Making Teaching Work provides a down-to-earth, jargon-free book for teaching staff in universities and colleges, and includes reference to some of the best modern literature on assessment, teaching and feedback. By focusing on the learner in a variety of situations and contexts, the book explores how teachers can help learners to make learning happen. The authors emphasise 'teaching smarter' - helping busy, hard-pressed teachers to increase the efficiency as well as effectiveness of their work. Written with both full-time and part-time staff in mind, this book allows teaching staff to balance the various tasks which make up their workload, including the increasing paperwork and administration they encounter whilst carrying out assessment, teaching and providing feedback to students. The book addresses a wide range of aspects of assessment, learning and teaching in post-compulsory education including:How to provide a supportive learning environment - including online learningHow to design and manage formative assessment and feedbackHow to support diverse students - including addressing and achieving student satisfactionDeveloping teaching - including lecturing, small-group teaching, supporting individual learning and dealing with disruptive studentsHow to use research to improve teachingCreatively designing curriculumPromoting student employabilityBroadening horizons - including widening and deepening participationAddressing and achieving student satisfactionIt is a self-sufficient and thought-provoking resource about teaching and learning for all practitioners in post-compulsory education.

Developing Online Learning

Developing online learning
  • Why is online learning not yet living up to its potential?
  • What often goes wrong with online learning at present?
  • What can online learning do – and what can't it do?
  • What's the future of re-usable learning objects?

False Dawns and Failed Prophets

Early on in the development of post-compulsory education theory programmed learning was seen as the panacea for all ills. The traditional textbook was bound to be replaced by programmed learning texts, which would provide everything the student needed, without recourse to wider reading. These instructional manuals would revolutionalise student behaviour, by making everything crystal clear, with no creative ambiguity. If they chose the correct option at the foot of page 23, they would discover that they were right from the congratulatory message ...

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