Reflective Teaching in Higher Education is the definitive textbook for reflective teachers in hig... more Reflective Teaching in Higher Education is the definitive textbook for reflective teachers in higher education. Informed by the latest research in this area, the book offers extensive support for those at the start of an academic career and career-long professionalism for those teaching in higher education. Written by an international collaborative author team of higher education experts led by Paul Ashwin, Reflective Teaching in Higher Education offers two levels of support: practical guidance for day-to-day teaching, covering key issues such as strategies for improving learning, teaching and assessment, curriculum design, relationships, communication, and inclusion; and evidence-informed 'principles' to aid understanding of how theories can effectively inform teaching practices, offering ways to develop a deeper understanding of teaching and learning in higher education.
Innovations in Education and Teaching International, 1996
... The idea was first popularized by North American writers such as Knowles (1975) who spread th... more ... The idea was first popularized by North American writers such as Knowles (1975) who spread the idea widely in the field of adult education and Berte (1975) who used learning contracts to help senior college students plan ... Introducing Learning Contracts: A Flexible Way to ...
After full-time education, most learning occurs at or in association with work activities. While ... more After full-time education, most learning occurs at or in association with work activities. While this has always been the case, acknowledging it and considering its implications is relatively new. In the past, learning was associated almost exclusively with educational institutions. Combining work and learning once referred only to those who undertook part-time or evening courses. For those engaged in such courses, the world of work and the world of learning overlapped only to a minor extent. The two worlds were separated in time and place and in a separation of roles. However, changes in society and the economy have influenced the breaking down of this separation. It was only towards the latter part of the twentieth century that the tight association between learning and formal education became loosened. Now learning and work intersect in many ways in time and space, and the identities of learner and worker often coexist in the workplace. Learning takes place explicitly in workplaces, and educational institutions no longer distance themselves from a close engagement with work. This change has profound consequences for learners, for organizations and for public policy. The focus in this chapter is on the implications for those who have a role in assisting learning, whose role was previously identified as teacher and trainer, and for those who organize educational provision. It considers how new combinations of learning and working challenge educational practice
This chapter focuses on influences, affordances and challenges for teachers in designing for (and... more This chapter focuses on influences, affordances and challenges for teachers in designing for (and identifying) feedback impact. We propose four key questions that need to be asked: Do learners know the purpose of feedback and their role(s) in it? Can learners make sense of the information? Can learners take action? What effects should we be looking for? We then explore strategies that have been shown to be valuable in designing feedback that makes a difference. These are organised according to three important considerations: creating opportunities for effective feedback; developing learner and teacher capacities; and looking for effects. We finish the chapter by taking a step back and considering the implications at the programme and institutional levels in cultivating feedback that makes a difference.
This chapter discusses researching feedback inputs and processes to examine effects. Specifically... more This chapter discusses researching feedback inputs and processes to examine effects. Specifically, we promote a research agenda that contributes an understanding of how feedback works, for particular learners, in particular circumstances through research designs that take account of theory, occur in naturalistic settings and focus on students’ sense-making and actions. We draw attention to categories of research on effects of feedback: a) task-related performance/work; b) meta-learning processes such as self-regulation; and c) identity effects such as orienting students to the professionals they wish to become. We also discuss the difficulties in eliciting effects, attributing effects to particular feedback practices and the importance of exploring how effects are achieved and at what points in time, rather than simply looking for outcomes.
Reflective Teaching in Higher Education is the definitive textbook for reflective teachers in hig... more Reflective Teaching in Higher Education is the definitive textbook for reflective teachers in higher education. Informed by the latest research in this area, the book offers extensive support for those at the start of an academic career and career-long professionalism for those teaching in higher education. Written by an international collaborative author team of higher education experts led by Paul Ashwin, Reflective Teaching in Higher Education offers two levels of support: practical guidance for day-to-day teaching, covering key issues such as strategies for improving learning, teaching and assessment, curriculum design, relationships, communication, and inclusion; and evidence-informed 'principles' to aid understanding of how theories can effectively inform teaching practices, offering ways to develop a deeper understanding of teaching and learning in higher education.
Innovations in Education and Teaching International, 1996
... The idea was first popularized by North American writers such as Knowles (1975) who spread th... more ... The idea was first popularized by North American writers such as Knowles (1975) who spread the idea widely in the field of adult education and Berte (1975) who used learning contracts to help senior college students plan ... Introducing Learning Contracts: A Flexible Way to ...
After full-time education, most learning occurs at or in association with work activities. While ... more After full-time education, most learning occurs at or in association with work activities. While this has always been the case, acknowledging it and considering its implications is relatively new. In the past, learning was associated almost exclusively with educational institutions. Combining work and learning once referred only to those who undertook part-time or evening courses. For those engaged in such courses, the world of work and the world of learning overlapped only to a minor extent. The two worlds were separated in time and place and in a separation of roles. However, changes in society and the economy have influenced the breaking down of this separation. It was only towards the latter part of the twentieth century that the tight association between learning and formal education became loosened. Now learning and work intersect in many ways in time and space, and the identities of learner and worker often coexist in the workplace. Learning takes place explicitly in workplaces, and educational institutions no longer distance themselves from a close engagement with work. This change has profound consequences for learners, for organizations and for public policy. The focus in this chapter is on the implications for those who have a role in assisting learning, whose role was previously identified as teacher and trainer, and for those who organize educational provision. It considers how new combinations of learning and working challenge educational practice
This chapter focuses on influences, affordances and challenges for teachers in designing for (and... more This chapter focuses on influences, affordances and challenges for teachers in designing for (and identifying) feedback impact. We propose four key questions that need to be asked: Do learners know the purpose of feedback and their role(s) in it? Can learners make sense of the information? Can learners take action? What effects should we be looking for? We then explore strategies that have been shown to be valuable in designing feedback that makes a difference. These are organised according to three important considerations: creating opportunities for effective feedback; developing learner and teacher capacities; and looking for effects. We finish the chapter by taking a step back and considering the implications at the programme and institutional levels in cultivating feedback that makes a difference.
This chapter discusses researching feedback inputs and processes to examine effects. Specifically... more This chapter discusses researching feedback inputs and processes to examine effects. Specifically, we promote a research agenda that contributes an understanding of how feedback works, for particular learners, in particular circumstances through research designs that take account of theory, occur in naturalistic settings and focus on students’ sense-making and actions. We draw attention to categories of research on effects of feedback: a) task-related performance/work; b) meta-learning processes such as self-regulation; and c) identity effects such as orienting students to the professionals they wish to become. We also discuss the difficulties in eliciting effects, attributing effects to particular feedback practices and the importance of exploring how effects are achieved and at what points in time, rather than simply looking for outcomes.
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