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ERIC Number: ED470052
Record Type: Non-Journal
Publication Date: 2002
Pages: 7
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Changing Conceptions of Teaching in UK HE: Some Implications for DNER Projects. EDNER (Formative Evaluation of the Distributed National Electronic Resource) Project. Issues Paper.
Manchester Metropolitan Univ. (England).
This issues paper, the third in a series of eight, is intended to distill formative evaluation questions on topics that are central to the development of the higher and further education information environment in the United Kingdom. The sets of ideas about "good" learning in issues papers 1 and 2 are no longer the private preserve of psychologists and educational theorists, but are beginning to enter into the thinking and conversation of teachers in higher education. The practice and discourse of learning and teaching in higher education is beginning to shift toward a more student-centered model in which the learner's cognitive activity (what the learner does) is acknowledged to be more important than teachers' historic preoccupations about syllabus coverage. The shift from teaching as the transmission of knowledge to teaching as the facilitation of learning has implications for the role of the teacher and for the creator of instructional resources. The focus can no longer be on creating learning resources without regard to their intended contexts. (Contains 11 references.) (SLD)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Manchester Metropolitan Univ. (England).
Identifiers - Location: United Kingdom