Bridging the gap between theory and practice, this fully updated new edition of Designing Learning offers accessible guidance to help those new to teaching in higher education to design and develop a course. With new considerations to the higher education context, this book uses current educational research to support staff in their endeavour to design and develop modules and degree courses of the highest quality. Offering guidance on every stage, from planning to preparing materials and resources, with a focus on the promotion of learning, this book considers: Course design models and shapes, and their impact on learning How the external influences of learning and teaching are translated by different institutions How to match the content of a course to its outcomes Frameworks to enable communication between staff and students about expectations and standards Taking into account the diverse student population when designing a course The place of Virtual Learning Environment (VLE), communication tools and systems for monitoring students' engagement The importance of linking all aspects of the taught curriculum and wider co-/extra-curricular activities to support learning Ways to evaluate and enhance a course and to develop oneself as a teaching professional in HE. Providing advice, illustrative examples and case studies, Designing Learning is a comprehensive guide to designing a high-quality course. This book is a must-read for any academic looking to create or update their course or module.
Which get-out-the-vote efforts actually succeed in ethnoracial communities—and why? Analyzing the results from hundreds of original experiments, the authors of this book offer a persuasive new theory to explain why some methods work while others don’t. Exploring and comparing a wide variety of efforts targeting ethnoracial voters, Lisa García Bedolla and Melissa R. Michelson present a new theoretical frame—the Social Cognition Model of voting, based on an individual’s sense of civic identity—for understanding get-out-the-vote effectiveness. Their book will serve as a useful guide for political practitioners, for it offers concrete strategies to employ in developing future mobilization efforts.
Winner, Next Generation Indie Book Awards - Women's Nonfiction Best Book of 2020, National Law Journal The inspiring and previously untold history of the women considered—but not selected—for the US Supreme Court In 1981, Sandra Day O’Connor became the first female justice on the United States Supreme Court after centuries of male appointments, a watershed moment in the long struggle for gender equality. Yet few know about the remarkable women considered in the decades before her triumph. Shortlisted tells the overlooked stories of nine extraordinary women—a cohort large enough to seat the entire Supreme Court—who appeared on presidential lists dating back to the 1930s. Florence Allen, the first female judge on the highest court in Ohio, was named repeatedly in those early years. Eight more followed, including Amalya Kearse, a federal appellate judge who was the first African American woman viewed as a potential Supreme Court nominee. Award-winning scholars Renee Knake Jefferson and Hannah Brenner Johnson cleverly weave together long-forgotten materials from presidential libraries and private archives to reveal the professional and personal lives of these accomplished women. In addition to filling a notable historical gap, the book exposes the tragedy of the shortlist. Listing and bypassing qualified female candidates creates a false appearance of diversity that preserves the status quo, a fate all too familiar for women, especially minorities. Shortlisted offers a roadmap to combat enduring bias and discrimination. It is a must-read for those seeking positions of power as well as for the powerful who select them in the legal profession and beyond.
Bridging the gap between theory and practice, this fully updated new edition of Designing Learning offers accessible guidance to help those new to teaching in higher education to design and develop a course. With new considerations to the higher education context, this book uses current educational research to support staff in their endeavour to design and develop modules and degree courses of the highest quality. Offering guidance on every stage, from planning to preparing materials and resources, with a focus on the promotion of learning, this book considers: Course design models and shapes, and their impact on learning How the external influences of learning and teaching are translated by different institutions How to match the content of a course to its outcomes Frameworks to enable communication between staff and students about expectations and standards Taking into account the diverse student population when designing a course The place of Virtual Learning Environment (VLE), communication tools and systems for monitoring students' engagement The importance of linking all aspects of the taught curriculum and wider co-/extra-curricular activities to support learning Ways to evaluate and enhance a course and to develop oneself as a teaching professional in HE. Providing advice, illustrative examples and case studies, Designing Learning is a comprehensive guide to designing a high-quality course. This book is a must-read for any academic looking to create or update their course or module.
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