The document discusses theories of teaching in higher education ranging from passive transmission of knowledge to student-directed learning. It also examines the benefits and challenges of large group teaching, including the use of interactive techniques versus traditional lecturing. Effective group sizes and dynamics for problem-based learning are explored, along with the role of face threats and social constructs in student interactions.
Distributive leadership is not necessarily the “act” of distributing power, but the mindset (or perspective) a given leader takes about how to operate within a given organization (Spillane, 2006)
Distributive leadership is not necessarily the “act” of distributing power, but the mindset (or perspective) a given leader takes about how to operate within a given organization (Spillane, 2006)
In this talk, Dr Philip Corran explores the challenges of balancing everyday life and policy when it comes to ageing, disability and social exclusion.
In the abstract, the connections between everyday life and the broader policies which govern it (political, economic, etc.) seem clear. However, when exploring regions of everyday life through the eyes of individuals living it, these policies can seem detached and distant. Researchers scrutinising both policy and everyday life must strike a balance between the discourses and realities encountered in each one. This talk is an exploration of Philip’s attempts to strike this balance, drawing on examples from his PhD research, which focuses on the everyday life of older people experiencing chronic illness and disability in London. By exploring how older people defined wellbeing in their own lives, how they experienced social exclusion, and how they understood their experiences in relation to broader social issues, Philip demonstrates some of the difficulties in reconciling the often estranged perspectives of policy and the everyday.
Against Scaffolding: Radical Openness and Critical Digital PedagogyJesse Stommel
Keynote at WILU2019, The Workshop for Instruction in Library Use
Scaffolding can create points of entry and access but can also reduce the complexity of learning to its detriment. And too often we build learning environments in advance of students arriving upon the scene. We design syllabi, assemble content, predetermine outcomes, and craft assessments before having met our students. We reduce students to data. And learning to input and output.
Radical openness isn't a bureaucratic gesture, isn't linear, offers infinite points of entry. It has to be rooted in a willingness to sit with discomfort. Radical openness demands educational institutions be spaces for relationships and dialogue. bell hooks writes, “for me this place of radical openness is a margin—a profound edge. Locating oneself there is difficult yet necessary. It is not a 'safe' place. One is always at risk. One needs a community of resistance.” For hooks, the risks we take are personal, professional, political. When she says that “radical openness is a margin,” she suggests it is a place of emergent outcomes, a place of friction, a place of critical thinking.
"Earthsoft Foundation of Guidance (EFG) is working as an NGO/NPO for students - Education & Career
guidance and for Professionals for soft skills enhancements. We are working speading , sharing
knowledge; experience globally.It has uploaded important presentations at http://myefg.in/downloads.aspx.
Also visit www.slideshare.net and search using key word - earthsoft
Read http://tl.gd/jm1gh5 and view picture http://twitpic.com/cept60
http://www.slideshare.net/rrakhecha/efg-activities-of-one-year27-mar2013
Be mentor using your education, knowledge & experience to contribute for a social cause & do conduct
free training/ workshop seeking help of existing platforms
Kindly spread to your friends.Thank you!
- Earthsoft Foundation of Guidance
Let us make earth little softer..
"
#ICOT2013 | Breakout exploring a social network site and teacher professional...Karen Spencer
The rapid shift in learning behaviours towards networked, online and blended models heralds new ways to imagine notions of learning and education. The movement towards increasingly democratized modes of knowledge making and creating is central to the way our ‘future society’ is developing. Recent years have seen a growing expectation that learners can access materials, resources and networks of experts and fellow-learners in ways that suit their contexts, location, time constraints, personal and professional needs and choice of technology.
In the field of education, e-learning (be it blended or fully online) is increasingly becoming part of both informal, and formal, educational professional learning for teachers. With the growth of social networking, combined with the growing demand for flexible and cost-efficient solutions to professional training, it is vital to understand the limitations and opportunities of the role that social network sites, and their communities, play within educational contexts.
This interpretive, case-based study (scheduled for 2012) will seek to explore the extent to which a New Zealand-based social networking site, the VLN Groups network, can support educators’ professional learning in ways that are meaningful. Findings will aim to identify the affordances and limitations of the VLN Groups social network site in terms of design in the service of learning to make recommendations about how we might improve the design and facilitation to enhance the way the space supports teachers’ professional learning.
An Urgency of Teachers: the Work of Critical Digital PedagogyJesse Stommel
Critical Pedagogy is as much a political approach as it is an educative one, a social justice movement first, and an educational movement second. Digital technologies have values coded into them in advance. Many tools are good only insofar as they are used. Tools and platforms that do dictate too strongly how we might use them, or ones that remove our agency by covertly reducing us and our work to commodified data, should be rooted out by a Critical Digital Pedagogy.
Would Plato love Lego, inspirED seminar, University of Dundee 17 April 2013, Chrissi Nerantzi
Videos linked to our Professional Discussions at http://www.youtube.com/playlist?list=PL9AA3BD8E7263D435&feature=view_all
Official programme sapce at
Learning journeys #lthejan12 http://www.flickr.com/photos/pgcap/sets/72157629541603128/
Learning journeys #lthesep12 http://www.flickr.com/photos/pgcap/sets/72157632104255891/
official PGCAP Programme site http://www.hr.salford.ac.uk/employee-development-section/pgcap
Business plan on Restaurant
in the presentation all detail given so jeep understand what is business plain and how to generate it and ho to make it easily
In A Room of One's Own, Virginia Woolf writes, "To sacrifice a hair of the head of your vision, a shade of its colour, in deference to some Headmaster with a silver pot in his hand or to some professor with a measuring-rod up his sleeve, is the most abject treachery."
Ultimately, the future of education is humans not tools, and our efforts at hacking, forking, and remixing education should all be aimed at making and guarding space for students and teachers. If there is a better sort of mechanism that we need for the work of teaching, it is a machine, an algorithm, a platform tuned not for delivering and assessing content, but for helping all of us listen better to students. But we can’t get to a place of listening to students if they don’t show up to the conversation because we’ve already excluded their voice in advance by creating environments hostile to them and their work.
Any authority within the space of the classroom must be aimed at fostering agency in all the members of our community.
Managing Change in Healthcare IT Implementations: Selected ReferencesSaide OER Africa
Managing Change in Healthcare Implementations: an Introduction was created for managers preparing to implement health information and communication technology (HICT) systems in their organizations—hospitals, clinics, or government departments. The module presents a framework for understanding how HICT implementations affect organizations and individual workers and shares basic information on how to manage change to an organization so as to promote a positive outcome, and how to avoid the pitfalls that occur.
Contoh borang yang memudahkan agihan tugas ahli panitia di sekolah. Sangat berguna untuk dilaksanakan pada awal tahun Tugas yang telah dipersetujui akan ditandatangani oleh guru berkaitan.
In this talk, Dr Philip Corran explores the challenges of balancing everyday life and policy when it comes to ageing, disability and social exclusion.
In the abstract, the connections between everyday life and the broader policies which govern it (political, economic, etc.) seem clear. However, when exploring regions of everyday life through the eyes of individuals living it, these policies can seem detached and distant. Researchers scrutinising both policy and everyday life must strike a balance between the discourses and realities encountered in each one. This talk is an exploration of Philip’s attempts to strike this balance, drawing on examples from his PhD research, which focuses on the everyday life of older people experiencing chronic illness and disability in London. By exploring how older people defined wellbeing in their own lives, how they experienced social exclusion, and how they understood their experiences in relation to broader social issues, Philip demonstrates some of the difficulties in reconciling the often estranged perspectives of policy and the everyday.
Against Scaffolding: Radical Openness and Critical Digital PedagogyJesse Stommel
Keynote at WILU2019, The Workshop for Instruction in Library Use
Scaffolding can create points of entry and access but can also reduce the complexity of learning to its detriment. And too often we build learning environments in advance of students arriving upon the scene. We design syllabi, assemble content, predetermine outcomes, and craft assessments before having met our students. We reduce students to data. And learning to input and output.
Radical openness isn't a bureaucratic gesture, isn't linear, offers infinite points of entry. It has to be rooted in a willingness to sit with discomfort. Radical openness demands educational institutions be spaces for relationships and dialogue. bell hooks writes, “for me this place of radical openness is a margin—a profound edge. Locating oneself there is difficult yet necessary. It is not a 'safe' place. One is always at risk. One needs a community of resistance.” For hooks, the risks we take are personal, professional, political. When she says that “radical openness is a margin,” she suggests it is a place of emergent outcomes, a place of friction, a place of critical thinking.
"Earthsoft Foundation of Guidance (EFG) is working as an NGO/NPO for students - Education & Career
guidance and for Professionals for soft skills enhancements. We are working speading , sharing
knowledge; experience globally.It has uploaded important presentations at http://myefg.in/downloads.aspx.
Also visit www.slideshare.net and search using key word - earthsoft
Read http://tl.gd/jm1gh5 and view picture http://twitpic.com/cept60
http://www.slideshare.net/rrakhecha/efg-activities-of-one-year27-mar2013
Be mentor using your education, knowledge & experience to contribute for a social cause & do conduct
free training/ workshop seeking help of existing platforms
Kindly spread to your friends.Thank you!
- Earthsoft Foundation of Guidance
Let us make earth little softer..
"
#ICOT2013 | Breakout exploring a social network site and teacher professional...Karen Spencer
The rapid shift in learning behaviours towards networked, online and blended models heralds new ways to imagine notions of learning and education. The movement towards increasingly democratized modes of knowledge making and creating is central to the way our ‘future society’ is developing. Recent years have seen a growing expectation that learners can access materials, resources and networks of experts and fellow-learners in ways that suit their contexts, location, time constraints, personal and professional needs and choice of technology.
In the field of education, e-learning (be it blended or fully online) is increasingly becoming part of both informal, and formal, educational professional learning for teachers. With the growth of social networking, combined with the growing demand for flexible and cost-efficient solutions to professional training, it is vital to understand the limitations and opportunities of the role that social network sites, and their communities, play within educational contexts.
This interpretive, case-based study (scheduled for 2012) will seek to explore the extent to which a New Zealand-based social networking site, the VLN Groups network, can support educators’ professional learning in ways that are meaningful. Findings will aim to identify the affordances and limitations of the VLN Groups social network site in terms of design in the service of learning to make recommendations about how we might improve the design and facilitation to enhance the way the space supports teachers’ professional learning.
An Urgency of Teachers: the Work of Critical Digital PedagogyJesse Stommel
Critical Pedagogy is as much a political approach as it is an educative one, a social justice movement first, and an educational movement second. Digital technologies have values coded into them in advance. Many tools are good only insofar as they are used. Tools and platforms that do dictate too strongly how we might use them, or ones that remove our agency by covertly reducing us and our work to commodified data, should be rooted out by a Critical Digital Pedagogy.
Would Plato love Lego, inspirED seminar, University of Dundee 17 April 2013, Chrissi Nerantzi
Videos linked to our Professional Discussions at http://www.youtube.com/playlist?list=PL9AA3BD8E7263D435&feature=view_all
Official programme sapce at
Learning journeys #lthejan12 http://www.flickr.com/photos/pgcap/sets/72157629541603128/
Learning journeys #lthesep12 http://www.flickr.com/photos/pgcap/sets/72157632104255891/
official PGCAP Programme site http://www.hr.salford.ac.uk/employee-development-section/pgcap
Business plan on Restaurant
in the presentation all detail given so jeep understand what is business plain and how to generate it and ho to make it easily
In A Room of One's Own, Virginia Woolf writes, "To sacrifice a hair of the head of your vision, a shade of its colour, in deference to some Headmaster with a silver pot in his hand or to some professor with a measuring-rod up his sleeve, is the most abject treachery."
Ultimately, the future of education is humans not tools, and our efforts at hacking, forking, and remixing education should all be aimed at making and guarding space for students and teachers. If there is a better sort of mechanism that we need for the work of teaching, it is a machine, an algorithm, a platform tuned not for delivering and assessing content, but for helping all of us listen better to students. But we can’t get to a place of listening to students if they don’t show up to the conversation because we’ve already excluded their voice in advance by creating environments hostile to them and their work.
Any authority within the space of the classroom must be aimed at fostering agency in all the members of our community.
Managing Change in Healthcare IT Implementations: Selected ReferencesSaide OER Africa
Managing Change in Healthcare Implementations: an Introduction was created for managers preparing to implement health information and communication technology (HICT) systems in their organizations—hospitals, clinics, or government departments. The module presents a framework for understanding how HICT implementations affect organizations and individual workers and shares basic information on how to manage change to an organization so as to promote a positive outcome, and how to avoid the pitfalls that occur.
Contoh borang yang memudahkan agihan tugas ahli panitia di sekolah. Sangat berguna untuk dilaksanakan pada awal tahun Tugas yang telah dipersetujui akan ditandatangani oleh guru berkaitan.
Este documento fue recopilado del internet y preparado para los estudiantes de Tercero de Bachillerato Internacional. Relativo a funciones desde su definicion, clarificando conceptos de Dominio, Codominio, Rango, distinguiendo las funciones Inyectiva, sobreyeciva, biyectiva, concluyendo con funciones inversas, graficos y ejemplos, desarrollados con derive 6...
Espero sea de su utilida.
Developing Effective Dialogue to Support Learning Across and Beyond the Curri...phillipson7
Slides from my workshop at the International Thinking Schools Conference in June 2015. The session explored the educational value of dialogue and offered a framework for supporting effective dialogue around foundational concepts.
Active learning(jigsaw method)1 mergedshaziazamir1
state the meaning of active learning
explain the need for active learning
discuss Principles of active learning
define characteristics of active learning
join our community space for research students who teach at the University of Salford and elsewhere https://plus.google.com/communities/105059361789473178322?partnerid=gplp0
Resources space at http://teachingessentialshe.wordpress.com/
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Does size matter?
Learning and Teaching in Higher Education (LTHE)
Module
Postgraduate Certificate in Academic Practice
University of Salford
Twitter @pgcap
March 2012
2. The plan
• Discuss with you (large group) teaching
through an immersive learning experience to
trigger thinking, reflection and action
3. What I would like you to take away
to be open to new approaches, to be creative, reflect on practice and try new things
What would you like you to take away
4.
5. Three main theories of teaching in HE
Theory 1: Teaching as telling, transmission or delivery - PASSIVE
students are passive recipients of the wisdom of a single speaker – all problems reside
outside the lecturer
Theory 2: Teaching as organising or facilitating student activity - ACTIVE
students are active – problems shared
Theory 3: Teaching as making learning possible – SELF-DIRECTED
teaching is cooperative learning to help students change their understanding. It
focuses on critical barriers to student learning (Threshold Concepts – Meyer and Land,
2003) Learning is applying and modifying one’s own ideas; it is something the student
does, rather than something that is done to the student. Teaching is speculative and
reflective, teaching activities are context-related, uncertain and continuously
improvable.
(Ramsden, 2003, 108-112)
6. How large is large?
a. 30 +
b. 50 +
c. 100 +
http://www.polleverywhere.com/multiple_choice_polls/MTEzMzA2MDY1
10. What is happening in
your sessions?
What would you like
to happen in your
sessions?
11. Benefits Challenges
Large-group teaching
co-ordinators
Task (5min): Share findings with the other group.
What do we need to do?
12. scenarios: [1, 2] [3, 4]
• Task 1 (10min): Work in groups of 4. Critique,
debate, suggest
• Task 2 (10min): Share your thoughts with
another group
13. scenario 1
“I employ teacher-focused methods
when I deliver lectures to large
groups of students. With a large
group of students, it is difficult to
be interactive.”
14. scenario 2
“I have minimised lecture material in my
courses and maximised individual and group
research projects, group problem-solving, and
in-class discussions. Although I don’t cover as
much material this way, the students learn and
retain this material better. Also, standard
lecture format is not the way that we learn
after university. Instead, we are expected to
read for ourselves and get the information that
way. Thus, I feel my teaching approach better
prepares students for life after university.”
15. “The lecture delivers the necessary
core knowledge and content that
the student needs to succeed.”
16. “Though I needs sometimes to lecture
and may even enjoy doing it, lecturing
all the time simply bores me: I usually
know what I am going to say, and I
have heard it all before. But dialogical
methods of teaching help keep me
alive. Forces to listen, respond, and
improvise. I am more likely to hear
something unexpected and insightful
from myself as well as others.” (Palmer,
2007, 25)
17. “Most of the things that used to work don’t seem to work
anymore. The technique in the book on lecturing you lent me
didn’t work either. They all ignored the buzz group questions and
talked about Saturday’s game or something. They’re basically
idle and won’t do a thing unless it gets a mark. I tried a few labs
differently, I asked them more questions and tried to explain
things better, but there were problems becasue some of the
students reckonded I was spending too much time on explaining
and not enough on getting the stuff across, covering the
syllabus. Which was true of course. And now with my student
appraisal coming up, I’m worried. Remembering what we tell
them is the big thing for students. The amount of knowledge in
this subject increases every few minutes and the syllabus is now
twice as big as it was when I was a student. I am thinking about
some video presentations to get the stuff across, to transfer it
more efficiently from my mind to the students’ head. If
something is visual, they’ll remember it better. Isn’t that right?”
(Ramsden, 2003, 15-16)
18. Donald Clark: Don’t lecture me!
from delivering to facilitating(flipped classroom Aaron Sams,
and Jonathan Bergmann , PBL etc.)
from isolation to conversation, collaboration, questioning,
connecting, networking, negotiating
from passive to active
from just low or no-tech to also high-tech
from one for all to personalisation
from just in-class to everywhere and anytime
19. video clips Task: Watch, observe and comment (what did
you like, what could be improved and why)
http://www.wlv.ac.uk/Default.aspx?page=25525
20. Grouping and size
Phil Race: In at the deep-end: starting to teach in higher education, Leeds Metropolitan University
pairs threes fours fives sixes and more
• not groups • small enough • still small for • large enough • the main
• difficult for to avoid the everyone to to have the danger is
one member risk of “shy contribute – “odd passenger
to be violets” this is the passenger” behaviours
completely in • big enough preferred or or non-
active to bring group size! “bystander” participation.
together • disadvantage – getting
more group might away
experience split into two without
than a pair. pairs contributing
• disadvantage • no case vote much to the
can be two if pairs group work.
ganging disagree how
against one. to approach
a task.
21. We are all different!
”They should not feel compelled to adopt a
persona that is unnatural or seems to go
against the grain of his or her personality”
(Light et al 2009:124)
23. Constructions of PBL
• Early descriptions – Cognitive psychology
– “PBL described and measured against three principles of
learning: activation of prior knowledge, elaboration and
encoding specificity” 1
– Outcomes of individuals as ‘unit of analysis’
– Cohort comparison methodologies
• Late 90’s onward – social constructivist theory
– “these [PBL] processes actually occur in small-group tutorials
…processing of new information is indeed facilitated by
discussion of a relevant problem”2
– Group becomes ‘unit of analysis’3
– Interactional analysis methodologies4
– Influence of communication and relational management and
on learning5,6,7
24. • Face is the positive social value a person claims for
themselves in interaction
Concept of Face and Face Threat
• In ‘normal’ conversation tacit agreement between
interactants to uphold face of other
• Face Threatening Acts (FTAs) - Interactions which threaten
face
• Observation ofin Miller and Fox (2004)
1 Goffman E (1967) how these are managed allows analysis of
interactant relations and impact on learning
25. PBL, Face and FTAs
• PBL requires students to engage in FTAs
• FTAs are essential for social constructivist learning
processes
• Reducing the impact of FTA
– Reduce ‘social distance’
– Legitimise FTAs through ground rules but…
– …eliminate notion of ‘right and wrong’
26. References- PBL
• 1. Schmidt, H. G. (1983). "Problem-Based Learning - Rationale and Description." Medical
Education 17(1): 11-16.
• 2. Schmidt, H. G. (1993). "Foundations of Problem-Based Learning - Some Explanatory
Notes." Medical Education 27(5): 422-432.
• 3. Tipping, J., Freeman, R. F., et al. (1995). "Using faculty and student perceptions of group
dynamics to develop recommendations for PBL training." Academic Medicine 70(11): 1050-2.
• 4. Clouston, T. J. (2007). "Exploring methods of analysing talk in problem-based learning
tutorials." Journal of Further and Higher Education 31(2): 183 - 193.
• 5. Walker, A., Bridges, E., et al. (1996). "Wisdom gained, wisdom given: instituting PBL in a
Chinese culture." Journal of Educational Administration 34(5): 12-31.
• 6. McLean, M., Van Wyk, J. M., et al. (2006). "The small group in problem-based learning:
more than a cognitive 'learning' experience for first-year medical students in a diverse
population." Medical Teacher 28(4): E94-E103.
• 7. Singaram, V., Dolmans, D., et al. (2008). "Perceptions of Problem Based Learning (PBL)
Group Effectiveness in a Socially-Culturally Diverse Medical Student Population." Education
for Health 21(2): 1-9.
27. Do you have a question?
1. Ask me now,
2. Ask the person next to
you
3. Write it on a sticky note
and leave on the door
29. References
Light,G., Cox, R. and Calkins. S (2009) Learning and Teaching in Higher
Education, The Reflective Professional, London: Sage Publications.
Meyer, J.H.F. and Land, R. (2003) Threshold concepts and troublesome
knowledge: linkages to ways of thinking and practising, In: Rust, C. (ed.),
Improving Student Learning - Theory and Practice Ten Years On. Oxford:
Oxford Centre for Staff and Learning Development (OCSLD), pp 412-424.
Palmer, P. J. (2007) The Courage to Teach. Exploring the Inner Landscape of a
Teacher’s Life, San Francisco: Jossey-Bass.
Race, P. (2009) In at the deep-end: starting to teach in higher education, Leeds
Metropolitan University
Ramsden, P (2003) Learning to teach in Higher Education, Oxon:
RoutledgeFalmer.
31. extensions
This could be used for an activity
• 10 big problems with lecture-based learning at
http://www.onlineuniversities.com/10-Big-
Problems-With-Lecture-Based-Learning
33. Stimulating Physics through PBL
• http://www.youtube.com/watch?v=IHhWWhl
1Zd8&feature=PlayList&p=3458B7D62DFF0E1
B&playnext_from=PL&index=1&playnext=2
34. Six principles of effective teaching in
Higher Education
1. Interest and explanation
2. Concern and respect for students and student
learning
3. Appropriate assessment and feedback
4. Clear goals and intellectual challenge
5. Independence, control and engagement
6. Learning from students
(Ramsden, 2003)