By Heather Fry, Steve Ketteridge, Stephanie Marshall, Steven Ketteridge
Guide for these constructing their services and knowing of educating in larger schooling. offers a starting place within the suitable pedagogic rules and study. up-to-date and revised to mirror the fast alterations in larger schooling; resembling better use of expertise in educating and widening pupil range. prior ed: c1999. Hardcover, softcover to be had from the writer.
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Additional info for A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice
When the teaching and learning outcomes focus on the first three levels, this is called a ‘surface’ approach to learning. When they focus on the last two levels, this is called a ‘deep’ approach to learning. The major difference between the two types of learning is the level of meaning placed by the student on knowledge acquisition. Bloom’s taxonomies of learning are useful in helping to write outcomes that also take into account deep and surface approaches to learning. Practical advice for writing learning outcomes In order to assist the student produce the result which is appropriate for the level of achievement intended, it is important to word outcomes carefully.
If all available information is taken into account when designing the teaching/learning units and choosing the strategies to implement them, it is much more likely that effective strategies will be employed to enhance the students’ learning experience. 5 lists a few examples of student characteristics that can be used to assist with the planning of a course/module. It also suggests sources of information and how they can be used in the planning process. Using this as a guide: 1. Identify the sources of information on students available at your institution.
The current terminology for approaching the design of teaching and learning in this fashion is ‘outcomesbased planning’. The discussion that follows will focus on the use of this approach for the organization of teaching and learning in higher education. 26 Outcomes-based planning l 27 AIMS, OBJECTIVES/OUTCOMES OF THIS CHAPTER The primary aim of this chapter is to review the principles and practices of course/module design in order to provide higher education staff, with teaching responsibilities, with a foundation for developing an outcomes-based planning approach to the organization of teaching and learning.