Short Courses and Workshops: Improving the

(Kogan Page) Explains how to ensure that students retain material taught in schools, as well as in short courses and workshops. Provides information on such key issues as course building, learner orientation, facilitating learning, and designing courses for impact. A resource and reference for teachers and administrators.

Jennifer Moon is Staff Development Officer at the University of Exeter.

Preface

v

Introduction

1

(12)

The process of building a course - aims, outcomes and their relationship to course impact

13

(17)

Introduction

13

(1)

Course development

14

(1)

Structuring factors that guide the development of a course

15

(2)

The differences between aims, learning outcomes and objectives

17

(1)

Aims

18

(1)

Learning outcomes

19

(5)

Learning outcomes and the impact of short courses

24

(1)

Assessment criteria and assessment

25

(2)

Some general points about course development

27

(3)

Learning from short courses: the context of learning

30

(26)

Introduction

30

(2)

Learning and instructing

32

(4)

The image of learning

36

(3)

The role of theories of learning

39

(2)

The subject matter of learning and knowing

41

(5)

The environment of learning

46

(4)

The social environment and learning

50

(2)

The context for learning on a short course

52

(4)

Learning from short courses: depth and meaning in learning

56

(24)

Introduction

56

(1)

Quality in learning and the reresentation of learning

57

(3)

Deep and surface approaches to learning

60

(5)

Meaning and the process of learning

65

(4)

A map of learning and the representation of learning

69

(2)

Stages of learning

71

(5)

Other patterns of learning

76

(2)

Implications of the map of learning and the representation of learning

78

(2)

Learning from short courses: the differences between learners

80

(16)

Introduction

80

(1)

The learner's orientation to a short course

81

(4)

Readiness and `preparedness' for learning

85

(4)

Learning behaviour

89

(4)

The quality of thought in short course learning

93

(3)

Instruction and the facilitation of learning: the context of instruction

96

(8)

Introduction

96

(1)

Relating learning and teaching

96

(2)

The conceptions of instruction

98

(6)

Instruction and the facilitation of learning: the facilitation of learning for impact

104

(20)

Introduction

104

(1)

Facilitation of learning for impact

105

(15)

Orchestrating learning across the whole course

120

(1)

Technical skills of instruction

121

(3)

Designing courses for impact

124

(10)

Introduction

124

(1)

Course design for impact

124

(2)

A framework to improve the impact of learning in short courses

126

(4)

Components of courses - an introduction

130

(4)

The components of a short course

134

(29)

Introduction

134

(1)

Course planning or administrative activities

134

(3)

Activities that involve actual instruction or the delivery of information

137

(1)

Activities that facilitate group functioning

138

(4)

Activities to support the learner in implementing change in practice

142

(1)

Provision of overviews of the course - introductory or summarizing activities

143

(3)

Activities to deepen or to enable integration of learning

146

(4)

Reflective activities

150

(4)

Activities to support individual learning or coping behaviours

154

(3)

Assessment activities to evaluate personal training

157

(3)

Course evaluation activities

160

(3)

Improving the impact of short courses: a summary of the main ideas

163

(13)

Introduction

163

(1)

Aims and learning outcomes (Chapter 1)

163

(2)

Learning on short courses (Chapters 2, 3, and 4)

165

(7)

Instruction in short courses (Chapters 5, 6)

172

(2)

Designing courses for impact (Chapter 7)

174

(1)

Components of courses (Chapter 8)

175

(1)

References

176

(7)

Index

183

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Short Courses and Workshops: Improving the Impact of Learning, Teaching and Professional Development

Summary

Author Biography

Table of Contents

Supplemental Materials