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

By Heather Fry

The instruction manual is delicate to the competing calls for of training, examine and scholarship, and educational administration. opposed to the contexts, the publication makes a speciality of constructing expert educational abilities for educating. facing the speedy enlargement of using expertise in larger schooling and widening pupil variety, the absolutely up to date and multiplied variation contains new fabric on, for instance, e-learning, lecturing to massive teams, formative and summative review, and supervising examine scholars. half 1 examines educating and supervising in larger schooling, targeting a variety of methods and contexts half 2 examines instructing in discipline-specific components and comprises new chapters on engineering, economics , legislations and the inventive and acting arts. half three considers techniques to demonstrating and adorning perform Written to aid the distinction in educating required to result in studying of the very best quality, it will be crucial studying for all new academics, rather an individual taking an accepted path in instructing and studying in larger schooling, in addition to all these skilled academics 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)

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The idea of threshold concepts is useful, as it helps teachers to identify very important areas that it is vital to help students understand; it can also help to identify past misunderstandings that may prevent the learner from making current progress. For example, diagnostic tests may commonly be given to students entering higher education to ascertain if there are areas they need to improve before embarking on degree work. These might focus on selected threshold concepts. ADULT LEARNING THEORY It is questionable how far there really are theories of adult learning and whether adult learning differs in character from that of children.

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. For example, a key distinction is often made between intrinsic and extrinsic motivation. Intrinsically motivated students enjoy a challenge, want to master the subject, are curious and want to learn; while extrinsically motivated students are concerned with the grades they achieve, external rewards and whether they will gain approval from others (Harter, 1981).

The effectiveness of role play is maximised by taking time for briefing (to put the role play in context and identify students’ individual needs) and debriefing (to provide opportunity for reflections and feedback) (Nestel and Tierney, 2007). Towards the end of Year 1, we provide three occasions for role play, using these ‘concrete experiences’ to encourage experiential learning. Students role play with each other, perform three five-minute interviews with volunteers and interview a professional ‘simulated patient’ (SP).

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