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Learning, Teaching and Development: Strategies for Action [Pehme köide]

3.00/5 (2 hinnangut Goodreads-ist)
Edited by , Edited by (Huddersfield University, UK)
  • Formaat: Paperback / softback, 288 pages, kõrgus x laius: 242x170 mm, kaal: 500 g
  • Ilmumisaeg: 18-Nov-2014
  • Kirjastus: Sage Publications Ltd
  • ISBN-10: 1446282120
  • ISBN-13: 9781446282120
Teised raamatud teemal:
Learning, Teaching and Development: Strategies for ActionSuurem pilt
  • Formaat: Paperback / softback, 288 pages, kõrgus x laius: 242x170 mm, kaal: 500 g
  • Ilmumisaeg: 18-Nov-2014
  • Kirjastus: Sage Publications Ltd
  • ISBN-10: 1446282120
  • ISBN-13: 9781446282120
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781446282120.html
Märksõnad:

This best practice guide to teaching in the further education and skills sector, and professional organisational learning contexts, examines the key concepts underpinning effective teaching and learning and combines this with case studies which demonstrate meaningful connections between theory and practice.

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

This is an indispensible resource for anyone preparing to teach in Further Education, current Higher Education lecturers and work-based learning trainers in private and public-sector organisations.

Lyn Ashmore is a Senior Lecturer in the School of Education and Professional Development andDenise Robinson is Director of the Post Compulsory Education & Training Consortium, both are based at the University of Huddersfield.



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.

Arvustused

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. -- Jim Crawley 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. -- Julie Hughes 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. -- Julia Billaney 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. -- Julia Billaney

About the Editors x
About the Contributors xii
Acknowledgements xvii
1 Introduction 1(19)
Lyn Ashmore
Denise Robinson
Learning outcomes
1(1)
1.1 Introduction
2(2)
1.2 Equality and diversity
4(1)
1.3 The intended audience for this book
5(1)
1.4 What's new about this book and why is it needed?
5(1)
1.5 Current state of learning and development and why it needs to change
6(1)
1.6 The benefits of change: the 'what's in it for me?' (WIIFM) factor for learners
7(3)
1.7 Latest developments in learning and development practice
10(3)
1.8 Future vision for learning and development
13(1)
1.9 Summary of the book's contents
14(3)
References
17(3)
2 Identifying Learning Needs 20(19)
Ian Rushton
Martyn Walker
Learning outcomes
20(1)
Chapter outline
20(1)
2.1 Underpinning theory
21(2)
2.2 Key principles of learner-centred learning (LCL)
23(2)
2.3 Identifying the needs of your audience including differentiation of learning
25(4)
2.4 A comment on differentiation
29(1)
2.5 Know your audience: all learning and development has to start with the learner
29(1)
2.6 Getting the right information
30(1)
2.7 Assessing current performance
31(1)
2.8 Specifying the learning gap
31(1)
2.9 Summary, case studies, discussion questions and learning activities
32(4)
References
36(3)
3 Specifying Learning Objectives 39(31)
Nena Skrbic
Jane Burrows
Learning outcomes
39(1)
Chapter outline
39(1)
3.1 Underpinning theory
40(4)
3.2 Aligning learning objectives to courses, business, departmental and team strategies
44(5)
3.3 Creating SMART learning objectives
49(3)
3.4 Domains of learning and learning objectives
52(9)
3.5 Learning objectives and differentiation
61(1)
3.6 Testing achievement of learning objectives
62(2)
3.7 Summary, case studies, discussion questions and learning activities
64(3)
References
67(3)
4 Selecting Appropriate and Relevant Content 70(29)
Ian Rushton
Anne Temple Clothier
Learning outcomes
70(1)
Chapter outline
70(1)
4.1 Underpinning theory
71(2)
4.2 Meeting your learning objectives with relevant content
73(5)
4.3 Researching material and content
78(4)
4.4 Returning to the skills gap
82(4)
4.5 Selecting the best learning methods
86(1)
4.6 Summary, case studies, discussion questions and learning activities
87(9)
References
96(3)
5 Using Metaphors in Teaching, Training and Learning 99(18)
Mohammed Karolia
Learning outcomes
99(1)
Chapter outline
99(1)
5.1 Underpinning theory
100(2)
5.2 Differences between similes, metaphors and stories
102(4)
5.3 Key considerations in selecting metaphors
106(4)
5.4 Evaluate the relevance of metaphors in relation to learners and learning objectives
110(1)
5.5 Worked example of the use of metaphors in teaching and training
110(3)
5.6 Summary, case study, discussion questions and learning activities
113(3)
References
116(1)
6 Designing Learning Delivery 117(23)
Louise Mycroft
Jane Weatherby
Learning outcomes
117(1)
Chapter outline
117(1)
6.1 Underpinning theory
118(1)
6.2 Assumptions about learning delivery
118(1)
6.3 Barriers to learning
119(1)
6.4 Learner motivation
120(2)
6.5 Subject specialist knowledge
122(1)
6.6 Why planning is important
122(2)
6.7 Planning for differentiated learning
124(4)
6.8 Learning styles
128(3)
6.9 Teaching and training delivery
131(1)
6.10 Learning activities
132(2)
6.11 Summary, case study, discussion questions and learning activities
134(3)
References
137(3)
7 Preparation and Delivery of Learning 140(25)
Wayne Bailey
Mohammed Karolia
Learning outcomes
140(1)
Chapter outline
140(1)
7.1 Using planning to aid delivery
141(1)
7.2 Choosing appropriate teaching and training strategies
142(1)
7.3 Using resources
143(1)
7.4 Evaluation
144(1)
7.5 Delivering learning considerations
145(7)
7.6 Preparing the audience
152(1)
7.7 Delivering the learning: a working example
152(10)
7.8 Summary, case study, discussion questions and learning activities
162(1)
References
163(2)
8 Evaluating and Assessing Learning 165(21)
Glenys Richardson
Alison Iredale
Learning outcomes
165(1)
Chapter outline
165(1)
8.1 Underpinning theory
166(1)
8.2 Principles of assessment
166(2)
8.3 Assessing the learning
168(1)
8.4 Evaluating the learning session
169(6)
8.5 Improving your session
175(4)
8.6 Assessor and quality assurance qualifications
179(1)
8.7 Summary, case study, discussion questions and learning activities
179(5)
References
184(2)
9 Using Technology to Enhance Learning 186(27)
Cheryl Reynolds
Shailesh Appukuttan
Learning outcomes
186(1)
Chapter outline
186(1)
9.1 Underpinning theory
187(3)
9.2 Practical applications of technology for learning
190(15)
9.3 Summary, case studies, discussion questions and learning activities
205(6)
References
211(2)
10 Reflective Practice and CPD 213(25)
Kevin Orr
Jane Wormald
Kate Lavender
Learning outcomes
213(1)
Chapter outline
213(1)
10.1 Underpinning theory
214(1)
10.2 Developing CPD: theory and practice
214(7)
10.3 Reflective learning: theory and practice
221(5)
10.4 Embedding learning
226(7)
10.5 Summary, case studies, discussion questions and learning activities
233(3)
References
236(2)
11 Workforce Development and Policy Issues 238(22)
Denise Robinson
Lyn Ashmore
Learning outcomes
238(1)
Chapter outline
238(1)
11.1 Identifying professionalism in the sector
239(6)
11.2 Key stakeholders in the learning and skills sector involved in shaping the learning process
245(2)
11.3 The future of learning and development in the sector
247(5)
11.4 Summary and discussion questions
252(1)
References
253(5)
Further Reading
258(2)
Index 260
Dr Lyn Ashmore is a Senior Lecturer and teacher educator at the University of Huddersfield and is course leader for the MA in Learning and Development Management.   She has a broad range of experience in human resources and learning and development and has provided consultancy services in staff development and facilitated integration of cultural understanding and improved performance in a number of organisations.  Lyn has worked extensively to develop and promote learning and development for socially excluded communities, focusing on empowerment and access in both an educational and employment context.   She has a great passion for equality of opportunities and access to higher education and widening participation and strives to enable students from disadvantaged communities to become confident in challenging and confronting some of the myths that surround high education.  Lyn has co-authored a book on The reflective practitioner in professional education and has also co-written a chapter in J. Avis, R. Fisher and R. Thompson, Teaching in Lifelong Learning: a guide to theory and practice.  Her research interests are learning and development, reflective practice, personal and professional development, strategies for developing staff within organizations and methods for evaluating learning strategies.  She is a Fellow of the Higher Education Academy and a Fellow of the Institute of Leadership and Management.

Dr Denise Robinson is the Director of the Post Compulsory Education and Training Consortium FE teacher education partnership and Huddersfield University Distributed Centre for Excellence in Teacher Training (HUDCETT).  She works with the 23 partner colleges who deliver the University of Huddersfields Certificate in Education and Post Graduate teacher education courses for the FE and skills sector. Denise worked in FE for 25 years before moving into higher education to focus on FE teacher education.  Previously, Denise  taught on a variety of courses including Access, Womens Taster, A levels, Technician and open learning courses.  In her present role she initiates and develops activities to support the education and training of teachers in the sector, as well as the teacher educators themselves.  Denise is the editor of the Journal, Teaching in Lifelong Learning (http://consortium.hud.ac.uk/journal/).  She is also on the editorial board of Research in Post Compulsory Education Journal.  Denise has co-written a number of chapters in J. Avis, R. Fisher and R. Thompson, Teaching in Lifelong Learning: a guide to theory and practice as well as co-authoring the chapter Professional and Personal Development in  FDTL Voices: Drawing from Learning and Teaching Projects. Denise has worked for LLUK and Ofsted; she is a National Teaching Fellow of the Higher Education Academy.