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

Index
❘
519
Lancaster University
Management School 410–1
Land, R 13–4
Language Ladder 326
language support 117
languages 323, 342; affective
factors 333; audio-visual/
audio-lingual methodology
329; autonomous learning
331–4; challenges 341;
collaboration 339;
communicative approach 326,
329–31; comparison 338–9;
course organisation 333–4;
deductive learning 328;
demonstrations 338; feedback
336, 338; foreign language
assistants 324; grammar 329,
330, 336, 340; grammartranslation
329; immersion
learning 327–8; inductive
learning 328; and IT 334–6,
341; IWLP/UWLP 324; key
skills 337; learning strategies
332; learning styles 332–3;
lectures 340; mixed skills
teaching/testing 326;
National Curriculum 326;
non-language components
324; second language
acquisition 327–8; skills 331;
speaking and listening 340–1;
student context 324–6, 339–40;
student numbers 324; target
language 324, 330; teaching
developments 323–4;
translation 336–41; websites
335
late arrivals 67, 68
Lausanne, University of 217–8,
223
Lave, J 21
Law National Admissions Test
366
Lawn, Professor Chris 138–41
Lawson, D et al 252
leadership 398–9
league tables 100, 102
Leape, Dr Jonathan 416
LearnHigher Centre for
Excellence 114–5
learning 8–9. see also deep
approach; strategic approach;
surface approach; action 19,
450; active 58, 62, 356–7;
approaches to 10–2, 20–1,
29–30, 31, 42–3, 135, 268,
349–50, 374, 461; and
assessment 9, 24; autonomous
331–4; beginning 59–60;
blended 86; collaborative 78,
339; communicative approach
326, 329–31; conceptual
change/student focused 135;
and constructive alignment
136, 348; constructivist
theories 9–10, 15, 21; and
curriculum design 40;
deductive 328; diagnosing 20;
differentiated 229; and
disciplinary knowledge 19–20,
20; e-learning design 91–3;
and employability 107–8;
enquiry-based 268–9, 451;
environment 23;
environmental influences on
77–8; experiential 14, 15–8,
355, 433, 452–3; and feedback
424; flexible 461; immersion
327–8; independent 268;
inductive 328; information
transmission/teacher focused
135; levels of understanding
13; mathematical modelling
257; mobile 296–7; objectives
43; opportunities 22; peer 348;
problem-based 79, 94, 268,
268–9, 367–71, 412–4, 427–32,
430, 451; project-based 268;
and projects and dissertations
153, 154; qualitative changes
in 13; quantitative changes in
13; and reflection 16–8, 19, 20,
22; research-based 371–3;
responsibility for 21–2; rote
11; scaffolding 21; selfdirected
14, 433, 450, 455;
situated 21; in small groups
74–5; statistics and 258–9;
student autonomy 14; student
centred 114, 154; student
focused approach 11; styles
18–9, 19, 20–1; taxonomies 13;
teacher centred 114; and
teaching 8, 21–4, 301–2, 310–7;
technological aids 23; theories
of 9–10, 11, 14–5, 21; theory
into practice 22–4; threshold
concepts 13–4, 24; in the visual
arts 348–50; work-based
274–5, 287, 348, 359–60, 450
learning activity design 54
Learning and Teaching
Committees 485
Learning and Teaching Strategy
191
learning contracts 40, 76, 158
learning development 114, 114–5,
116; academic literacy 125–6;
cognitive and analytical skills
123–4; the curriculum and
122; diagnostic screening 120;
and disabilities 126–8; English
language support 126;
feedback 121; information
technology (IT) 125; learning
difficulties 126; library/
resource centres 124–5; online
course handbooks 119–20;
peer support 121; personal
development plans (PDP)
120–1; pre-entry guidance and
support 116–7; role of teachers
122; student induction 117–9,
129–30; study skills and
academic integrity 119;
subject specific skills 122–3
learning development services
115
learning difficulties 126, 357–8
learning goals 28
learning needs 114–6
learning opportunities 187
learning outcomes (Intended
learning outcomes ILOs) 23;
affective 42; and assessment
135, 144; assessment criteria
46; business education 386,
392, 393; cognitive 42;
cognitive abilities and 44–6;
and curriculum design 41–6,
48–9, 55; defining 42–6;
engineering 264, 275–7; and
lecturing 60, 63; level 43–4;
medicine and dentistry 434,
436; nursing and midwifery
453; small group teaching 75;
SOLO taxonomy of levels of
understanding 13; and
teaching 49; transparency 40;
unpredictability of 321; in the
visual arts 348
learning resources 115, 116
learning styles 18–9, 19, 20–1, 75,
332–3
learning support 113–4, 118, 130.
see also learning development;
ethos 116; and learning needs