Beschreibung:
In this book, we put forward a holistic conceptual framework for implementing Scholarship of Learning and Teaching (SoLT) in higher education. Unlike previous SoLT studies, which usually focus on a specific aspect, here various aspects are integrated into a holistic framework. Further, it identifies three main stakeholders, namely, the higher education institution, teaching staff, and students. These stakeholders are in turn connected by four interlocking themes: staff professional development, enhancement of student learning experiences, assessment, and digital technologies. Presenting chapters that address these four themes, this book supports the advancement of SoLT in higher education in relation to existing theories and emerging practices. By helping academics and leaders in higher education to implement SoLT for the improvement of student learning and teaching practices, it also makes a valuable contribution to the field of teacher education.
In this book, we put forward a holistic conceptual framework for implementing Scholarship of Learning and Teaching (SoLT) in higher education. Unlike previous SoLT studies, which usually focus on a specific aspect, here various aspects are integrated into a holistic framework. Further, it identifies three main stakeholders, namely, the higher education institution, teaching staff, and students. These stakeholders are in turn connected by four interlocking themes: staff professional development, enhancement of student learning experiences, assessment, and digital technologies.
Presenting chapters that address these four themes, this book supports the advancement of SoLT in higher education in relation to existing theories and emerging practices. By helping academics and leaders in higher education to implement SoLT for the improvement of student learning and teaching practices, it also makes a valuable contribution to the field of teacher education.
1 Towards a Framework of Studying Scholarship of Learning and Teaching in Higher Education in a Digital Technology Era.- Part I Staff Professional Development.- 2 Community of Practice: Building a Mobile Learning Community in a Higher Education Institution to Promote Effective Teaching and Learning.- 3 Learning to Engage the Digital Generation in Teacher Education.- 4 Technology Integration for Student-Centered Learning: A Model for Teacher Professional Development Programs.- 5 Development of an Effective Staff Professional Development for the Enhancement of Student Learning.- 6 Leveraging Knowledge through Communities of Practice.- 7 Affordances and Constraints of BYOD (Bring Your Own Device) for Learning in Higher Education: Teachers' Perspectives.- Part II Enhancement of Student Learning Experience.- 8 Plastic Waste Problem and Education for Plastic Waste Management.- 9 An Interactive Conceptual Approach to Support the Teaching and Learning of Green Technology.- 10 The Unconventional Learning Experience of Students: Becoming a Courier of Marine Stewardship.- 11 Developing Undergraduates' Self-management and Self-awareness Abilities through Service-learning.- 12 Teaching and Learning of Literacy Criticism and Creative Writing.- 13 Autonomous Vocabulary Learning beyond the Classroom: New Media for Learners of Chinese as a Second Language.- 14 Learning the use of "Irony" from the Perspective of Theory of Literature: A Case Study using Wang Meng's The Stubborn Porridge.- 15 An Approach to Facilitate Coherent Concept Image Formation via Guided Reinvention.- Part III Assessment.- 16 Constructing Formative Assessment Strategies.- 17 Formative Feedback as a Global Facilitator: Impact on Intrinsic and Extrinsic Motivation and Positive Affect.- 18 Using ICT to Facilitate Instant and Asynchronous Feedback for Students' Learning Engagement and Improvements.- 19 Using Feedback Strategies to Support First-year Students' Independent Learning and Critical Judgement.- 20 Embedding Feedback in Learning and Assessment Tasks to Support Students' Professional Learning.- 21 Implementing the Assessment of the Generic Attributes of Students through Self-assessment Survey and ePortfolios at a Higher Education Institution.- Part IV Conclusion.- 22 Scholarship of Learning and Teaching in a Digital Era: The Way Foreword.
