Learning, Teaching and Assessing in Higher Education
Developing Reflective Practice
1st Edition
Published on 12. July 2007
176 pages
978-0-85725-219-7 (ISBN)
Description
This is an up to date guide to teaching and learning in higher education, addressing issues raised by the Professional Standards Framework. It encourages the development of thoughtful, reflective teaching practitioners in higher education, and is useful for the review of existing courses. The authors and editors acknowledge the distinctive nature of teaching in higher education, explore a variety of creative and innovatory approaches, and promote reflective, inquiry-based and evaluatory approaches to teaching. The book supports the professional development of staff involved in teaching, supporting and assessing students.
Reviews / Votes
"A very helpful text with a focus on contemporary issues in the field" (Curriculum Development Advisor, Staffordshire University)More details
Series
Edition
1. Auflage
Language
English
Place of publication
London
United Kingdom
Publishing group
Sage Publications Ltd
Target group
College/higher education
Product notice
Reflowable
ISBN-13
978-0-85725-219-7 (9780857252197)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Anne Campbell | Lin Norton
Learning, Teaching and Assessing in Higher Education
Developing Reflective Practice
Book
07/2007
1st Edition
Learning Matters Ltd
€85.20
Shipment within 15-20 days
Persons
Anne is Professor of Professional Learning at Leeds Metropolitan University.
Lin Norton is Professor of Pedagogical Research and Associate Dean of Learning and Teaching at Liverpool Hope University. She is a chartered psychologist who has taught and researched in a psychology context for many years. She describes herself as a practitioner researcher with a strong interest in action research carried out to improve teaching and the student learning experience.
Lin Norton is Professor of Pedagogical Research and Associate Dean of Learning and Teaching at Liverpool Hope University. She is a chartered psychologist who has taught and researched in a psychology context for many years. She describes herself as a practitioner researcher with a strong interest in action research carried out to improve teaching and the student learning experience.
Content
Introduction
Learning about learning or learning to learn (L2L)
Supporting students' critical reflection on practice
Problem-based learning in higher education
Action learning and inquiry methods on postgraduate course for professional practitioners
Who do they think they are? Students' perception of themselves as learners
Moving from dependence to independence: the application of e-learning in higher education
Beyond e-learning: can intelligent agents really support learners
Using assessment to promote quality learning in higher education
Formative assessment of the practice-based element of degree work
Building on vocational competence: achieving a better qualified workforce by degrees: A discussion of what makes the foundation degree different
Combining service learning and social enterprise in higher education to achieve academic learning, business skills development, citizenship education and volunteerism
Supporting students with disabilities in higher education
The development of reflective practice in higher education: a theoretical perspective
Learning about learning or learning to learn (L2L)
Supporting students' critical reflection on practice
Problem-based learning in higher education
Action learning and inquiry methods on postgraduate course for professional practitioners
Who do they think they are? Students' perception of themselves as learners
Moving from dependence to independence: the application of e-learning in higher education
Beyond e-learning: can intelligent agents really support learners
Using assessment to promote quality learning in higher education
Formative assessment of the practice-based element of degree work
Building on vocational competence: achieving a better qualified workforce by degrees: A discussion of what makes the foundation degree different
Combining service learning and social enterprise in higher education to achieve academic learning, business skills development, citizenship education and volunteerism
Supporting students with disabilities in higher education
The development of reflective practice in higher education: a theoretical perspective
