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Biblioteca

MARC Lista (tabellare)
Effektives Lehren an der Hochschule : ein Handbuch zur Hochschuldidaktik / / Jörg Zumbach, Hermann Astleitner
Effektives Lehren an der Hochschule : ein Handbuch zur Hochschuldidaktik / / Jörg Zumbach, Hermann Astleitner
Autore Zumbach Jörg
Edizione [1. Auflage.]
Pubbl/distr/stampa Stuttgart, [Germany] : , : Verlag W. Kohlhammer, , 2016
Descrizione fisica 1 online resource (281 pages)
Disciplina 378.125
Soggetto topico College teaching
Education, Higher
ISBN 3-17-025093-0
3-17-025092-2
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione ger
Record Nr. UNINA-9910136745303321
Zumbach Jörg  
Stuttgart, [Germany] : , : Verlag W. Kohlhammer, , 2016
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Empowering novice academics for student success : wearing different hats / / Dr. Johann Hugo
Empowering novice academics for student success : wearing different hats / / Dr. Johann Hugo
Autore Hugo Johann
Pubbl/distr/stampa [Place of publication not identified] : , : African Sun Media, , 2021
Descrizione fisica 1 online resource (482 pages)
Disciplina 378.12
Soggetto topico College teachers - Training of
College teaching
ISBN 1-928314-87-2
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Intro -- Abbreviations & -- Acronyms -- Preface -- 1. Contextual Orientation -- 1.1 Introduction -- 1.2 The changing landscape -- 1.2.1 Widening access -- 1.2.2 Student success and throughput -- 1.2.3 The reality of diversity -- 1.2.4 Greater pressure on academics -- 1.2.5 Related challenges -- Summary -- 2. Constructs for Success -- 2.1 Introduction -- 2.2 Putting on the right hat -- 2.3. Theoretical-philosophic foundations -- 2.3.1 The student-centred approach -- 2.3.2 More action, less talk -- 2.3.3 The core of the matter: attitude, values and beliefs -- 2.3.4 Change, or be changed -- 2.3.5 Systems awareness and systems thinking -- 2.3.6 Capacity and capacity building -- 2.3.7 A coherent joint intervention -- 2.3.8 The leadership factor -- 2.3.9 Clever thinking and wise decision-making -- Summary -- 3. Through the Empowerment Door -- 3.1 Introduction -- 3.2 Foundations -- 3.2.1 Core concepts and terms -- 3.2.2 The teaching-learning situation -- 3.2.3 A professional development perspective -- 3.2.4 The connection with teaching and learning -- 3.3 The next level -- 3.3.1 Dimensions of knowledge for teaching -- 3.3.2 Teacher roles -- 3.3.3 Building capacity through scholarship -- Summary -- 4. The Core Enabling Space -- 4.1 Introduction -- 4.2 Fundamentals -- 4.2.1 Clarifying the term enabling -- 4.2.2 Conceptualising the learning environment -- 4.2.3 The multi-dimensionality of the teaching-learning space -- 4.3 The teacher in the teaching-learning space -- 4.4 Considering the resource factor -- Summary -- 5. Planning for Instruction and Learning -- 5.1 Introduction -- 5.2 Fundamental constructs and perspectives -- 5.2.1 The teacher as strategist -- 5.2.2 A layered view -- 5.2.3 Purposeful planning -- 5.2.4 Components of systematic instructional design -- 5.2.5 Bringing learning into the equation.
5.3.2 Choosing appropriate strategies and methods -- 5.4 Related perspectives -- 5.4.1 The notion and benefits of participatory learning -- 5.4.2 Exploring ICT possibilities -- 5.4.3 Calling for innovative teaching -- 5.4.4 A risk perspective -- Summary -- 6. Demystifying Outcomes and Learning -- 6.1 Introduction -- 6.2 Outcomes in context -- 6.3 Deconstructing outcomes -- 6.3.1 Taxonomy of outcomes -- 6.3.2 The layered view -- 6.4 Aligning learning activities, content and outcomes -- 6.5 Supporting learning theories and taxonomies -- 6.5.1 A learning taxonomy guide -- 6.5.2 A selection of relevant learning theories -- Summary -- 7. Instructional Techniques for High Impact -- 7.1 Introduction -- 7.2 Theoretical-philosophic points of departure -- 7.2.1 The quality connection -- 7.2.2 Didactic skills and techniques in context -- 7.2.3 The purpose of didactic techniques -- 7.3 Features of trainer types -- 7.4 Didactic techniques related to learning outcomes -- 7.5 Techniques related to teaching methods -- 7.5.1 The events of instruction -- 7.5.2 Tactics and techniques for lecture presentation -- 7.5.3 Questioning as a didactic technique -- 7.6 Further best practice guidelines -- Summary -- 8. The Next Level: Learning Facilitation -- 8.1 Introduction -- 8.2 Theoretical-philosophic foundations -- 8.2.1 The facilitation context -- 8.2.2 Unique traits and features of facilitation -- 8.2.3 Facilitation related to learning engagement -- 8.2.4 Markers of quality facilitation -- 8.3 Facilitation related to specific strategies and activities -- 8.3.1 Facilitating group work -- 8.3.2 Facilitation during a demonstration -- 8.3.3 Facilitation related to mentoring and coaching -- 8.3.4 Technology-mediated learning facilitation -- 8.4 Promoting productive study habits -- 8.4.1 Contextual perspective -- 8.4.2 The teacher's influence.
8.4.3 Some strategic study frameworks and techniques -- 8.5 Closing perspective -- Summary -- 9. Foundation of Quality Assessment -- 9.1 Introduction -- 9.2 Background -- 9.3 A quality perspective -- 9.4 A quality framework -- 9.4.1 Primary requirements -- 9.4.2 What teachers need to assess -- 9.4.3 Principles of assessment -- 9.4.4 Competence and standards -- 9.4.5 Norm-referenced or criterion-referenced assessment? -- 9.5 Associated dilemmas -- Summary -- 10. Student Assessment Practices -- 10.1 Introduction -- 10.2 Outcomes-based assessment -- 10.3 Behaviour-referenced standard setting -- 10.4 Assessment of key skills -- 10.5 Appropriate methods and tools: an overview -- 10.6 Perspectives on assessment tool design -- 10.6.1 Potential shortfalls -- 10.6.2 A rubric example -- 10.7 Utilising technologies in assessment -- 10.8 Moderation aspects -- 10.8.1 Viewing moderation in context -- 10.8.2 Recommended best practices -- 10.9 Assessment feedback perspectives -- 10.9.1 Best student feedback practices -- 10.10 Closing recommendations -- Summary -- 11. Special Challenges -- 11.1 Introduction -- 11.2 Calling for responsiveness -- 11.3 Responding to learning barriers -- 11.3.1 The scope of potential learning barriers -- 11.3.2 Appropriate strategies and instructional techniques -- 11.4 Academic literacy perspectives -- 11.4.1 The factor of language of education -- 11.4.2 The factor of academic writing -- 11.4.3 The reading factor -- 11.4.4 Backtracking the problem -- 11.4.5 Recommended promotional actions -- 11.5 Enhancing thinking skills -- 11.5.1 Background -- 11.5.2 Associated theories -- 11.5.3 Enhancement strategies -- 11.6 Closing perspectives -- Summary -- Bibliography -- Postscript.
Record Nr. UNINA-9910794677103321
Hugo Johann  
[Place of publication not identified] : , : African Sun Media, , 2021
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Empowering novice academics for student success : wearing different hats / / Dr. Johann Hugo
Empowering novice academics for student success : wearing different hats / / Dr. Johann Hugo
Autore Hugo Johann
Pubbl/distr/stampa [Place of publication not identified] : , : African Sun Media, , 2021
Descrizione fisica 1 online resource (482 pages)
Disciplina 378.12
Soggetto topico College teachers - Training of
College teaching
ISBN 1-928314-87-2
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Intro -- Abbreviations & -- Acronyms -- Preface -- 1. Contextual Orientation -- 1.1 Introduction -- 1.2 The changing landscape -- 1.2.1 Widening access -- 1.2.2 Student success and throughput -- 1.2.3 The reality of diversity -- 1.2.4 Greater pressure on academics -- 1.2.5 Related challenges -- Summary -- 2. Constructs for Success -- 2.1 Introduction -- 2.2 Putting on the right hat -- 2.3. Theoretical-philosophic foundations -- 2.3.1 The student-centred approach -- 2.3.2 More action, less talk -- 2.3.3 The core of the matter: attitude, values and beliefs -- 2.3.4 Change, or be changed -- 2.3.5 Systems awareness and systems thinking -- 2.3.6 Capacity and capacity building -- 2.3.7 A coherent joint intervention -- 2.3.8 The leadership factor -- 2.3.9 Clever thinking and wise decision-making -- Summary -- 3. Through the Empowerment Door -- 3.1 Introduction -- 3.2 Foundations -- 3.2.1 Core concepts and terms -- 3.2.2 The teaching-learning situation -- 3.2.3 A professional development perspective -- 3.2.4 The connection with teaching and learning -- 3.3 The next level -- 3.3.1 Dimensions of knowledge for teaching -- 3.3.2 Teacher roles -- 3.3.3 Building capacity through scholarship -- Summary -- 4. The Core Enabling Space -- 4.1 Introduction -- 4.2 Fundamentals -- 4.2.1 Clarifying the term enabling -- 4.2.2 Conceptualising the learning environment -- 4.2.3 The multi-dimensionality of the teaching-learning space -- 4.3 The teacher in the teaching-learning space -- 4.4 Considering the resource factor -- Summary -- 5. Planning for Instruction and Learning -- 5.1 Introduction -- 5.2 Fundamental constructs and perspectives -- 5.2.1 The teacher as strategist -- 5.2.2 A layered view -- 5.2.3 Purposeful planning -- 5.2.4 Components of systematic instructional design -- 5.2.5 Bringing learning into the equation.
5.3.2 Choosing appropriate strategies and methods -- 5.4 Related perspectives -- 5.4.1 The notion and benefits of participatory learning -- 5.4.2 Exploring ICT possibilities -- 5.4.3 Calling for innovative teaching -- 5.4.4 A risk perspective -- Summary -- 6. Demystifying Outcomes and Learning -- 6.1 Introduction -- 6.2 Outcomes in context -- 6.3 Deconstructing outcomes -- 6.3.1 Taxonomy of outcomes -- 6.3.2 The layered view -- 6.4 Aligning learning activities, content and outcomes -- 6.5 Supporting learning theories and taxonomies -- 6.5.1 A learning taxonomy guide -- 6.5.2 A selection of relevant learning theories -- Summary -- 7. Instructional Techniques for High Impact -- 7.1 Introduction -- 7.2 Theoretical-philosophic points of departure -- 7.2.1 The quality connection -- 7.2.2 Didactic skills and techniques in context -- 7.2.3 The purpose of didactic techniques -- 7.3 Features of trainer types -- 7.4 Didactic techniques related to learning outcomes -- 7.5 Techniques related to teaching methods -- 7.5.1 The events of instruction -- 7.5.2 Tactics and techniques for lecture presentation -- 7.5.3 Questioning as a didactic technique -- 7.6 Further best practice guidelines -- Summary -- 8. The Next Level: Learning Facilitation -- 8.1 Introduction -- 8.2 Theoretical-philosophic foundations -- 8.2.1 The facilitation context -- 8.2.2 Unique traits and features of facilitation -- 8.2.3 Facilitation related to learning engagement -- 8.2.4 Markers of quality facilitation -- 8.3 Facilitation related to specific strategies and activities -- 8.3.1 Facilitating group work -- 8.3.2 Facilitation during a demonstration -- 8.3.3 Facilitation related to mentoring and coaching -- 8.3.4 Technology-mediated learning facilitation -- 8.4 Promoting productive study habits -- 8.4.1 Contextual perspective -- 8.4.2 The teacher's influence.
8.4.3 Some strategic study frameworks and techniques -- 8.5 Closing perspective -- Summary -- 9. Foundation of Quality Assessment -- 9.1 Introduction -- 9.2 Background -- 9.3 A quality perspective -- 9.4 A quality framework -- 9.4.1 Primary requirements -- 9.4.2 What teachers need to assess -- 9.4.3 Principles of assessment -- 9.4.4 Competence and standards -- 9.4.5 Norm-referenced or criterion-referenced assessment? -- 9.5 Associated dilemmas -- Summary -- 10. Student Assessment Practices -- 10.1 Introduction -- 10.2 Outcomes-based assessment -- 10.3 Behaviour-referenced standard setting -- 10.4 Assessment of key skills -- 10.5 Appropriate methods and tools: an overview -- 10.6 Perspectives on assessment tool design -- 10.6.1 Potential shortfalls -- 10.6.2 A rubric example -- 10.7 Utilising technologies in assessment -- 10.8 Moderation aspects -- 10.8.1 Viewing moderation in context -- 10.8.2 Recommended best practices -- 10.9 Assessment feedback perspectives -- 10.9.1 Best student feedback practices -- 10.10 Closing recommendations -- Summary -- 11. Special Challenges -- 11.1 Introduction -- 11.2 Calling for responsiveness -- 11.3 Responding to learning barriers -- 11.3.1 The scope of potential learning barriers -- 11.3.2 Appropriate strategies and instructional techniques -- 11.4 Academic literacy perspectives -- 11.4.1 The factor of language of education -- 11.4.2 The factor of academic writing -- 11.4.3 The reading factor -- 11.4.4 Backtracking the problem -- 11.4.5 Recommended promotional actions -- 11.5 Enhancing thinking skills -- 11.5.1 Background -- 11.5.2 Associated theories -- 11.5.3 Enhancement strategies -- 11.6 Closing perspectives -- Summary -- Bibliography -- Postscript.
Record Nr. UNINA-9910825197703321
Hugo Johann  
[Place of publication not identified] : , : African Sun Media, , 2021
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Engaging students as partners in learning and teaching : a guide for faculty / / Alison Cook-Sather, Catherine Bovill, and Peter Felten ; cover design by Michael Cook
Engaging students as partners in learning and teaching : a guide for faculty / / Alison Cook-Sather, Catherine Bovill, and Peter Felten ; cover design by Michael Cook
Autore Cook-Sather Alison <1964->
Edizione [First edition.]
Pubbl/distr/stampa San Francisco, California : , : Jossey-Bass, , 2014
Descrizione fisica 1 online resource (303 p.)
Disciplina 378.1/25
Collana The Jossey-Bass Higher and Adult Education Series
Soggetto topico College teaching
Teacher-student relationships
Learning, Psychology of
Soggetto genere / forma Electronic books.
ISBN 1-118-83606-5
1-118-83626-X
Classificazione EDU015000
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Engaging Students as Partners in Learning and Teaching; Contents; Preface; Alison's Story; Cathy's Story; Peter's Story; Our Intended Audience and Approach; Structure of the Book; A Note on Terminology; Acknowledgments; About the Authors; 1 What Are Student-Faculty Partnerships?: Our Guiding Principles and Definition; Guiding Principles for Student-Faculty Partnerships; Respect; Reciprocity; Responsibility; So What Exactly Do We Mean by Partnership?; How Radical Is the Notion of Student-Faculty Partnership?; One Vision of the Possible; Conclusion
2 Preliminary Questions about Student-Faculty PartnershipsConclusion; 3 Partnerships with Students: Examples from Individual Faculty; 1. Designing a Course or Elements of a Course; Case Study 1: Student-Faculty Course Design; Review of Designing a Course or Elements of a Course with Students; 2. Partnerships Responding to the Student Experience during a Course; Case Study 2: Midcourse Feedback as a Part of Sustained Dialogue and Collaboration with Students; Review of Responding to the Student Experience during a Course; 3. Assessing Student Work
Case Study 3: Using Computer Software to Support Students to Peer Review Each Other's Work in Large Undergraduate ClassesReview of Assessing Student Work; Conclusion; 4 Program-Level Approaches to Student-Faculty Partnerships; 1. Programs Supporting Course Design and Redesign; Case Study 1: Course-Design Teams at Elon University; 2. Programs Supporting Explorations of Classroom Practice While a Course Is Being Taught; Case Study 2: The Students as Learners and Teachers (SaLT) Program at Bryn Mawr College; 3. Programs Supporting Research on Learning and Teaching
Case Study 3: The "Students as Change Agents" Program at the University of ExeterBenefits and Drawbacks of Moving from Individual to Programmatic Approaches; Moving Further from Pedagogical Solitude toward Teaching as Community Property; Securing Institutional and Financial Support; Shifting Institutional Culture; Potential Loss of Freedom and Spontaneity; Potential for Ossification; Potential for Imposition; Recommendations for Those in Faculty Development Roles; Serve as Intermediaries; Build on Existing Commitments among Faculty
Promote and Practice Cocreative Approaches in Academic Development ForumsAct as a Bridge between Different Parts of the University and Influence Policy; Conclusion; 5 Outcomes of Student-Faculty Partnerships: Support from Research Literature and Outcomes for Faculty and Students; Partnership as a Means to Reach Our Goals in Higher Education; A Note About Research Methodology; What Are the Outcomes of Partnership?; Outcome 1: Engagement-Enhancing Motivation and Learning; Engagement Outcomes for Students; Engagement Outcomes for Faculty
Outcome 2: Awareness-Developing Metacognitive Awareness and a Stronger Sense of Identity
Record Nr. UNINA-9910464930803321
Cook-Sather Alison <1964->  
San Francisco, California : , : Jossey-Bass, , 2014
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Engaging students as partners in learning and teaching : a guide for faculty / / Alison Cook-Sather, Catherine Bovill, and Peter Felten ; cover design by Michael Cook
Engaging students as partners in learning and teaching : a guide for faculty / / Alison Cook-Sather, Catherine Bovill, and Peter Felten ; cover design by Michael Cook
Autore Cook-Sather Alison <1964->
Edizione [First edition.]
Pubbl/distr/stampa San Francisco, California : , : Jossey-Bass, , 2014
Descrizione fisica 1 online resource (303 p.)
Disciplina 378.1/25
Collana The Jossey-Bass Higher and Adult Education Series
Soggetto topico College teaching
Teacher-student relationships
Learning, Psychology of
ISBN 1-118-83606-5
1-118-83626-X
Classificazione EDU015000
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Engaging Students as Partners in Learning and Teaching; Contents; Preface; Alison's Story; Cathy's Story; Peter's Story; Our Intended Audience and Approach; Structure of the Book; A Note on Terminology; Acknowledgments; About the Authors; 1 What Are Student-Faculty Partnerships?: Our Guiding Principles and Definition; Guiding Principles for Student-Faculty Partnerships; Respect; Reciprocity; Responsibility; So What Exactly Do We Mean by Partnership?; How Radical Is the Notion of Student-Faculty Partnership?; One Vision of the Possible; Conclusion
2 Preliminary Questions about Student-Faculty PartnershipsConclusion; 3 Partnerships with Students: Examples from Individual Faculty; 1. Designing a Course or Elements of a Course; Case Study 1: Student-Faculty Course Design; Review of Designing a Course or Elements of a Course with Students; 2. Partnerships Responding to the Student Experience during a Course; Case Study 2: Midcourse Feedback as a Part of Sustained Dialogue and Collaboration with Students; Review of Responding to the Student Experience during a Course; 3. Assessing Student Work
Case Study 3: Using Computer Software to Support Students to Peer Review Each Other's Work in Large Undergraduate ClassesReview of Assessing Student Work; Conclusion; 4 Program-Level Approaches to Student-Faculty Partnerships; 1. Programs Supporting Course Design and Redesign; Case Study 1: Course-Design Teams at Elon University; 2. Programs Supporting Explorations of Classroom Practice While a Course Is Being Taught; Case Study 2: The Students as Learners and Teachers (SaLT) Program at Bryn Mawr College; 3. Programs Supporting Research on Learning and Teaching
Case Study 3: The "Students as Change Agents" Program at the University of ExeterBenefits and Drawbacks of Moving from Individual to Programmatic Approaches; Moving Further from Pedagogical Solitude toward Teaching as Community Property; Securing Institutional and Financial Support; Shifting Institutional Culture; Potential Loss of Freedom and Spontaneity; Potential for Ossification; Potential for Imposition; Recommendations for Those in Faculty Development Roles; Serve as Intermediaries; Build on Existing Commitments among Faculty
Promote and Practice Cocreative Approaches in Academic Development ForumsAct as a Bridge between Different Parts of the University and Influence Policy; Conclusion; 5 Outcomes of Student-Faculty Partnerships: Support from Research Literature and Outcomes for Faculty and Students; Partnership as a Means to Reach Our Goals in Higher Education; A Note About Research Methodology; What Are the Outcomes of Partnership?; Outcome 1: Engagement-Enhancing Motivation and Learning; Engagement Outcomes for Students; Engagement Outcomes for Faculty
Outcome 2: Awareness-Developing Metacognitive Awareness and a Stronger Sense of Identity
Record Nr. UNINA-9910789008903321
Cook-Sather Alison <1964->  
San Francisco, California : , : Jossey-Bass, , 2014
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Engaging students as partners in learning and teaching : a guide for faculty / / Alison Cook-Sather, Catherine Bovill, and Peter Felten ; cover design by Michael Cook
Engaging students as partners in learning and teaching : a guide for faculty / / Alison Cook-Sather, Catherine Bovill, and Peter Felten ; cover design by Michael Cook
Autore Cook-Sather Alison <1964->
Edizione [First edition.]
Pubbl/distr/stampa San Francisco, California : , : Jossey-Bass, , 2014
Descrizione fisica 1 online resource (303 p.)
Disciplina 378.1/25
Collana The Jossey-Bass Higher and Adult Education Series
Soggetto topico College teaching
Teacher-student relationships
Learning, Psychology of
ISBN 1-118-83606-5
1-118-83626-X
Classificazione EDU015000
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Engaging Students as Partners in Learning and Teaching; Contents; Preface; Alison's Story; Cathy's Story; Peter's Story; Our Intended Audience and Approach; Structure of the Book; A Note on Terminology; Acknowledgments; About the Authors; 1 What Are Student-Faculty Partnerships?: Our Guiding Principles and Definition; Guiding Principles for Student-Faculty Partnerships; Respect; Reciprocity; Responsibility; So What Exactly Do We Mean by Partnership?; How Radical Is the Notion of Student-Faculty Partnership?; One Vision of the Possible; Conclusion
2 Preliminary Questions about Student-Faculty PartnershipsConclusion; 3 Partnerships with Students: Examples from Individual Faculty; 1. Designing a Course or Elements of a Course; Case Study 1: Student-Faculty Course Design; Review of Designing a Course or Elements of a Course with Students; 2. Partnerships Responding to the Student Experience during a Course; Case Study 2: Midcourse Feedback as a Part of Sustained Dialogue and Collaboration with Students; Review of Responding to the Student Experience during a Course; 3. Assessing Student Work
Case Study 3: Using Computer Software to Support Students to Peer Review Each Other's Work in Large Undergraduate ClassesReview of Assessing Student Work; Conclusion; 4 Program-Level Approaches to Student-Faculty Partnerships; 1. Programs Supporting Course Design and Redesign; Case Study 1: Course-Design Teams at Elon University; 2. Programs Supporting Explorations of Classroom Practice While a Course Is Being Taught; Case Study 2: The Students as Learners and Teachers (SaLT) Program at Bryn Mawr College; 3. Programs Supporting Research on Learning and Teaching
Case Study 3: The "Students as Change Agents" Program at the University of ExeterBenefits and Drawbacks of Moving from Individual to Programmatic Approaches; Moving Further from Pedagogical Solitude toward Teaching as Community Property; Securing Institutional and Financial Support; Shifting Institutional Culture; Potential Loss of Freedom and Spontaneity; Potential for Ossification; Potential for Imposition; Recommendations for Those in Faculty Development Roles; Serve as Intermediaries; Build on Existing Commitments among Faculty
Promote and Practice Cocreative Approaches in Academic Development ForumsAct as a Bridge between Different Parts of the University and Influence Policy; Conclusion; 5 Outcomes of Student-Faculty Partnerships: Support from Research Literature and Outcomes for Faculty and Students; Partnership as a Means to Reach Our Goals in Higher Education; A Note About Research Methodology; What Are the Outcomes of Partnership?; Outcome 1: Engagement-Enhancing Motivation and Learning; Engagement Outcomes for Students; Engagement Outcomes for Faculty
Outcome 2: Awareness-Developing Metacognitive Awareness and a Stronger Sense of Identity
Record Nr. UNINA-9910808036703321
Cook-Sather Alison <1964->  
San Francisco, California : , : Jossey-Bass, , 2014
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Enhancing teaching in higher education : new approaches for improving student learning / / edited by Peter Hartley, Amanda Woods and Martin Pill
Enhancing teaching in higher education : new approaches for improving student learning / / edited by Peter Hartley, Amanda Woods and Martin Pill
Pubbl/distr/stampa London ; ; New York : , : Routledge, , 2005
Descrizione fisica 1 online resource (218 p.)
Disciplina 378.1/2
Altri autori (Persone) HartleyPeter <1946->
WoodsAmanda <1963->
PillMartin
Soggetto topico College teaching
Learning
Soggetto genere / forma Electronic books.
ISBN 1-134-31021-8
1-280-17106-5
0-203-41600-7
Classificazione 81.12
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Ingredients for effective learning : the learning combination lock / Colin Beard, John P. Wilson -- Learning through work-based learning / David Major -- Interactive teaching and learning : exploring and reflecting on practice / Anne Huntington -- Using concept maps in learning and teaching / Jane Fox, Dot Morrison -- Facilitating tutorials in problem-based learning : students' perspectives / Teena J. Clouston -- Developing students' skills in groups and teamworking : moving experience into critical reflection / Peter Hartley -- Learning-to-learn online : fostering student engagement with online pedagogies / Gwyneth Hughes -- Working with blended learning / Jo Smedley -- Facilitating students towards self-directed learning / Julie-Anne Regan -- Progression in higher education : a study of learning as represented in level descriptors / Jenny Moon -- Developing the keynote interactive guide to personal development planning / Jenny Phillips -- Learning about employability / Elizabeth McFarlane -- Research into practice : learning by doing / John Shaw -- Learning to teach with technology / Vivien Sieber -- Online staff development : using the Web to enhance teacher autonomy and student learning / Peter Mangan, Uma Patel -- Inclusive learning in higher education : the impact of policy changes / Alan Hurst -- Reframing equality of opportunity training / Glynis Cousin.
Record Nr. UNINA-9910450963603321
London ; ; New York : , : Routledge, , 2005
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Enhancing teaching in higher education : new approaches for improving student learning / / edited by Peter Hartley, Amanda Woods and Martin Pill
Enhancing teaching in higher education : new approaches for improving student learning / / edited by Peter Hartley, Amanda Woods and Martin Pill
Pubbl/distr/stampa London ; ; New York : , : Routledge, , 2005
Descrizione fisica 1 online resource (218 p.)
Disciplina 378.1/2
Altri autori (Persone) HartleyPeter <1946->
WoodsAmanda <1963->
PillMartin
Soggetto topico College teaching
Learning
ISBN 1-134-31020-X
1-134-31021-8
1-280-17106-5
0-203-41600-7
Classificazione 81.12
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Ingredients for effective learning : the learning combination lock / Colin Beard, John P. Wilson -- Learning through work-based learning / David Major -- Interactive teaching and learning : exploring and reflecting on practice / Anne Huntington -- Using concept maps in learning and teaching / Jane Fox, Dot Morrison -- Facilitating tutorials in problem-based learning : students' perspectives / Teena J. Clouston -- Developing students' skills in groups and teamworking : moving experience into critical reflection / Peter Hartley -- Learning-to-learn online : fostering student engagement with online pedagogies / Gwyneth Hughes -- Working with blended learning / Jo Smedley -- Facilitating students towards self-directed learning / Julie-Anne Regan -- Progression in higher education : a study of learning as represented in level descriptors / Jenny Moon -- Developing the keynote interactive guide to personal development planning / Jenny Phillips -- Learning about employability / Elizabeth McFarlane -- Research into practice : learning by doing / John Shaw -- Learning to teach with technology / Vivien Sieber -- Online staff development : using the Web to enhance teacher autonomy and student learning / Peter Mangan, Uma Patel -- Inclusive learning in higher education : the impact of policy changes / Alan Hurst -- Reframing equality of opportunity training / Glynis Cousin.
Record Nr. UNINA-9910777471603321
London ; ; New York : , : Routledge, , 2005
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Enhancing teaching in higher education : new approaches for improving student learning / / edited by Peter Hartley, Amanda Woods and Martin Pill
Enhancing teaching in higher education : new approaches for improving student learning / / edited by Peter Hartley, Amanda Woods and Martin Pill
Pubbl/distr/stampa London ; ; New York : , : Routledge, , 2005
Descrizione fisica 1 online resource (218 p.)
Disciplina 378.1/2
Altri autori (Persone) HartleyPeter <1946->
WoodsAmanda <1963->
PillMartin
Soggetto topico College teaching
Learning
ISBN 1-134-31020-X
1-134-31021-8
1-280-17106-5
0-203-41600-7
Classificazione 81.12
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Ingredients for effective learning : the learning combination lock / Colin Beard, John P. Wilson -- Learning through work-based learning / David Major -- Interactive teaching and learning : exploring and reflecting on practice / Anne Huntington -- Using concept maps in learning and teaching / Jane Fox, Dot Morrison -- Facilitating tutorials in problem-based learning : students' perspectives / Teena J. Clouston -- Developing students' skills in groups and teamworking : moving experience into critical reflection / Peter Hartley -- Learning-to-learn online : fostering student engagement with online pedagogies / Gwyneth Hughes -- Working with blended learning / Jo Smedley -- Facilitating students towards self-directed learning / Julie-Anne Regan -- Progression in higher education : a study of learning as represented in level descriptors / Jenny Moon -- Developing the keynote interactive guide to personal development planning / Jenny Phillips -- Learning about employability / Elizabeth McFarlane -- Research into practice : learning by doing / John Shaw -- Learning to teach with technology / Vivien Sieber -- Online staff development : using the Web to enhance teacher autonomy and student learning / Peter Mangan, Uma Patel -- Inclusive learning in higher education : the impact of policy changes / Alan Hurst -- Reframing equality of opportunity training / Glynis Cousin.
Record Nr. UNINA-9910799948403321
London ; ; New York : , : Routledge, , 2005
Materiale a stampa
Lo trovi qui: Univ. Federico II
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Enhancing teaching in higher education : new approaches for improving student learning / / edited by Peter Hartley, Amanda Woods and Martin Pill
Enhancing teaching in higher education : new approaches for improving student learning / / edited by Peter Hartley, Amanda Woods and Martin Pill
Pubbl/distr/stampa London ; ; New York : , : Routledge, , 2005
Descrizione fisica 1 online resource (218 p.)
Disciplina 378.1/2
Altri autori (Persone) HartleyPeter <1946->
WoodsAmanda <1963->
PillMartin
Soggetto topico College teaching
Learning
ISBN 1-134-31020-X
1-134-31021-8
1-280-17106-5
0-203-41600-7
Classificazione 81.12
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Ingredients for effective learning : the learning combination lock / Colin Beard, John P. Wilson -- Learning through work-based learning / David Major -- Interactive teaching and learning : exploring and reflecting on practice / Anne Huntington -- Using concept maps in learning and teaching / Jane Fox, Dot Morrison -- Facilitating tutorials in problem-based learning : students' perspectives / Teena J. Clouston -- Developing students' skills in groups and teamworking : moving experience into critical reflection / Peter Hartley -- Learning-to-learn online : fostering student engagement with online pedagogies / Gwyneth Hughes -- Working with blended learning / Jo Smedley -- Facilitating students towards self-directed learning / Julie-Anne Regan -- Progression in higher education : a study of learning as represented in level descriptors / Jenny Moon -- Developing the keynote interactive guide to personal development planning / Jenny Phillips -- Learning about employability / Elizabeth McFarlane -- Research into practice : learning by doing / John Shaw -- Learning to teach with technology / Vivien Sieber -- Online staff development : using the Web to enhance teacher autonomy and student learning / Peter Mangan, Uma Patel -- Inclusive learning in higher education : the impact of policy changes / Alan Hurst -- Reframing equality of opportunity training / Glynis Cousin.
Record Nr. UNINA-9910807669603321
London ; ; New York : , : Routledge, , 2005
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui