globe
  1. UK Professional Standards Framework 3 items
    1. http://www.tandfonline.com/doi/full/10.1080/0309877X.2016.1159292

      Website Essential Academic boredom among students in higher education: A mixed-methods exploration of characteristics, contributors and consequences John G. Sharp et al. 2015

  2. Core Texts for the Module 5 items
    1. Teaching for quality learning at university: what the student does - John B. Biggs, Catherine So-kum Tang, Society for Research into Higher Education 2011

      Book Essential

    2. Teaching for quality learning at university: what the student does - John B. Biggs, Catherine So-kum Tang, Society for Research into Higher Education 2011

      Book Essential

    3. A handbook for teaching and learning in higher education: enhancing academic practice - Heather Fry, Steve Ketteridge, Stephanie Marshall 2015

      Book Essential

  3. How students learn 13 items
    1. Reflective teaching in schools - Andrew Pollard 2014

      Book Essential Online version. Read pp 35-43. You might also do the task on page 42 (reflective activity 2.1)

    2. Reflective teaching in schools - Andrew Pollard, Kristine Black-Hawkins 2014

      Book Essential As above

    3. The biological basis of learning

      Chapter Background Log in using the link at the top right hand corner. Select Alternative Login, search for Leicester and then enter your IT username and password. Select View Digitisation.

    4. Instructional Design: Learning Theories

      Webpage Essential This is a useful starting place to begin your research into Learning and Teaching theories

    5. Learning Styles 5 items
      1. Should we be using learning styles? What research has to say to practice - Frank Coffield, David Moseley, Elaine Hall, Kathryn Ecclestone 2004

        Document Background

      2. The myth of learning styles - Carl Riener, Daniel Willingham 2010

        Article Background

  4. Large and small group teaching 14 items
    1. Learning in small groups - Phil Race 2003

      Article Background

    2. Teaching methods: small group teaching

      Webpage Background Short videos from University of Nottingham academics sharing their experiences of, and methods for, small group teaching.

    3. How Much Do They Understand? Lectures, students and comprehension - Denise Mulligan, Andy Kirkpatrick 11/2000

      Article Background

    4. Students' perception of live lectures' inherent disadvantages - Petrovic, Pale 2015

      Article Background Juraj Petrović & Predrag Pale (2015) Students' perception of live lectures' inherent disadvantages, Teaching in Higher Education, 20:2, 143-157

    5. Boredom in the lecture theatre: an investigation into the contributors, moderators and outcomes of boredom amongst university students - Mann, Robinson 2009

      Article Background British Educational Research Journal, Vol. 35, No. 2, April 2009, pp. 243–258

    6. Teaching strategies: large classes and lectures - Centre for Research on Learning and Teaching

      Webpage Background

    7. Teaching methods: large group teaching

      Webpage Background Short videos from University of Nottingham academics sharing their experiences of, and methods for, large group teaching.

    8. Using clickers to facilitate interactive engagement activities in a lecture room for improved performance by students - Tlhoaele et al 2014

      Article Background Malefyane Tlhoaele, Adriaan Hofman, Ari Naidoo & Koos Winnips (2014) Using clickers to facilitate interactive engagement activities in a lecture room for improved performance by students, Innovations in Education and Teaching International, 51:5, 497-509

    9. A study of the use of Twitter by students for lecture engagement and discussion - Tiernan 2014

      Article Background Education and Information Technologies, Volume 19, Issue 4, pp 673-690

    10. In Defense of Lecturing - Mary Burgan 2006

      Article Background

  5. Assessment and feedback strategies 9 items
    1. Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice - Nicol, Macfarlane-Dick 2006

      Article Background David J. Nicol & Debra Macfarlane‐Dick (2006) Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice, Studies in Higher Education, 31:2, 199-218

    2. Student perceptions of continuous summative assessment - Eileen Trotter 10/2006

      Article Background

    3. Assessment literacy and student learning: the case for explicitly developing students ‘assessment literacy’ - Smith et al 2013

      Article Background Calvin Douglas Smith , Kate Worsfold , Lynda Davies , Ron Fisher & Ruth McPhail (2013) Assessment literacy and student learning: the case for explicitly developing students ‘assessment literacy’, Assessment & Evaluation in Higher Education, 38:1, 44-60, DOI: 10.1080/02602938.2011.598636

    4. An anatomy of feedback: a phenomenographic investigation of undergraduate students' conceptions of feedback - McLean, Bond, Nicholson 2015

      Article Background Angela J. McLean, Carol H. Bond & Helen D. Nicholson (2015) An anatomy of feedback: a phenomenographic investigation of undergraduate students' conceptions of feedback, Studies in Higher Education, 40:5, 921-932.

    5. From monologue to dialogue: improving written feedback processes in mass higher education - David, Nicol 2010

      Article Background Outlining various peer feedback activities that may strengthen student reflection on, and engagement with, feedback received.

    6. Getting the Message Across: the problem of communicating assessment feedback - Higgins, Hartley, Skelton 2001

      Article Background Richard Higgins , Peter Hartley & Alan Skelton (2001) Getting the Message Across: The problem of communicating assessment feedback, Teaching in Higher Education, 6:2, 269-274, DOI: 10.1080/13562510120045230

    7. Assessment and Evaluation in Higher Education

      Journal Background This international peer-reviewed journal provides some of the most recent research and scholarly thinking conducted in the area of assessment and feedback practices.

    8. A scholarly approach to solving the feedback dilemma in practice - Berry O’Donovan, Chris Rust, Margaret Price 14/06/2015

      Article Background

  6. Learning outcomes and curriculum alignment 16 items
    1. Programme Design and Specification Phase — University of Leicester

      Webpage Background Information on the use of ILOs at the University

    2. Working with Learning Outcomes Online Resource

      Webpage Essential This online resource has been developed to support University of Leicester academics in their design, development and integration of ILOs within course and modules.

    3. Using learning outcomes to support your studies — University of Leicester

      Webpage Background Link to the on-line tutorial for helping students to use ILOs to enhance their learning

    4. Writing and using learning outcomes: a practical guide - Kennedy, Hyland, Ryan 2006

      Document Background Kennedy, D., Á. Hyland, and N. Ryan. 2006. Writing and using learning outcomes: a practical guide. Article C 3.4-1. In EUA Bologna Handbook – Making Bologna Work , ed. E. Froment, J. Kohler, L. Purser and L. Wilson. Berlin: Raabe Verlag.

    5. Bloom's Taxonomy

      Webpage Background Use the link for more information about the six different levels of intellectual activity

    6. A taxonomy for learning, teaching, and assessing: a revision of Bloom's taxonomy of educational objectives - Lorin W. Anderson, Benjamin S. Bloom 2001

      Book Background

    7. The Uses of Learning Outcomes - Trevor Hussey, Patrick Smith 07/2003

      Article Background

    8. The trouble with learning outcomes - Hussey, Smith 2002

      Article Background Active Learning in Higher Education, Vol 3(3): 220–233

    9. Learning Outcomes in Higher Education: Implications for Curriculum Design and Student Learning - Maher 2004

      Article Background Journal of Hospitality, Leisure, Sport and Tourism Education, Vol. 3, No. 2. pp. 46-54

    10. Learning about learning outcomes: the student perspective - Brooks et al 2014

      Article Background Sara Brooks, Kerry Dobbins, Jon J.A. Scott, Mark Rawlinson & Robert I. Norman (2014) Learning about learning outcomes: the student perspective, Teaching in Higher Education, 19:6, 721-733

    11. Understanding and enacting learning outcomes: the academic's perspective - Dobbins et al 2014

      Article Background Kerry Dobbins, Sara Brooks, Jon J.A. Scott, Mark Rawlinson & Robert I. Norman (2014): Understanding and enacting learning outcomes: the academic's perspective, Studies in Higher Education, DOI: 10.1080/03075079.2014.966668

    12. Learning outcomes for sustainable development in higher education - Svanstrom et al 2008

      Article Background Svanström, M., F.J. Lozano-García, and D. Rowe. 2008. Learning outcomes for sustainable development in higher education. International Journal of Sustainability in Higher Education 9, no. 3: 339-351.

    13. Higher education for sustainability: seeking affective learning outcomes - Shephard 2008

      Article Background Kerry Shephard, (2008) "Higher education for sustainability: seeking affective learning outcomes", International Journal of Sustainability in Higher Education, Vol. 9 Iss: 1, pp.87 - 98

    14. Unfinished business: education without necessity - Richard Smith 10/2003

      Article Background

  7. Developing technology enhanced learning 5 items
    1. Informed design of educational technology for teaching and learning? Towards an evidence-informed model of good practice - Price, Kirkwood 2014

      Article  Linda Price & Adrian Kirkwood (2014) Informed design of educational technology for teaching and learning? Towards an evidence-informed model of good practice, Technology, Pedagogy and Education, 23:3, 325-347, DOI: 10.1080/1475939X.2014.942749

    2. Effective Practice in a Digital Age: a guide to technology-enhanced learning and teaching - JISC 2009

      Document Background Please look in particular at pp8-9, 20-25 and 30-31

    3. Effective practice with e-Learning: a good practice guide in designing for learning - JISC 2004

      Document Background You may find the following useful

    4. Why is online teaching important? 25/10/2010

      Audio-visual document Background

  8. Being a reflective practitioner 3 items
    1. Promoting Teaching. Making Evidence Count. - The Higher Education Academy

      Document 

    2. Making Evidence Count - The Promoting Teaching Project

      Document 

  9. Other useful sources 15 items
    1. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world - Julio Frenk, Lincoln Chen, Zulfiqar A Bhutta, Jordan Cohen 12/2010

      Article Background

    2. Active learning increases student performance in science, engineering, and mathematics - S. Freeman, S. L. Eddy, M. McDonough, M. K. Smith 10/06/2014

      Article Background

    3. Educational Strategies to Promote Clinical Diagnostic Reasoning - Malcolm Cox, David M. Irby, Judith L. Bowen 23/11/2006

      Article Background

    4. Teaching information skills: theory and practice - Jo Webb, Chris Powis 2004

      Book Background

    5. Book | Teaching Engineering - Peter Goodhew 2015

      Webpage Background

    6. Futures for Higher Education. Analysing Trends.

      Document Background A useful document for Professional Value 4 - with consideration of the wider context and external factors.

    7. Pedagogical implications of working with doctoral students at a distance - Felicity Wikeley, Yolande Muschamp

      Journal Background

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