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The scholarship of teaching and learning that involves the systematic study of teaching and learning processes. It differs from scholarly teaching in that it requires the work be made public, made available for peer review and critique according to accepted standards, and should be reproducible and extensible by other scholars. [4]
Competency-based learning or competency-based education is a framework for teaching and assessment of learning. It is also described as a type of education based on predetermined "competencies," which focuses on outcomes and real-world performance. [ 1 ]
"Surveying the scholarship of teaching and learning", Chap. 1, The Advancement of Learning: Building the Teaching Commons, (ISBN 0-7879-8115-X) Hutchings, P. 2000. "Approaching the scholarship of teaching and learning" (Introduction to Opening Lines: Approaches to the Scholarship of Teaching and Learning; ISBN 0-931050-68-5) online; Kreber, C ...
OEP, for example, often, but not always, involve the application of OER to the teaching and learning process. [6] Open educational practices aim to take the focus beyond building further access to OER and consider how in practice, such resources support education and promote quality and innovation in teaching and learning. [7] [8] The focus in ...
Hilsdon (2011: 14) defines learning development as, "a complex set of multi-disciplinary and cross-disciplinary academic roles and functions, involving teaching, tutoring, research, and the design and production of learning materials, as well as involvement in staff development, policy-making and other consultative activities." [1]
Originating in the United States in the late 1970s, instructional theory is influenced by three basic theories in educational thought: behaviorism, the theory that helps us understand how people conform to predetermined standards; cognitivism, the theory that learning occurs through mental associations; and constructivism, the theory explores the value of human activity as a critical function ...
Its report identifies four pillars of lifelong learning: "learning to know", "learning to do", "learning to live together" and "learning to be". [4] The conceptual framework of ELLI [5] is a revised version of the UNESCO framework. The revisions are based on changes that reflect the European context and European policy environment and have been ...
The motivation for mastery learning comes from trying to reduce achievement gaps for students in average school classrooms. During the 1960s John B. Carroll and Benjamin S. Bloom pointed out that, if students are normally distributed with respect to aptitude for a subject and if they are provided uniform instruction (in terms of quality and learning time), then achievement level at completion ...