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

516 ❘
Index
and technology 50; visual arts
349; wide discipline bases 308
cycle of evaluation 208, 209
Davenport, Professor Elizabeth
443–4
Davies, Professor N 258, 259
Davies, Dr Russell 439–40
Day, K et al 160
De Montfort University 313–5
Dearing Report. see National
Committee of Inquiry into
Higher Education (NCIHE)
Deci, E L 28
decision-making 105
deconstruction of artefacts 354
deductive teaching/learning 328
deep approach to learning 10–1,
12, 29, 30, 31, 35, 42–3, 75, 99,
120, 135, 268, 349, 374, 396,
431. see also strategic
approach; surface approach
Delamont, S et al 167
demonstrations 80, 338
demonstrators 236
dentistry. see medicine and
dentistry
DfES/AULC 324
Di Napoli, Dr Roberto 476–7
diagnostic screening 120
diagnostic tests 14, 120
didactic teaching 64, 288
differentiated learning 229
digital technology 313
Dimmock, Val 454
DIPEx 459
disabilities 114, 126–8, 144,
418–9
Disability Discrimination Act
127, 414.
Disability Equality Partnership
128
Disabled Students Allowance
127, 128
discipline specificity 216
discipline-specific pedagogical
knowledge 19–20, 20, 215–6,
224. see also individual
disciplines; developing
pedagogical knowledge
223–4; dimensions associated
with 217, 219–22, 222; model
216–8, 219
discussion boards 87, 93
disjuncture 454
disruptive behaviour 58, 67–9
dissertations. see projects and
dissertations
distance learning 9, 90
divergent learning style 19
doctoral qualifications obtained
169, 170
doctoral students. see research
students, supervision of
Donaldson, Sir Liam 427
Dow, K L 198
DrupalEd 87
Duff, A 30
Dunphy, J 107
Dunthorne, S 257
Durham, University of 175–7,
289–91
Dweck, C S 28
dyscalculia 418–9
dyslexia 126, 128, 357–8, 418–9
Eachus, P 30, 34
East Anglia, University of 168,
168, 175
eating disorders 128
Ecclestone, K 145
economics 405–6, 421; assessment
415–7; context 406–7; and
disabilities 418–9; games and
simulations 414; and IT 408,
409–11, 414–5; lectures 407–11;
and mathematics 405, 417–8;
motivation 406, 411–2;
problem-based learning (PBL)
412–4; QAA Subject
Benchmarking statements 406,
415; small group teaching
411–4; student engagement
409–11; student numbers 406;
teaching assistants 419–21;
teaching methods 407–15;
transferable skills 415–6;
visual presentations 408–9
Economics Network 407
ECTS 266
Edinburgh, University of 205–6,
230–1
e-learning 75, 85, 97, 260. see also
information technology (IT);
activities 88, 89–90, 91; and
assessment 91, 93; class sizes
90; computing science 287,
297–8; context 85; and
curriculum design 54–6;
definitions 86; and distance
learning 90; in engineering
270–2; free resources 95–6;
group projects 90; learning
design 91–3; nursing and
midwifery 461; pedagogy and
54; platforms 86–8; Power
Point presentations 89; in
practice 88–93; problem-based
learning (PBL) 90; reusable
learning objects (RLOs) 95;
seminars 89; skills teaching
123–4; and social software
94–5; software 87;
student–teacher
communication 56; teacher’s
role 93–4; value 91; virtual
seminars 317
E-Learning Strategy 86
Elliott, Dr Caroline 410–1
Elliott, E S 28
e-moderators 93
employability 3, 19–20, 99–100,
110–1; and assessment 108,
394; business education 383,
385, 394; data on 102;
definitions 100–1; discipline
relevance 102, 102–3;
engineering 265–6;
experimental sciences 238–9;
and extracurricular activities
109; graduate skills and
attributes 102–3, 103–6, 110;
ownership of 101–2; and PBL
158; research students 182–3;
and teaching 109–10; teaching
and learning opportunities
107–8; visual arts 355;
vocabulary 104–6; work
placements and experience
108–9
Employability Profiles 102–3, 103,
109–10
employer involvement 227
Engeström, Y 21
engineering 279; accreditation
264; additional support 278–9;
admission requirements 265;
assessment 271–2, 275, 277–8;
context 264–6; curriculum
design and development
265–6, 266–75; e-learning
270–2; employability 265–6;
enquiry-based learning 268–9;
foundation degrees 265;
group projects 138–41, 140,
278; learning outcomes 264,
275–7; learning spaces 272–3;
lectures 59, 61, 266–7; and