26
Tumbler 3: the senses......Page 27
Tumbler 4: the emotions......Page 28
Tumbler 5: forms of intelligence......Page 31
Tumbler 6: ways of learning......Page 32
Conclusion......Page 33
References......Page 34
Introduction......Page 36
Empirical research findings from Alverno College (US)......Page 37
The importance for learning of the theory/practice interplay......Page 38
Learning as an holistic process, engaging both the cognitive and affective domains......Page 39
The importance of collaboration for effective learning......Page 40
Critical reflection as a key capability in WBL......Page 41
Understanding the learning process/learning to learn through WBL......Page 42
Summary......Page 43
References......Page 44
Introducing interactive approaches......Page 46
Using interactive approaches: some concerns about practice......Page 47
Sharing theory for interactive practice......Page 48
Ethical concerns......Page 50
Emotions and emotional labour......Page 51
Staff support......Page 53
Concluding comments......Page 54
References......Page 55
Part two Working with students......Page 58
Concept mapping: basic principles......Page 60
Reasons for using concept maps......Page 61
Guiding the student......Page 62
References......Page 68
What is problem-based learning?......Page 70
What is facilitation?......Page 72
Facilitation style......Page 73
Being in the group......Page 74
Being real......Page 75
Facilitation skills......Page 76
Providing feedback and summing up......Page 77
Conclusion......Page 78
References......Page 79
The development of group work with students......Page 80
How are student groups like other groups?......Page 82
How do student groups develop?......Page 83
Encouraging students to reflect......Page 85
What we can do as tutors......Page 86
Encouraging students to reflect......Page 87
References......Page 88
Introduction......Page 90
Participating in asynchronous online communities......Page 91
Working co-operatively and collaboratively online......Page 92
Taking online self tests/assessments......Page 93
Why are some students more successful than others with online learning?......Page 94
Directing students towards generic support materials......Page 95
Embedding learning-to-learn online skills in courses......Page 96
Stage 3: Information exchange......Page 97
Conclusion......Page 98
References......Page 99
Learning, e-learning and blended learning......Page 102
Introduction to the case studies......Page 103
References......Page 112
Background and aims......Page 114
The literature on self-directed learning......Page 115
What is self-directed learning?......Page 117
How effective is SDL as a method of teaching and learning?......Page 119
What support is needed for SDL to be effective?......Page 121
What barriers exist to effective SDL?......Page 123
What motivates students to direct their own learning?......Page 125
Conclusions......Page 127
References......Page 128
Part three Enhancing student progression and development......Page 130
Introduction......Page 132
The content of level descriptors......Page 133
Strands in level descriptors......Page 134
Progression and pedagogy across the levels—some generalisations......Page 139
References......Page 140
National picture......Page 142
Initial planning......Page 143
The pilot......Page 145
Restructuring......Page 146
Redesign......Page 148
Integrating the Keynote PDP Guide......Page 150
References......Page 152
What is employability?......Page 154
Policy drivers......Page 155
Employability audit......Page 156
Developing employability at Staffordshire University—what do we do?......Page 157
Key skills......Page 158
Career management skills......Page 159
Work- and community-related experience......Page 161
PDP......Page 162
And finally—the vision......Page 163
References......Page 164
Part four Supporting and developing staff......Page 166
Aims......Page 168
The learning experience......Page 169
Action research and learning......Page 170
Long-term effects......Page 171
Amateurs versus professionals?......Page 172
Some lessons......Page 173
References......Page 174
Introduction......Page 176
Overcoming the technical barriers......Page 177
What ICT skills does an academic need?......Page 178
ICT in teaching and learning......Page 180
Pedagogy, learning and teaching......Page 181
Developing staff skills......Page 182
Using external expertise......Page 183
Key questions......Page 184
Institutional support......Page 185
References......Page 186
Staff profile and understanding requirements......Page 188
Staff development: workshop vs. online......Page 190
Online staff development facility: AMBIENT......Page 191
Professionalism......Page 194
Just-in-time learning......Page 195
References......Page 196
Introduction......Page 198
The Special Educational Needs and Disability Act 2001......Page 199
Provision of information......Page 200
Curriculum design......Page 202
Learning and teaching......Page 203
Academic assessment......Page 204
Closing comments......Page 205
References......Page 206
The limits of classification......Page 208
Paradox and identity......Page 210
References......Page 212
Index......Page 214