A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

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E-learning – an introduction ❘ 97 OVERVIEW This chapter has looked at how changes in technology outside formal education open up new challenges and opportunities for us in our roles in higher education. Consideration has been given to various tools and technologies. Barriers to successful e-learning and some examples of possible e-learning activities have been presented, with the caveat that the key to making sure that e-learning will occur successfully is to consider the educational purpose first and the technology second. E-learning tools and fashions date quickly. Back at around the turn of the century, large projects were in progress to revolutionise education through electronic media. Grand claims were made, and much money spent, for example on the UK e-University project. There was also something of a gold rush to repurpose learning materials and launch large-scale, content-led, broadly self-study distance-learning programmes. Today, the focus is returning to what makes good teaching, and thus encourages successful learning, whatever media are being used. In an era of widespread, free access to high-quality materials, a successful course – distance or blended – has to be about much more than high-quality electronic content. Rather, it will be distinguished by the quality and success of the interactions within it: how students work alone and with each other to make pertinent, visible contributions and progress; how the teacher moderates conversations, chooses appropriate uses of technology for key activities; how e-assessment elements keep the students learning and engaged in discourse; and how well the subject expert/s, be they lecturers, teaching assistants or professors, use the media and tools available to instruct, guide, interest and inspire their students. Thus these tools, used appropriately, give one the opportunity for: • synchronous and asynchronous interaction and communication (student–student and student–teacher); • the sharing and generation of tutor-made and student-made materials; • a richness of media involving sound, image, 3D simulation, video, flat text and graphical representations; • a flexible way to embed formative and summative assessments into a course; • a set of tools and techniques for teaching students on campus or anywhere where there is an internet connection. Far from being automated learning or purely self-directed learning, it is clear that where effective e-learning takes place, it does so with the guidance and presence of a successful and thoughtful practitioner. That is, the role of the teacher in e-learning is just as important to student learning as it is in the seminar room or lecture hall. REFERENCES Beetham, H and Sharpe, R (eds) (2007) Rethinking Pedagogy for a Digital Age: Designing and Delivering E-learning. Oxford: Routledge.
98 ❘ Teaching, supervising, learning Fowler, C and Mayes, T (2004) Mapping Theory to Practice and Practice to Tool Functionality Based on the Practitioners’ Perspective. Available online at http://www.jisc.ac.uk/uploaded_ documents/Stage%202%20Mapping%20(Version%201).pdf (last accessed 30 September 2007). Gibbs, G (1999), ‘Using assessment strategically to change the way students learn’, in S Brown and A Glasner (eds) Assessment Matters in Higher Education. Buckingham: Society for Research into Higher Education and Open University Press. HEFCE (2005) HEFCE Strategy for E-Learning 2005/12. Bristol: Higher Education Funding Council for England (HEFCE). Available online at http://www.hefce.ac.uk/pubs/ hefce/2005/05_12/ (last accessed 30 September 2007). Mayes, T and de Freitas, S (2004) Review of E-learning Theories, Frameworks and Models. Available at http://www.elearning.ac.uk/resources/modelsdeskreview/view (last accessed 30 September 2007). Salmon, G (2000) E-moderating: The Key to Teaching and Learning Online. London: Kogan Page. Salmon, G (2002) E-tivities: The Key to Active Online Learning. London: Kogan Page. Turkle, C (1995) Life on the Screen: Identity in the Age of the Internet. New York: Simon & Schuster. Vygotsky, L (1978) Mind in Society. London: Harvard University Press. Warburton, N (2007) Philosophy: The Classics: An Introduction to Some of The Great Philosophy Books Read by the Author Nigel Warburton. Available online at http://www.philclassics. libsyn.com/ (last accessed 30 September 2007). SUGGESTIONS FOR FURTHER READING Beetham, H and Sharpe, R (eds) (2007) See above. HEFCE (2004) Effective Practice with E-Learning – A Good Practice Guide in Designing for Learning. Available online at http://www.jisc.ac.uk/media/documents/publications/effective practiceelearning.pdf (last accessed 30th September 2007). JISC (2003–2007) E-Pedagogy Programme (website with various publications). Available online at http://www.jisc.ac.uk/elearning_pedagogy.html (last accessed 30 September 2007). Salmon, G (2002) See above.
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A Handbook for Teaching and Learnin
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First edition published 1999 Second
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vi ❘ Contents 8 Teaching and lear
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Illustrations FIGURES 2.1 The Kolb
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Contributors THE EDITORS Heather Fr
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xii ❘ Contributors David Gosling
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xiv ❘ Contributors Tina Overton i
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xvi ❘ Contributors Chris Lawn, Qu
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Foreword It is a pleasure to write
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1 A user’s guide Heather Fry, Ste
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A user’s guide ❘ 5 The book has
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A user’s guide ❘ 7 IN CONCLUSIO
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Understanding student learning ❘
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3 Encouraging student motivation Sh
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Encouraging student motivation ❘
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Curriculum design and development
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Assessing student learning ❘ 147
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Assessing student learning ❘ 149
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Supervising projects and dissertati
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Supervising research students ❘ 1
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Quality, standards and enhancement
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Evaluating courses and teaching ❘
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15 Teaching in the disciplines Deni
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Teaching in the disciplines ❘ 217
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Experimental sciences ❘ 227 under
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Experimental sciences ❘ 229 for E
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Experimental sciences ❘ 231 • T
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Experimental sciences ❘ 233 ensur
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Experimental sciences ❘ 235 • m
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Experimental sciences ❘ 237 Anoth
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Experimental sciences ❘ 239 • D
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Experimental sciences ❘ 241 • s
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Experimental sciences ❘ 243 withi
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Experimental sciences ❘ 245 Quali
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Mathematics and statistics ❘ 247
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Engineering ❘ 265 Interrogating p
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Engineering ❘ 267 Case study 1: 2
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Engineering ❘ 269 The curriculum
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Engineering ❘ 271 assessments (qu
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Engineering ❘ 273 Case study 4: N
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Engineering ❘ 275 in a handbook,
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Engineering ❘ 277 2007c). Make su
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Engineering ❘ 279 All subject cen
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Engineering ❘ 281 Unistats (2007)
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Computing science ❘ 283 satellite
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Computing science ❘ 285 skill is
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Computing science ❘ 287 that they
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Computing science ❘ 289 Group wor
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Computing science ❘ 291 Controlli
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Computing science ❘ 293 Interroga
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Computing science ❘ 295 moderates
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Computing science ❘ 297 student b
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Computing science ❘ 299 ‘commun
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Arts, humanities and social science
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21 Key aspects of teaching and lear
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Languages ❘ 325 weaknesses. A cle
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Languages ❘ 327 INSIGHTS FROM WOR
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Languages ❘ 329 TOWARDS A COMMUNI
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Languages ❘ 331 and put them to u
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Languages ❘ 333 for different pur
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Languages ❘ 335 • Voting system
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Languages ❘ 337 prove whether tra
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Languages ❘ 339 carries much pote
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Languages ❘ 341 pronunciation, vo
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Languages ❘ 343 Coleman, J and Kl
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The visual arts ❘ 347 support stu
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The visual arts ❘ 349 submitted i
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The visual arts ❘ 351 With some p
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The visual arts ❘ 353 CASPAR coul
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The visual arts ❘ 355 of an artis
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The visual arts ❘ 357 All these t
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The visual arts ❘ 359 LOCATIONS F
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The visual arts ❘ 361 tacit knowl
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Enhancing learning in legal educati
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Accounting, business and management
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Economics ❘ 407 teaching material
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Economics ❘ 409 The other area wh
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Economics ❘ 411 software then mar
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Economics ❘ 413 of knowledge and
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Economics ❘ 415 Technology, this
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Economics ❘ 417 Interrogating pra
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Economics ❘ 419 ways of making th
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Economics ❘ 421 to contribute to
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Economics ❘ 423 International Rev
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Medicine and dentistry ❘ 425 •
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Medicine and dentistry ❘ 427 prac
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Medicine and dentistry ❘ 429 demo
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Medicine and dentistry ❘ 431 •
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Medicine and dentistry ❘ 433 The
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Medicine and dentistry ❘ 435 Inte
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Medicine and dentistry ❘ 437 (Kne
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Medicine and dentistry ❘ 439 We h
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Medicine and dentistry ❘ 441 In t
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Medicine and dentistry ❘ 443 of t
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Medicine and dentistry ❘ 445 The
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Medicine and dentistry ❘ 447 Neuf
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Nursing and midwifery ❘ 451 and l
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Nursing and midwifery ❘ 453 Super
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Nursing and midwifery ❘ 455 The a
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Nursing and midwifery ❘ 457 the a
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Nursing and midwifery ❘ 459 will
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Nursing and midwifery ❘ 461 nursi
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Nursing and midwifery ❘ 463 role
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Nursing and midwifery ❘ 465 Briti
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Part 3 Enhancing personal practice
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470 ❘ Enhancing personal practice
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Glossary This glossary provides two
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Glossary ❘ 501 spoon-fed. May als
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Glossary ❘ 503 can be paper-based
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Glossary ❘ 505 iGoogle A personal
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Glossary ❘ 507 MSN Messenger Atoo
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Glossary ❘ 509 Programme specific
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Glossary ❘ 511 Strategic approach
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Index Locators in bold refer to fig
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Index ❘ 515 routes 486-90, 495-6;
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Index ❘ 517 mathematics 266, 267;
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Index ❘ 519 Lancaster University
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Index ❘ 521 objective structured
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Index ❘ 523 Queen Mary, Universit
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Index ❘ 525 UK Professional Stand
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