Download The University of Learning: Beyond Quality and Competence by John Bowden, Ference Marton PDF
By John Bowden, Ference Marton
Universities are hardly dependent to facilitate studying and after they are, it's always performed so in a constrained approach. This e-book appears on the idea and perform of studying and the way universities can increase their caliber and competence. It tackles the earlier failure of the standard and competence hobbies and advocates a stream in the direction of 'Universities of Learning'. The authors suggest an integration of parts which are frequently handled individually - concept and perform, educating and learn, and the degrees of establishment and person - and deal with those dimensions of integration along side one another. This new paperback variation should be crucial interpreting for all people who are enthusiastic about bettering studying in better schooling. It comprises an up-to-date preface that takes account of advancements because the booklet of the hardback variation.
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Extra resources for The University of Learning: Beyond Quality and Competence
Example text
The kind of learning we are interested in is learning which implies that the learners develop capabilities for seeing or experiencing situations or phenomena in certain ways. For every kind of situation and phenomenon it is possible to identify a limited number of distinctively different ways in which the situation or that phenomenon can be experienced. The differences between different ways of seeing a particular phenomenon (or a particular class of situation) can be understood in terms of the critical aspects that define the phenomenon (or situation) as experienced.
One of the questions used in the interviews was: ‘A car is driven at a high constant speed straightforward on a motorway. ’ One subject (S2), listing motive power from the engine, air resistance, frictional force on all the bearings, gravity, and normal force as relevant, suggested that gravity and normal force are equal and that the engine is used to counterbalance the sum of the air resistance and the frictional force. As S2 saw it ‘when he drives at a constant speed, all the forces counterbalance each other…when it accelerates, more power is needed forward than when it is moving at a constant speed’.
Part Two Aspects of Learning Chapter 2 What does it take to learn? Learning in the sense of studying implies exploring paths in the landscape of knowledge that have been charted by others, with the charts being known to many. The knowledge developed is new for the individual, but probably not for others (such as the teachers). Therefore this learning is on the individual level. Raising questions about learning Better learning Imagine a university that wholeheartedly aims for better learning and outcomes than it has achieved in the past, by finding improved ways of enhancing learning than it had found earlier.