By David Newble, Robert Cannon
First released in 2000. Routledge is an imprint of Taylor & Francis, an informa corporation.
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Additional resources for A Handbook for Teachers in Universities and Colleges 4th Ed
Then there are teachers who consider the important aspect to be assisting student understanding and conceptual change. They focus on what the students do and what learning outcomes follow from their activity. This group considers failure to learn to be probably just as much a result of some systemic failure, possibly the way in which the curriculum was planned and implemented, as it is some kind of deficit in the students or their teachers. Teachers who describe their teaching as a student-focused approach are less likely to encourage surface-learning approaches among their students.
A written guide should be developed for the tutors involved in the module; its content should depend to some extent on the degree of 24 A HANDBOOK FOR TEACHERS IN UNIVERSITIES AND COLLEGES familiarity that the tutors are likely to have with the problem. 3 for our diarrhoea problem. Resource materials for students and tutors should be identified (eg, references, Web links, audiovisual materials, computer simulations, static demonstrations and even lectures). Resource people who could be available for students to contact should be approached and times scheduled for meetings with students.
We shall give two examples of these here. Students-as-consultants is an attempt to develop student-centred learning at the same time as linking education with the world of work. In this approach, students and staff offer free consultancy services to local businesses that involve work on real problems. The 'client' either gets a solution to its problem, or at the very least a perspective on it through fresh sets of eyes. Knapper and Cropley provide more detail on this approach, as they do on another closely related approach called 'service learning'.