Motivation may be a major factor in the approach taken to learning by students. Changing attitudes within the student body, increasing diversity amongst the student population, widening participation, outreach work, fees, and national policy and debates may all mean that the motivations observed by staff shift over time and context. The study of motivation in education (at all levels) is a large field and so presented here is a short summary of some categorisations regarding student motivation from the literature, along with an example question that we can ask about our own students to help understand their differing motivations better. (more…)
Collected below are suggested example sources for ideas from the scholarship of learning and teaching. These are not the only sources, but some places to start that might be useful. Included are examples from different types of resources - textbooks, websites, tips/tricks, journals.
General Learning and Teaching Textbooks
These are textbooks for learning and teaching in Higher Education which might be useful if you want a general book covering major aspects of university teaching. They are sometimes used as core texts on HE teaching programmes. All are available in the university library.
A Handbook for Teaching and Learning in Higher Education (3rd Edition)
Fry, Ketteridge and Marshall (2009)
Bath University Library: Level 5 378.125 FRY
This handbook has chapters from a wide range of people covering (part 1) various different parts of teaching in higher education from large group to assessment etc. and also (part 2) chapters on teaching in the disciplines. A familiar textbook on many PGCerts in HE.
Learning to teach in higher education (2nd Edition)
Bath University Library: Level 5 378.5 RAM
Ramsden’s book presents a scholarly look at learning and teaching in higher education, covering many of the main issues and theories.
Teaching for quality learning at university: what the student does (3rd Edition)
John B. Biggs and Catherine Tang (2007)
Bath University Library: Level 5 378.17 BIG
This book sets about introducing constructive alignment in detail and looking at how to actually go about implementing it in practice. (more…)
This is the second of two posts introducing some of the background ideas to consider when looking at the transition to university mathematics. The first post focused on the transition and the specific problems and issues frequently noted for mathematics. This post discusses some aspects/models of advanced mathematics at university which are particularly relevant to these issues. (more…)
This is the first of two posts shared to introduce some of the background and theoretical ideas to consider regarding the transition to university mathematics, as well as provide an insight and links to some of the literature and scholarship in this area.
This post focuses on the transition and the specific problems and issues frequently noted for mathematics. The second post discusses some aspects/models of advanced mathematics at university which are particularly relevant to these issues. (more…)
Flipping is a useful case study to use to consider how we may teach the same course, content, and outcomes in a different way. It won’t work for everything, but it raises some useful questions for thinking about your course. This is an introductory briefing about the idea and some considerations for both staff and students.
What is constructive alignment?
Constructive alignment is a theoretical framework for learning design based around the idea of aligning the learning outcomes, the learning activities, and the assessment in a constructivist framework. The theory was developed by John Biggs and this briefing provides a short introduction.