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Learning To Teach In Higher Education

by J. Biggs and C. Tang, Maidenhead, England,
Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Teaching for quality learning at university

George Spencer-Brown developed a unique system of notation that uses distinction as its most basic unit. We may use this system in order to explain the way the world of appearances emerges out of the primordial experience. I advise the reader who is not mathematically oriented to skim through those few sections that may seem too purely mathematical.

Laws of Form

Principles and Methods of Social Research

Technology is ubiquitous in the modern world; to harness its educational potential in the quest to introduce environments that are flexible and differentiate for individual student learning needs, the strategic use of the complex array of tools is required. Engagement with this challenge has the potential to lead to the provision of interfaces that allow students to access these resources and become independent learners. It is therefore important to identify and evaluate the features of such interfaces to calibrate and respond to individual student needs. In this context, the quality of differentiated support for learning, referred to as scaffolding, is established as paramount to the design and structure of online environments. In this study, the instructional design referred to as predict, observe, explain and evaluate (POEE), informed by constructivist theories of learning, to implement multiple scaffolding strategies is described. The POEE scaffolding strategy was applied in the creation of two inquiry learning modules. Student engagement with these inquiry modules in a self-directed online environment was explored to identify critical elements of the scaffolding. The findings of this study, based on students' interactions and engagement with the learning modules, enabled the conceptualisation of a multimodal scaffolding strategy for self-directed inquiry. We propose that the recommendations from the implementation of these scaffolded learning modules can represent exemplars illustrative of an enriched instructional design paradigm to support students’ independent study in blended environments.

Instructional design of scaffolded online learning modules for self-directed and inquiry-based learning environments

Aktuelle Methodologie betreffs teilnehmender Beobachtung lasst zumeist die Beobachtung als Handlung unbeobachtet Wenn man teilnehmende Beobachtung vom Gesichtspunkt der Systemtheorie aus betrachtet, ergeben sich fundamental neue Einsichten in das Thema Beobachtung ist immer Teilnahme Es ist unmoglich, sich der Position des Beobachters/der Beobachterin und damit auch des Miterzeugung des beobachteten Phanomens zu entziehen Es existiert keine neutrale oder objektive Deskription Da Beobachtung sich mit den Unterschieden und dem Sinn des Prozesses beschaftigt, sind alle Deskriptionen Rekonstruktionen und Interpretationen des Beobachteten Somit hinterlassen sowohl die Idee einer neutralen Deskription als auch die Idee des naiven Beobachters/der naiven Beobachterin eine Lucke Die fehlende Anerkennung und Beobachtung von sich selbst als Beobachter/in und Miterzeuger/in von empirischen Daten verwandelt den Beobachtungsprozess zur groβten unbeobachteten Quelle der Kontingenz in der auf teilnehmende Beobachtung basierten Datenproduktion
URN: urn:nbn:de:0114-fqs1003119

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Observing Participating Observation—A Re-description Based on Systems Theory

Over the last two decades, the education system has witnessed a shift from summative, product-oriented assessment towards formative, process-oriented assessment. Among the different learning and assessment initiatives introduced in the slipstream of this paradigmatic turn, the portfolio seems to have become one of the most popular. By redescribing the portfolio from a systems theoretical point of view, this article discusses established expectations of the portfolio in relation to transparency in learning, reflexivity and self-assessment. It shows that the majority of the literature deals with what questions, and that the portfolio is expected to handle a number of challenges with regard to the documentation of learning processes and achievements as well as the conditioning of learning activities. Descriptions of how the portfolio works are sparse. Based on systems theory, the paper adopts a how perspective: How does the portfolio redescribe learning? How does it scaffold and organise communication? One c...

Portfolio assessment: production and reduction of complexity

This article offers a re-description of feedback and the significance of time in feedback constructions based on systems theory. It describes feedback as internal, real-time constructions in a learning system. From this perspective, feedback is neither immediate nor delayed, but occurs in the very moment it takes place. This article argues for a clear distinction between the timing of communicative events, such as responses that are provided as help for feedback constructions, and the feedback construction itself as an event in a psychic system. Although feedback is described as an internal, system-relative construction, different teaching environments offer diverse conditions for feedback constructions. The final section of this article explores this idea with the help of examples from both synchronous oral interaction and asynchronous text-based interaction mediated by digital media.

https://journals.sagepub.com/doi/pdf/10.2304/elea.2014.11.2.191

Feedback as Real-Time Constructions.

During the last 20 years, we have witnessed a growing interest in research in teaching, learning and educational development in higher education (HE). The result is that ‘Higher Education Didactics’ has established itself as a research field in its own right. This article explores Higher Education Didactics as a framework for academics’ professional reflection on teaching and learning, by mapping the didactic topics in all contributions in four journals in the period 2008–2015. Two of the journals are based in Scandinavia, where the European tradition of didactics (Didaktik) has been highly influential, while the others stem from the Anglo-Saxon curriculum tradition. The mapping shows that all journals are strongly occupied with teaching methods, especially methods grounded in theories of active and social learning. In contrast, didactic categories such as goal, content and assessment are rare topics. Students as participants and learners are a frequent topic in especially one journal, but receive...

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Higher education journals as didactic frameworks

Artiklen tilbyder en systemteoretisk genbeskrivelse af projektmetoden i et almendidaktisk/-universitetspaedagogisk perspektiv. Genbeskrivelsen peger pa, at projekters rettethed ma gives en mere almen form end begreberne problemorientering og problemformulering antyder, hvis projektmetoden skal genfinde en plads i almendidaktikken. Den foreslar henholdsvis begreberne hensigt/vision og program som mulige alternativer. Genbeskrivelsen argumenterer endvidere for, at de studerende gennem projektmetoden far ansvar for egen undervisning. Og at projektet for at kunne fungere som undervisende kontekst ma patage sig rollen som didaktiker. Endelig peges pa, at forskellige refleksionsprogrammer kan bidrage til at aflaste de didaktiske beslutninger, uden at dette pa nogen made fratager projektet ansvaret for at tilrettelaegge sig selv.

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Tina Bering Keiding

Papers

Observing Participating Observation—A Re-description Based on Systems Theory

Portfolio assessment: production and reduction of complexity

Feedback as Real-Time Constructions.

Higher education journals as didactic frameworks

Projektmetoden - en systemteoretisk genbeskrivelse