Learning, Teaching and Development: Strategies for Action
Editat de Lyn Ashmore, Denise Robinsonen Limba Engleză Paperback – 17 noi 2014
Each chapter also contains discussion questions, learning activities and reflective points, allowing you to further engage with key research and relate it to your own teaching.
Offering pragmatic advice on learning design, support and delivery, coverage includes:
- Identifying learning needs and objectives
- Selecting and developing appropriate content
- Using technology to enhance learning
- Assessment, evaluation and reflection
Lyn Ashmore is a Senior Lecturer in the School of Education and Professional Development and Denise Robinson is Director of the Post Compulsory Education & Training Consortium, both are based at the University of Huddersfield.
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Specificații
ISBN-13: 9781446282120
ISBN-10: 1446282120
Pagini: 288
Dimensiuni: 170 x 242 x 15 mm
Greutate: 0.49 kg
Ediția:1
Editura: SAGE Publications
Colecția Sage Publications Ltd
Locul publicării:London, United Kingdom
ISBN-10: 1446282120
Pagini: 288
Dimensiuni: 170 x 242 x 15 mm
Greutate: 0.49 kg
Ediția:1
Editura: SAGE Publications
Colecția Sage Publications Ltd
Locul publicării:London, United Kingdom
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Recenzii
'This book provides a current, engaging, well-researched and comprehensive overview of key practices and principles in the FE sector. Written by professionals for professionals it includes many ideas, case studies, activities, and examples of best practice. It makes a fresh contribution to the field which will be extremely valuable for new and experienced teachers alike.'
This is an accessible and useful addition to the literature to support practitioners in further education, skills and organizational learning contexts. The combination of historical critique, theoretical discussion and the use of case studies as reflective prompts offers the reader the opportunity to’ dip in’ to subjects or to consider issues in depth. The technology chapter is thoughtful and supportive and is a good starting point for practitioners wishing to explore technology enhanced learning.
I feel that this book not only fulfils the brief of bringing together concepts, theories and contexts, it provides an invaluable handbook for new and experienced practitioners and also delivers new material adding to the body of knowledge in this field... As such I would recommend it to anyone embarking on a development pathway in the post-compulsory sector.
1. I found the structure very accessible, providing a clear and progressive introduction to the chapters which follow. An excellent companion guide to for exploring change as a 'context' in learning and development, moving easily between the individual and organisational levels and effectively describing the elasticity of the threads which pass between them.
2. Establishing the culture and nature of change and responses to that change the work delivers a well-supported analysis of the creation of structures within the sector as recognisable responses to policy frameworks.
3. The book sets out to offer 'real solutions to problems in [your] teaching and training practice' and achieves this from the first pages, achieving its aim to be 'practical and dynamic' in the way that this kind of book, at its best, is capable of producing through the live interactions of those of us who will use it with successive cohorts of trainee trainers, educators and developers.
4. The book achieves an optimum balance between socio-historical exploration of policy and strategy and the individual practical guide for the individual reflective practitioner. As such it broadens both its appeal and application.
5. From the first few pages the book explores some of the truly current, live concepts in education establishments, such as 'talent management' as an organisational development priority for establishments struggling to survive external change and those policy triggers which challenge structure and strategy.
6. Likewise the clear line of sight to 'flex' as means to ensure continued employability.
7. The book is highly effective in summarising key milestones of policy and theory as they have contributed to shaping the current operating contexts and with and easy transition which is not jarring, it introduces forward looking applications such as the use of metaphor and reflection.
8. The section on assessment offers a fresher look at some of the tenets of developmental assessment practice and draws some affirming links between facilitation and leadership, rounding off the link between change, challenge, learning and growth as both a response to change and change itself.
9. I feel that this book not only fulfils the brief of bringing together concepts, theories and contexts, it provides an invaluable handbook for new and experienced practitioners and also delivers new material adding to the body of knowledge in this field.
10. The book delivers on all three levels - and as such I would recommend it to anyone embarking on a development pathway in the post-compulsory sector.
This is an accessible and useful addition to the literature to support practitioners in further education, skills and organizational learning contexts. The combination of historical critique, theoretical discussion and the use of case studies as reflective prompts offers the reader the opportunity to’ dip in’ to subjects or to consider issues in depth. The technology chapter is thoughtful and supportive and is a good starting point for practitioners wishing to explore technology enhanced learning.
I feel that this book not only fulfils the brief of bringing together concepts, theories and contexts, it provides an invaluable handbook for new and experienced practitioners and also delivers new material adding to the body of knowledge in this field... As such I would recommend it to anyone embarking on a development pathway in the post-compulsory sector.
1. I found the structure very accessible, providing a clear and progressive introduction to the chapters which follow. An excellent companion guide to for exploring change as a 'context' in learning and development, moving easily between the individual and organisational levels and effectively describing the elasticity of the threads which pass between them.
2. Establishing the culture and nature of change and responses to that change the work delivers a well-supported analysis of the creation of structures within the sector as recognisable responses to policy frameworks.
3. The book sets out to offer 'real solutions to problems in [your] teaching and training practice' and achieves this from the first pages, achieving its aim to be 'practical and dynamic' in the way that this kind of book, at its best, is capable of producing through the live interactions of those of us who will use it with successive cohorts of trainee trainers, educators and developers.
4. The book achieves an optimum balance between socio-historical exploration of policy and strategy and the individual practical guide for the individual reflective practitioner. As such it broadens both its appeal and application.
5. From the first few pages the book explores some of the truly current, live concepts in education establishments, such as 'talent management' as an organisational development priority for establishments struggling to survive external change and those policy triggers which challenge structure and strategy.
6. Likewise the clear line of sight to 'flex' as means to ensure continued employability.
7. The book is highly effective in summarising key milestones of policy and theory as they have contributed to shaping the current operating contexts and with and easy transition which is not jarring, it introduces forward looking applications such as the use of metaphor and reflection.
8. The section on assessment offers a fresher look at some of the tenets of developmental assessment practice and draws some affirming links between facilitation and leadership, rounding off the link between change, challenge, learning and growth as both a response to change and change itself.
9. I feel that this book not only fulfils the brief of bringing together concepts, theories and contexts, it provides an invaluable handbook for new and experienced practitioners and also delivers new material adding to the body of knowledge in this field.
10. The book delivers on all three levels - and as such I would recommend it to anyone embarking on a development pathway in the post-compulsory sector.
Cuprins
Introduction - Lyn Ashmore & Denise Robinson
Identifying Learning needs - Ian Rushton & Martyn Walker
Specifying learning objectives - Nena Skrbic & Jane Burrows
Selecting appropriate and relevant content - Ian Rushton & Anne Temple Clothier
Using Metaphors in teaching, training and learning - Mohammed Karolia
Designing learning delivery - Louise Mycroft & Jane Weatherby
Preparation and delivery of learning - Wayne Bailey & Mohammed Karolia
Evaluating and assessing learning - Glenys Richardson & Alison Iredale
Using technology to enhance learning - Cheryl Reynolds & Shailesh Appukuttan
Reflective practice and CPD - Kevin Orr, Jane Wormald & Kate Lavender
Workforce development and policy issues - Denise Robinson & Lyn Ashmore
Identifying Learning needs - Ian Rushton & Martyn Walker
Specifying learning objectives - Nena Skrbic & Jane Burrows
Selecting appropriate and relevant content - Ian Rushton & Anne Temple Clothier
Using Metaphors in teaching, training and learning - Mohammed Karolia
Designing learning delivery - Louise Mycroft & Jane Weatherby
Preparation and delivery of learning - Wayne Bailey & Mohammed Karolia
Evaluating and assessing learning - Glenys Richardson & Alison Iredale
Using technology to enhance learning - Cheryl Reynolds & Shailesh Appukuttan
Reflective practice and CPD - Kevin Orr, Jane Wormald & Kate Lavender
Workforce development and policy issues - Denise Robinson & Lyn Ashmore
Descriere
A best-practice guide to teaching in the further education and skills sector, and in professional organizational learning contexts, this volume examines the key concepts underpinning effective teaching and learning.