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Teaching and Learning on Foundation Degrees: A Guide for Tutors and Support Staff in Further and Higher Education

Editat de Dr Claire Taylor
en Limba Engleză Paperback – 15 feb 2012
What is a Foundation Degree? What are the needs of Foundation Degree students? How should course design and delivery be shaped?

This text is a complete guide for academic tutors and support staff involved in teaching on Foundation Degrees. The contributors explore the specific and diverse needs of Foundation Degree students, a unique client-group in Further Education (FE) / Higher Education (HE) who have differing academic qualifications and work-based experiences. They address aspects of course design and delivery including teaching techniques, e-learning and assessment. Drawing together theory and practice, this text will provide clear practical models for how to successfully deliver Foundation Degrees through the use of exemplar materials, case studies, reflection points and the learner voice.
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Specificații

ISBN-13: 9781441196149
ISBN-10: 1441196145
Pagini: 176
Dimensiuni: 168 x 244 x 13 mm
Greutate: 0.32 kg
Ediția:New.
Editura: Bloomsbury Publishing
Colecția Continuum
Locul publicării:London, United Kingdom

Caracteristici

Addresses the needs of a unique client-group and the impact on teaching and learning requirements.

Notă biografică

Claire Taylor is Dean of Students and Academic Engagement at Bishop Grosseteste University College Lincoln, UK

Cuprins

1. What is a Foundation Degree? Claire Taylor \ 2. Work-Based Learning Claire Taylor \ 3. Issues for Learners Hazel Kent and Jane Sharp \ 4. Course Design Angela House and Claire Taylor \ 5. Teaching Strategies Sacha Mason \ 6. e-Learning David Barber \ 7. Assessment Alison Riley \ 8. Looking to the Future Claire Taylor \ Index

Recenzii

'This book provides a comprehensive overview of learning and teaching on Foundation Degrees. It provides a valuable resource for teaching staff both experienced and new to this area of provision in Higher Education and will invite useful review and reflection on their programmes.' Nadia Edmond, Assistant Head of the School of Education (Learning and Teaching and Continuing Professional Development), University of Brighton, UK