Designing Learning as Well as Teaching
Designing Learning as Well as Teaching
复制标题
设计学习和教学
DOI：
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发表时间：
2004
期刊：
影响因子：
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通讯作者：
L. McAlpine
中科院分区：
文献类型：
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作者：
L. McAlpine
许多高等教育教师希望提供支持学生学习的指导，但并不总是容易实现这一愿望。这里描述的教学单元的模型提供了一个心理地图，以覆盖有关教学策略的决策，以评估它们与学习理论和高等教育中旨在支持学习的研究相一致的程度。该模型提供了一个框架，突出了实践，结构和形成性反馈的重要作用，在学习者的准备正式总结性评估，并提出了作为一个设计工具和教学和学习的年表。
Many teachers of higher education wish to provide instruction that supports student learning while not always finding it easy to implement the desire. The model for a unit of instruction described here provides a mental map to overlay decisions about instructional strategies in order to assess the extent to which they align with theories of learning and with research in higher education directed to supporting learning. The model provides a framework that highlights the critical role of practice, structure and formative feedback in the learner’s preparation for formal summative assessment and is proposed as a design tool and a chronology for instruction and for learning.