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Competence Oriented Teaching and Learning in Higher Education - Essentials (E-Book)

Cite this publication as

Competence Oriented Teaching and Learning in Higher Education - Essentials (E-Book) (2018), hep verlag, Bern, ISBN: 9783035512502

Tracked since 05/2018

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Beschreibung

What in minimal art has a long tradition – reducing shapes to a bare minimum as depicted in the sketch of the cheetah on the cover – is a guiding principle of this publication. What is the essence of good teaching in contemporary higher education? The idea is not to present a comprehensive book with detailed guidelines for all kinds of teaching situations but rather to offer a selection of topics that are consideredthe bare minimum for effective teaching and learning. Additionally, the book attempts to address faculty’s repeated pleas for precise guidelines and support, independent of a specific country or a specific higher education institution. The teaching strategies presented are designed to optimise student learning. This publication should be useful in higher education teacher training and is especially designed to assist newly-appointed faculty to acquire the necessary skills and knowledge by themselves.

Inhaltsverzeichnis

  • Competence-Oriented Teaching and Learning in Higher Education – Essentials
  • Content
  • Preface
  • Introduction and structure of the book
  • Essentials for teachers in higher education
  • The book’s structure
  • A focus on student learning
  • 1 Higher education teaching redefined – the shift from teaching to learning
  • 1.1 Higher education teaching in view of the Bologna Process
  • 1.2 Performing – learning – teaching
  • 1.3 On the way to a new teaching-learning culture
  • 1.4 Student-centred teaching
  • 1.5 Employability – competence orientation – learner orientation
  • 1.6 Competence-oriented degree programmes
  • 1.7 Competence – a fuzzy concept
  • 1.8 Key competences
  • 1.9 Competence development
  • 1.10 New roles for teachers and students
  • 1.11 Summary
  • 1.12 Literature
  • 2 Formulating learning outcomes
  • 2.1 Learning outcomes contextualised
  • 2.2 General considerations regarding the term objective
  • 2.3 What are learning outcomes?
  • 2.4 Learning objective taxonomies
  • 2.5 Subject-specific learning objectives
  • 2.6 Transversal learning objectives (key competences)
  • 2.7 Check list for formulating learning outcomes
  • 2.8 Examples of learning outcomes
  • 2.9 Coherence of learning outcomes, teaching methods and forms of assessment
  • 2.10 Summary
  • 2.11 Literature
  • 3 Strategies to reduce learning content
  • 3.1 Too much content – too little time
  • 3.2 Reduction – what is the teacher’s task?
  • 3.3 Selection and preparation of learning content in four steps
  • 3.4 Methods for the reduction of learning content
  • 3.5 Concluding remarks
  • 3.6 Literature
  • 4 Competence-oriented approaches to assessment
  • 4.1 Introduction
  • 4.2 Conceptualisation of assessment – what is assessment?
  • 4.3 How can assessment be approached?
  • 4.4 What to assess? Assessment of competences
  • 4.5 How to assess? Criteria, tools and procedures
  • 4.6 When to assess?
  • 4.7 Who can assess? Teacher, external, self-assessment and peer assessment
  • 4.8 Assessing students with special educational needs and disabilities (SEND)
  • 4.9 Designing an assessment approach
  • 4.10 Concluding remarks: a compulsory check-list of ten principles for assessors
  • 4.11 Literature
  • 5 Evidence-based teaching – lessons you can learn from psychology for your teaching practice
  • 5.1 Learning and its conditions
  • 5.2 Consequences for teaching
  • 5.3 Summary
  • 5.4 Literature
  • Glossary
  • Appendix
  • About the editor

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