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Empowering novice academics for student success : wearing different hats : workbook / / Dr. Johann Hugo
| Empowering novice academics for student success : wearing different hats : workbook / / Dr. Johann Hugo |
| Autore | Hugo Johann |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | [Place of publication not identified] : , : African Sun Media, , 2021 |
| Descrizione fisica | 1 online resource (124 pages) |
| Disciplina | 378.12 |
| Soggetto topico | College teachers - Training of |
| ISBN | 1-928314-90-2 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Intro -- Foreword -- Enrichment Learning through Resource Desigh -- Introduction -- Contextual perspectives -- Points of departure -- The open and distance learning space -- Unique features of self-instructional materials -- Essential requirements -- The importance of quality -- A content framework -- Planning and functional design -- Learning support strategies and tactics -- Learning enhancement features -- Instructional devices -- Appropriate writing -- Working systematically -- Creating smart text -- Reader-friendly writing -- Utilising visual power -- Benefits of diagrams and illustrations -- The benefits of combining copy and images -- Typographic pointers -- Related tailoring aspects -- When going the electronic route -- Benefits and possibilities -- Challenges and potential weaknesses -- Quality assurance guidelines -- A closing perspective -- Summary -- Activity Solutions -- Reflection Time -- Activities and Solutions -- 1. Contextual Orientation -- Activity Solutions -- Reflection Time -- 2. Constructs for Success -- Activity Solutions -- Reflection Time -- 3. Through the Empowerment Door -- Activity Solutions -- Reflection Time -- 4. The Core Enabling Space -- Activity solutions -- Reflection Time -- 5. Planning for Instruction and Learning -- Activity Solution -- Reflection Time -- 6. Demystifying outcomes and Learning -- Activity Solution -- Reflection Time -- 7. Instructional Techniques for High Impact -- Activity Solution -- Reflection Time -- 8. The Next Level: Learning Facilitating -- Activity Solutions -- Reflection Time -- 9. Foundation of Quality Assessment -- Activity Solutions -- Reflection Time -- 10. Student Assessment Practices -- Activity Solutions -- Reflection Time -- 11. Special Challenges -- Activity Solutions -- Reflection Time -- Annexure A -- Annexure B -- Annexure C -- Annexure D -- Annexure E. |
| Record Nr. | UNINA-9910794676003321 |
Hugo Johann
|
||
| [Place of publication not identified] : , : African Sun Media, , 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
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 | ||
| ||
Empowering novice academics for student success : wearing different hats : workbook / / Dr. Johann Hugo
| Empowering novice academics for student success : wearing different hats : workbook / / Dr. Johann Hugo |
| Autore | Hugo Johann |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | [Place of publication not identified] : , : African Sun Media, , 2021 |
| Descrizione fisica | 1 online resource (124 pages) |
| Disciplina | 378.12 |
| Soggetto topico | College teachers - Training of |
| ISBN | 1-928314-90-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Intro -- Foreword -- Enrichment Learning through Resource Desigh -- Introduction -- Contextual perspectives -- Points of departure -- The open and distance learning space -- Unique features of self-instructional materials -- Essential requirements -- The importance of quality -- A content framework -- Planning and functional design -- Learning support strategies and tactics -- Learning enhancement features -- Instructional devices -- Appropriate writing -- Working systematically -- Creating smart text -- Reader-friendly writing -- Utilising visual power -- Benefits of diagrams and illustrations -- The benefits of combining copy and images -- Typographic pointers -- Related tailoring aspects -- When going the electronic route -- Benefits and possibilities -- Challenges and potential weaknesses -- Quality assurance guidelines -- A closing perspective -- Summary -- Activity Solutions -- Reflection Time -- Activities and Solutions -- 1. Contextual Orientation -- Activity Solutions -- Reflection Time -- 2. Constructs for Success -- Activity Solutions -- Reflection Time -- 3. Through the Empowerment Door -- Activity Solutions -- Reflection Time -- 4. The Core Enabling Space -- Activity solutions -- Reflection Time -- 5. Planning for Instruction and Learning -- Activity Solution -- Reflection Time -- 6. Demystifying outcomes and Learning -- Activity Solution -- Reflection Time -- 7. Instructional Techniques for High Impact -- Activity Solution -- Reflection Time -- 8. The Next Level: Learning Facilitating -- Activity Solutions -- Reflection Time -- 9. Foundation of Quality Assessment -- Activity Solutions -- Reflection Time -- 10. Student Assessment Practices -- Activity Solutions -- Reflection Time -- 11. Special Challenges -- Activity Solutions -- Reflection Time -- Annexure A -- Annexure B -- Annexure C -- Annexure D -- Annexure E. |
| Record Nr. | UNINA-9910825195703321 |
|
Hugo Johann
|
||
| [Place of publication not identified] : , : African Sun Media, , 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
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 | ||
| ||