Anne Campbell & Lin Norton 
Learning, Teaching and Assessing in Higher Education [EPUB ebook] 
Developing Reflective Practice

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.

表中的内容

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

关于作者

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.