From Module Outline to Effective Teaching
Routledge – 2006 – 232 pages
Routledge – 2006 – 232 pages
Written in an informative and jargon-free style, this book is guided by principles of good practice and covers the relevant theory to deal with the essential aspects of designing a course.
Important areas covered include:
In this concise guide, the authors look to the future in terms of integration of computing and technology in course design and consider the promotion of student learning, the diversity of the student body and the need to create inclusive learning environments.
'The refreshingly honest and practical outlook the authors share on current teaching and learning simply makes the book hard to put down…this book is a highly recommended to educators young and old for inspiration, selective resources and measured advice for their teaching practice.' - Physical Sciences Educational Reviews
'I found the book easy to read with some very practical guidance. It is possible to look at just one chapter if that is an area you wish to review but likewise reading through the whole process provided some new ideas for me. I would recommend this to anyone involved in teaching and learning as a very practical guide to the range of issues faced when designing a module or programme.' - ESCalate, Higher Education Academy
'Butcher and his colleagues provide a very useful-and directly practical-coverage of the essential steps of course design…Designing Learning scores very highly in my mind.' - British Journal of Educational Technology
"The sub-title of this concise but highly usable little book is "From module outline to effective teaching"-and, indeed, it does provide an effective coverage of the whole curriculum design and implementation process from the twinkle in someone's eye to a smoothly running, well taught and well managed product." -- British Journal of Educational Technology 39 (3) , 570-571
"The authors…bring together resources that elucidate the responsibilities involved in promoting learning in an institution of higher education. Ideas, concepts and resource associations are clearly defined giving an overall framework for reference and further research…Though this book is designed for new lecturers, part-time teachers, and graduate teaching assistants I would recommend it to all lecturers."--Jennifer Davis, Teaching Theology & Religion (2009)
1. Context: How the External Influences on L&T Have Been Translated by Your Institution and the Impact They Should Have on Your Teaching 2. The Big Picture: Your Module within the Level, the Programme, the Department and the University 3. What Are Your Students Supposed to Learn and Be Able to Do: What Are the Planned Outcomes? Matching Your Content to Outcomes 4. Horses for Courses – Selecting the Appropriate Teaching and Learning Methods 5. Matching Your Assessment to Outcomes 6. Supporting Your Learners 7. Managing Your Course 8. Does the Course Work? 9. Quality Assurance and Quality Enhancement
Christopher Butcher, BSc, PGCE, MEd, ILTM is the Principal Academic Staff Development Officer at the University of Leeds. He is Programme leader for the University’s Postgraduate Certificate and Diploma in Learning & Teaching in Higher Education (PGCLTHE [ILTHE accredited] & PGDLTHE).
Dr Clara Davies PhD, B.Eng, PGCLTHE, ILTM is a senior academic staff development officer at the University of Leeds. She has delivered the ‘Postgraduates who Teach’ workshop programme for the University since 2001 and leads the ILTHE accredited modules for postgraduate and other part-time teachers.
Melissa Highton MScEd, BAHons, ILTM is a senior staff development officer at the University of Leeds. She manages the open programme of staff development in using technology in teaching and advises departments on their development of e-learning strategies and materials.