Learning, Teaching and Assessing in Higher

This is an up-to-date guide to teaching and learning in higher education, addressing issues raised by the newly developed UK Professional Standards Framework. The book will encourage the development of thoughtful, reflective teaching practitioners in higher education, and will be useful for the review of existing courses. The authors and editors acknowledge the distinctive nature of teaching in higher education, explore a variety of creative and innovatory approaches, and promote reflective, inquiry-based, and evaluatory approaches to teaching. The book will support the professional development of staff involved in teaching, supporting, and assessing students.

Introduction
Learning about learning or learning to learn (L2L)
Supporting studentsâÇÖ critical reflection on practice
Problem-based learning in higher education
Action learning and inquiry methods on postgraduate course for professional practitioners
Who do they think they are? StudentsâÇÖ perception of themselves as learners
Moving from dependence to independence: the application of e-learning in higher education
Beyond e-learning: can intelligent agents really support learners
Using assessment to promote quality learning in higher education
Formative assessment of the practice-based element of degree work
Building on vocational competence: achieving a better qualified workforce by degrees: a discussion of what makes the foundation degree different
Combining service learning and social enterprise in higher education to achieve academic learning, business skills development, citizenship education and volunteerism
Supporting students with disabilities in higher education
The development of reflective practice in higher education: a theoretical perspective
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Learning, Teaching and Assessing in Higher Education

Summary

Table of Contents

Supplemental Materials