Induction

**Academic Induction**


 * Quotations about learning and teaching **

// Good teaching is teaching which helps students to learn. .. It encourages high quality student learning. It discourages the superficial approach to learning and encourages active engagement with the subject matter. This does not imply that good teaching always results in high quality student learning, but that it is designed to do so and that it is practiced in a way likely to lead to high quality learning... good teaching is that which encourages in the learner, no matter what the subject content, motivation to learn, desire to understand, perseverance, independence, a respect for the truth and a desire to pursue learning.// University of Sydney (1993) quoted in Edinburgh Napier University's Strategy for Learning, Teaching and Assessment

// Learning should be seen as a qualitative change in a person's way of seeing, experiencing, understanding and conceptualising something in the real world. // (Ramsden 2003)

//Learning is a relatively permanent change in a behavioural potentiality that occurs as a result of reinforced practice.// (Encyclopedia Britannica)

//Existing cognitive structure is the principal factor influencing meaningful learning and retention ... Thus is is largely by strengthening relevant aspects of cognitive structure that new learning and retention can be facilitated.// (Ausubel)

//The purposes of post-secondary education are the develoment of thought attitudes and motivation.// (Bligh)

//Learning is a human process which has an effect on those undertaking it.// (Barnett)

//The learning that goes on in higher education justifies the label 'higher' precisely because it refers to a state of mind over and above the conventional recipe of factual learning.// (Barnett)

//You can't teach people everything they need to know. The best you can do is position them where they can find what they need to know when they need to know it.// (Papert)

//To become a good teacher, first you must understand your students’ experiences of learning.// (Ramsden)

// It is important to remember that what the student does is actually more important in determining what is learned than what the teacher does. // (Shuell, in Biggs)

//Little vessels … arranged in order, ready to have imperial gallons of facts poured into them until they were full to the brim.// (Charles Dickens, Hard Times (Gradgrind)

//Teaching is the achievement of shared meaning.// (D.B. Gowin, 1981, Educating)

//It's not what is poured into a student that counts, but what is planted.// (Linda Conway)

//A mind is a fire to be kindled, not a vessel to be filled.// (Plutarch)

//Learning is not so much an additive process, with new learning simply piling up on top of existing knowledge, as it is an active, dynamic process in which the connections are constantly changing and the structure reformatted.// (K. Patricia Cross)

//I am always ready to learn although I do not always like being taught.// (Winston Churchill)

 //I never teach my pupils; I only attempt to provide the conditions in which they can learn.// (Einstein)

//Live as if you were to die tomorrow. Learn as if you were to live forever.// (Gandhi) //Learning is not child's play; we cannot learn without pain.// (Aristotle)

//When a man is pushed, tormented, defeated, he has a chance to learn something.// (Emerson)

//While we teach, we learn.// (Seneca)

//All wish to possess knowledge, but few, comparatively speaking, are willing to pay the price.// (Juvenal)

//Teaching is the highest form of understanding.// (Aristotle)

//We teach what we like to learn and the reason many people go into teaching is vicariously to reexperience the primary joy experienced the first time they learned something they loved.// (Brookfield)

//The best learners... often make the worst teachers. They are, in a very real sense, perceptually challenged. They cannot imagine what it must be like to struggle to learn something that comes so naturally to them.// (Brookfield)

//No man can be a good teacher unless he has feelings of warm affection toward his pupils and a genuine desire to impart to them what he himself believes to be of value.// (Bertrand Russell)

//The most important knowledge teachers need to do good work is a knowledge of how students are experiencing learning and perceiving their teacher's actions.// (Brookfield)

//Learning is a social process that occurs through interpersonal interaction within a cooperative context. Individuals, working together, construct shared understandings and knowledge.// (David Johnson, Roger Johnson and Karl Smith, //Active Learning: Cooperation in the College Classroom//, Edina, MN: Interaction Book Co., 1991.)

Ensure that every learner is as active as possible ... how can we challenge students to think more deeply about what it is they are learning? <span style="color: #ff0000; font-family: 'Calibri','sans-serif'; font-size: 11pt; msoansilanguage: EN-GB; msoansilanguage: EN-GB; msoasciithemefont: minor-latin; msoasciithemefont: minor-latin; msobidifontfamily: 'Times New Roman'; msobidifontfamily: 'Times New Roman'; msobidilanguage: AR-SA; msobidilanguage: AR-SA; msobidithemefont: minor-bidi; msobidithemefont: minor-bidi; msofareastfontfamily: SimSun; msofareastfontfamily: SimSun; msofareastlanguage: ZH-CN; msofareastlanguage: ZH-CN; msofareastthemefont: minor-fareast; msofareastthemefont: minor-fareast; msohansithemefont: minor-latin; msohansithemefont: minor-latin;">Edinburgh Napier University (2007) //20 Credit Handbook// Put emphasis on collaborative learning (building a learning community). Edinburgh Napier University (2007) //20 Credit Handbook// Make appropriate use of technology to enhance classroom practice, increase choice and flexibility in how, when and where to learn, and provide new or improved learning opportunities for campus-based, part-time and distance learners. Edinburgh Napier University (2007) //20 Credit Handbook//

Assessment, rather than teaching, has a major influence on students' learning. David Boud and Nancy Falchikov, //Rethinking Assessment in Higher Education//, Routledge, 2007

Commonly, assessment focuses little on the processes of learning and on how students will learn after the point of assessment. David Boud and Nancy Falchikov, //Rethinking Assessment in Higher Education//, Routledge, 2007

Needing to learn something can be almost as productive as wanting to learn it. When students know why something will be useful to them, even if they find it difficult, they are more likely to maintain their efforts till they have suceeded. //200 Tips for Lecturers, edited by Phil Race, Kogan Page, 1999//

If you were to believe that teaching is about imparting knowledge, then the main requirement of the lecturer would be possession of that knowledge. ... there is probably also an implicit requirement that they should be capable of imparting that knowledge as well as knowing it ... of course, 'imparting knowledge' has not usually been a very successful; teaching aim ...' //Rethinking University Teaching: a contraversal framework for the use of learning technologies//, Diana Laurillard, Routledge Falmer 2002 (2nd ed)

Promoting creativity, innovation and flexibility in terms of how teaching and learning

is designed, delivered, supported and assessed.

Ensuring fair, valid, reliable and relevant assessments that promote student motivation.

.... Encouraging and enabling students to reach their full potential and equipping them to continue to develop as self-directing lifelong learners.

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