Theories of Learning and Teaching

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Theory of Learning and Teaching:

Summative co-assessment: A deep learning approach to enhancing employability skills and attributes.  Active Learning in Higher Education.  Vol. 15(1) 39–51

  • What are the perceived benefits of voluntary work-based placements?
  • Why are work-relevant skills important for students?
  • What is employability?
  • What are desirable competencies and/or skills?
  • What are the benefits / disadvantages of summative co-assessment? [your views]

 

Service Learning: Thinking Outside the Box.  Active Learning in Higher Education. Vol 11(1) 43–53

  • What is ‘Service-Learning’?
  • What are the benefits of ‘service-learning’?
  • What are the potential disadvantages of ‘service-learning’?
  • What is transformative change? 

Teaching autonomy ‘Reading groups’ and the development of autonomous learning practices.  Active Learning in Higher Education. Vol 6(3): 182–193

  • When you came to University, did you believe that all of the material you would need to pass your course would be provided by tutors in lectures, seminars and notes?
  • Do you possess the skill of autonomous learning?
  • What is a reading group?
  • What is a ‘culture of dependency’?
  • What is ‘strategic concealment’?  Is this a tactic you have employed in seminar classes?
  • What concerns do you have regarding the reading group requirements of this unit?  What measures could you put in place to alleviate these concerns?

Lecture 3  Portfolio Production 

Analysing student perceptions of transferable skills via undergraduate degree programmes.  Active Learning in Higher Education.  Vol 6(2): 132–144

  • What are the ‘key skills’ identified within the article?
  • What is meant by the notion that graduates need to be both specialists and generalists?
  • What do employers want from their employees?
  • What knowledge and skills have you acquired from your degree programme?
  • What knowledge / skills do you feel will be useful for your placement/work-based learning experience?
  • What knowledge/skills have you not yet developed which you feel would be useful for your placement/work based experience?
  • Which skills did the sports students within the study fail to identify?  What were the implications?

Integrating progress files into the academic process A review of case studies. Active Learning in Higher Education. Vol 9(1): 57–71

  • What is the ‘post-modern vision of the learning society’?
  • Is it more important to demonstrate ‘employability’ or to develop ‘autonomous learning’?  Explain.
  • What are the strengths and weaknesses of progress files?
  • What are key skills?  What skills do you possess already?
  • Are you able to evidence your skills? [Provide details]
  • Which approach to progress files do you prefer? Explain your answer

Lecture 4 Reflexive Practice:

Noteworthy matters for attention in reflective journal writing Active Learning in Higher Education. Vol. 15, 1: pp. 53-64

  • What is reflexive practice?
  • What are the consequences of journal writing?
  • What are the criticisms of reflexive practice?
  • What is ‘surface-level reflection’?
  • What should reflection entail?
  • What is the purpose of reflexive thinking?
  • What is the value of asking questions?
  • What is the difference between descriptive, comparative and critical reflection?

 

Encouraging students to reflect as part of the assessment process.  Student responses and tutor feedback.  Active Learning in Higher Education.  Vol 1 (1): 79-92

  • What is experiential learning?
  • What is perspective transformation?
  • What does reflection combine?
  • What are your strengths as a learner?
  • What are your weaknesses as a learner?
  • From where did you derive your opinion?
  • How well have you engaged with tutor feedback since starting your degree?
  • What do you expect from your tutor feedback?
  • What expectation do you think there is from tutors regarding student responses to assessment feedback?

 

Barriers to Reflective Practice: The Changing Nature of Higher Education Active Learning in Higher Education.  Vol. 4, 3: pp. 243-255.

  • What is the purpose of higher education?
  • What issues are currently affecting your ability to gain your qualification and to reach your potential?
  • How prepared are you currently for employment (e.g your ability to analyse, think critically, work independently, communication, teamworking, numeracy, IT, problem solving)? 

Collaborative and reflective professional development: A pilot. Active Learning in Higher Education. Vol. 7, 1: pp. 63-71.

  • What advice is given about ‘getting started’ when writing a reflexive account?
  • What concerns were raised in relation to how accounts may be viewed by others?
  • What is required in order that ‘growth’ may occur?
  • Reflect upon the following issues:

a)      Time and/or commitment management (think about home/University/work/volunteering/leisure etc)

b)      Work relationships

c)      Self-management

d)      Difficulties with written reflection

  • Having reflected upon these areas, is any action required/desirable? [Explain]
  • How do you feel about having your reflexive practice reviewed a) by your peers? B) by your tutor? 

 Learning about reflection from the student

Active Learning in Higher Education, Vol. 6, 3: pp. 207-217

  • What conditions are necessary to bolster reflection?
  • What is participatory action research?
  • What do you understand by reflexive practice?
  • Think about your chosen career destination.  What role might reflexive practice have within your chosen profession?  Can you think of any instances where this might be useful?
  • What are the potential (positive and negative) consequences of reflexive practice?

 Lecture 5 Professionalism: 

Can pay, should pay? Exploring employer and student perceptions of paid and unpaid placements. Active Learning in Higher Education. Vol. 16, 2: pp. 149-164.

  • What is the number one priority for graduate recruiting employers?
  • What are the positive outcomes for employers when they provide student placements?
  • What are the benefits of placements for students who complete them?
  • What disadvantages are experienced by students who have not undertaken placements?
  • What is the basis for the student union’s criticism of unpaid placements?
  • What issues were raised in relation to placement candidates’ preparedness?

 ‘It’s just like an extra string to your bow’: Exploring higher education students’ perceptions and experiences of extracurricular activity and employability. Active Learning in Higher Education. Vol. 14, 2: pp. 135-147.

  • What are extra curricular activities (ECAs)?
  • What kind of skills, qualities and dispositions, can be developed through non-academic, extracurricular activities (ECAs)?
  • What does life-wide learning mean?
  • Why are generic skills and attributes important upon graduation?
  • What aspects of reflexivity are viewed as important and why?
  • What ECAs are you currently involved in?
  • How frequently are you engaged in ECAs?
  • What career benefits can you envisage from your engagement in ECAs?
  • Do you have a role of responsibility within any ECAs?
  • What do you get out of your involvement in ECAs?
  • How strategically have you approached your involvement in ECAs?

 

Creative Interventions.  AN HEA NTFS FUNDED PROJECT REPORT

  • Examine Table 2 on page 26.  Are you able to satisfy the criteria to qualify for Life wide Learning Award?  Which capabilities do you need to develop to qualify?

 

 

Willis 2011 Creative Professionals for A World Of Complexity, Change and

Competition.  Practice and Evidence of Scholarship of Teaching and Learning in Higher Education Vol. 6, No. 2, ECE Conference 2011 - Special Issue December 2011, pp. 268-291

  • What are characteristics of the professional world for which graduates are currently preparing to join?
  • What leadership characteristics are valued by CEOs?
  • What are the key aspects of the CBI’s definition of professional competence?
  • What is life-wide learning?
  • What is liquid-learning?
  • Examine Figure 1 pg. 277.  Which competencies have you developed?  Which competencies would you like to develop?  Which competencies are you unlikely to develop (explain your answer).
  • Have you a) interacted with other cultures; b) organised an event?
  • What do you do to ‘look after yourself?’
  • How important is ‘broadening your horizon’ to employers?  What have you done to do this since commencing university?
  • What is ‘creativity’?

 Employability in higher education: what it is – what it is not. HEA

  • What is a multi-competent graduate?
  • What is employability?
  • What are symbolic analysts?
  • Complete the sentence: ‘Employability derives from the ways in which the student…..’ pg7.
  • What longstanding ‘grumbles’ have employers identified in relation to graduate employees?
  • Complete the sentence:  ‘Capable people have confidence in their ability to…’p14.

 

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