The document discusses several key ideas for teaching and supporting learning in higher education, including phenomenography, social constructivism, constructive alignment, situated learning, deep and surface approaches to learning, threshold concepts, and troublesome knowledge. It provides explanations of these concepts and discusses how they relate to designing teaching and learning activities to encourage a deep approach to learning among students. Examples of relevant teaching strategies are also given.
1. MA Academic Practice | HEPP7001 Foundations of Academic Practice Key ideas on teaching to support learning in higher education 12 th January, Carlisle; 13 th January, Lancaster Caroline Marcangelo, Programme Leader Simon Allan, Module Tutor
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7. Diagram of Constructive Alignment Learning outcomes Expressed as verbs that the students have to enact verbs chosen to reflect level Teaching/ learning activities teacher, self or peer controlled as best suits context Assessment tasks evaluate how well outcomes are demonstrated Chapter 4 in Biggs, J & Tan, C. (2007) Teaching for quality learning at University (3 rd Ed) OU Press; http://www.youtube.com/watch?v=iMZA80XpP6Y is also useful
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