LEADER 05953oam 2200553I 450 001 9910784723503321 005 20230207224304.0 010 $a1-134-31174-5 010 $a1-134-31175-3 010 $a1-280-09621-7 010 $a0-203-44342-X 010 $a0-203-41589-2 024 7 $a10.4324/9780203415894 035 $a(CKB)1000000000405361 035 $a(MiAaPQ)EBC198501 035 $a(Au-PeEL)EBL198501 035 $a(CaPaEBR)ebr10094628 035 $a(CaONFJC)MIL9621 035 $a(OCoLC)57241935 035 $a(OCoLC)647403098 035 $a(EXLCZ)991000000000405361 100 $a20180331d2004 uy 0 101 0 $aeng 135 $aurcn||||||||| 200 00$aEffective learning and teaching in social policy and social work /$f[edited by] Hilary Burgess and Imogen Taylor 210 1$aNew York :$cRoutledgeFalmer,$d2004. 215 $axx, 229 p 225 1 $aEffective learning and teaching in higher education series 311 $a0-415-33495-0 311 $a0-415-33496-9 320 $aIncludes bibliographical references (p. [197]-218) and index. 327 $tchapter 1 Dancing on a moving carpet: the changing context Introduction 1; Conceptualizing change in higher education 1; Changes in learning and teaching 6; Challenges for social policy and social work lecturers: commonality and differentiation 8; /$rPat Young -- $tchapter Changes in learning and teaching -- $tchapter 2 Designing the curriculum: complexity, coherence and innovation Introduction 13; Mapping curriculum design 13; Contexts 14; Time 14; Participation 16; Choice of educational approach 17; Constructive alignment 19; Content or outcome requirements 20; Modes of delivery 22; Balancing educational, institutional and practical considerations 23; Imagination, creativity and innovation 25; /$rHilary Burgess -- $tchapter Content or outcome requirements -- $tchapter 3 Participation in social policy and social work learning Introduction 27; The policy background 27; The new context of involvement 28; Awareness: a pre-requirement for involvement 29; Engaging whom? 31; Challenging exclusion 33; Principles for /$rPeter Beresford -- $tchapter Promoting equality and inclusion -- $tchapter Barriers and resources -- $tchapter Support and retention -- $tchapter Assessment -- $tchapter 5 Students learning to learn Introduction 55; Have ye no nished with the learnin yet? 55; What is learning? 56; What is learning to learn? 57; Individuals as learners 57; Learning styles and strategies 58; The in?uence of the learning environment 62; Teaching learning to learn 63; /$rViviene E. Cree -- $tchapter The in?uence of the learning environment -- $tchapter 6 Promoting interactive learning and teaching Introduction 67; Lectures 67; Learning groups: seminars, group learning and projects 70; Problem-based learning 72; Experiential learning 74; Critical analysis of theory 78; Supporting student learning: /$rHilary Burgess -- $tchapter Learning groups: seminars, group learning and projects -- $tchapter 7 Walking the assessment tightrope Introduction 82; The purpose of assessment 82; Building an assessment strategy 84; Different forms of assessment 86; Peer /$rBeth R. Crisp -- $tchapter Building an assessment strategy -- $tchapter 8 Towards eLearning: opportunities and challenges Introduction 95; Learning in the information society 97; eLearning in social policy and social work 98; Three stages of engaging with eLearning 100; Challenges to educators 102; /$rJackie Rafferty -- $tchapter 9 Developing learning beyond the campus: increasing vocationalism and declining pedagogy? Introduction 109; The process of learning off-campus 110; Conceptual and explanatory issues 111; Social policy eldwork 112; /$rDuncan Scott -- $tchapter The process of learning off-campus -- $tchapter Conceptual and explanatory issues -- $tchapter 10 Interprofessional education /$rMelanie Ashford -- $tchapter Educator perspective -- $tchapter 11 Continuing professional development and education Introduction 138; Who are the learners? 139; The context for CPD 140; What should CPD students learn? 144; How might CPD students be enabled to learn? 147; Examples of teaching /$rPat Higham -- $tchapter 12 Globalization: implications for learning and teaching Introduction 153; Relevance and suitability: two challenges 155; The professional context 160; Student mobility 163; Conclusion 165; /$rZo Irving -- $tchapter The professional context -- $tchapter Student mobility -- $tchapter Conclusion -- $tchapter Useful websites -- $tchapter 13 International perspectives Introduction 169; A comparative perspective on the role of the state in welfare 170; De?nitions and rationale 173; Implementation issues and resources for internationalizing the curriculum 177; /$rKaren Lyons -- $tchapter 14 Developing the university as a learning organization Introduction 184; Modernization and the learning organization 185; The learning organization 186; The scholarship of learning and teaching 189; Strategies to support the development of the scholarship of learning and teaching in social policy and social work 192; The importance of academic management 195; /$rImogen Taylor -- $tchapter The scholarship of learning and teaching. 410 0$aEffective learning and teaching in higher education. 606 $aSocial policy$xStudy and teaching (Higher) 606 $aHuman services$xStudy and teaching (Higher) 606 $aSocial work education 615 0$aSocial policy$xStudy and teaching (Higher) 615 0$aHuman services$xStudy and teaching (Higher) 615 0$aSocial work education. 676 $a361.2/5 701 $aBurgess$b Hilary$f1954-$01564065 701 $aTaylor$b Imogen$01564066 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910784723503321 996 $aEffective learning and teaching in social policy and social work$93832931 997 $aUNINA