We target at providing a list of readings that are of good quality. We have been very selective when identifying the readings. Most of them are extensive reviews or contain an extensive review. They are all scholarly written and evidence-based. As we have been very selective, there are only limited numbers of readings.
We deeply understand that not every participant has the access to the electronic resources in order to identify the paper we list. So we tried our best to find articles that can be openly accessed. While such papers are available, we make recommendation as an alternative option. If you come across any good article, which is scholarly, evidence-based, and of good quality, please recommend it to us or mention in discussion forums.
This paper provides an overview of several key learning style theories, clarifying the common areas of ambiguity. It is very useful for the teachers who are new to the area and teaching.
This paper reorganizes different learning styles constructs into one structure. Using the metaphor of onion, Curry made it easy for the practitioners to understand the style concepts.
Based on the review of a range of intellectual styles, this paper proposes an integrative model of styles. Not only is the integrative model useful, the readers will also benefit from the reading of the review itself.
Alternative option:
This paper is on open access. It provides a recent review on the intellectual style theories.
This book is one of the bestsellers on teaching and learning in higher education. It is suitable for both new and experienced teachers. Not only will you read from it good practices of university teaching, you will also learn about its underlying theory. Chapter 2 is particular relevant to what we discussed in this module. You can find Three-P model on page 19.
This paper elaborates seven principles that can help to improve undergraduate education based on the research evidence.
Alternative option:
Trigwell, K., & Prosser, M. (2004). Development and Use of the Approaches to Teaching Inventory. Educational Psychology Review, 16(4), 409-424. doi:10.1007/s10648-004-0007-9.
This paper explains how research into approaches to university teaching was used to develop an inventory measuring the variation in approaches to teaching. The reading of this paper could be helpful in two ways. First, it helps you to understand the approaches to teaching and its relationship with student approaches to learning. Second, the inventory provided in the paper can serve as a tool for you to measure and understand your own approach to teaching. As we mentioned in Module 1, it is a good idea to build a teaching portfolio for oneself from an early stage. Teaching philosophy is an important part of a teaching portfolio. This inventory would definitely help you to explore your own philosophy of teaching.
This short article provides an introduction to Constructive Alignment and how it can be apply to course design. It also discusses the issues arising and the way ahead. It is short and on open access. Please click the “Download” on the page. Then you would be able to read the article.
This paper presents a curriculum model that can be used to enhance and manage the integration of interdisciplinary domains in the PBL curriculum design. Although the relevant concepts are discussed in the context of dental education, the implications can be drawn for the curriculum design in other disciplines as well.
This paper is written by one of the most famous scholars in the field. Among many of his papers, this one is chosen because it reviews the recent developments on experiential learning and discusses how to enhance experiential learning in higher education, including the principles, outcome assessment, curriculum development, student development and faculty development.
This is a short and practical introduction to flipped classroom strategy.
This paper discusses the principles of team-based learning and will help you to see the consistency between team-based learning and the good practices of evidence-based teaching.
Within this paper, you will find a review of 67 papers on Audience Response Systems (ARS). It will help you to understand the key benefits and challenges for teachers when using ARS
This paper is a recent publication by a number of reputable scholars in the filed of assessment in higher education. It provides a practical framework for decision-making in creating or modifying assessment design. The framework covers considerations in six aspects: purposes, contexts, tasks, interactions, feedback processes, and learning outcomes.
This paper is written by Prof. Royce Sadler, one of the most influential scholars in the field of assessment in higher education. He discusses the differences between standards-based and norm-based assessment and provides examples. He also clarifies the subtle differences between ‘criteria’ and ‘standards’, which have implications in assessment design.
This is a briefing note about key issues and suggestions in designing groupwork assessment. It was compiled based on a literature review and interviews with 17 teachers at the University of Hong Kong (HKU) about their practices in assessing groupwork. Although these practices were situated in Common Core courses at HKU, the groupwork assessment designs are relevant to courses and programmes in many other contexts.
This briefing note provides guidelines for giving feedback to students in ways that are mostly likely to make a difference to the quality of their learning. It includes specific suggestions on providing feedback. The author, Prof. Dai Hounsell, is Professor Emeritus of Higher Education at the University of Edinburgh, who is recognised as one of the most influential scholars in the field of assessment and feedback in higher education.
This briefing note provides guidelines for designing informal feedback in every day activities and engaging students and teachers in meaningful discussions. The author, Prof. Kay Sambell, publishes widely on assessment and feedback. Informal feedback is featured in her book entitled Assessment for Learning in Higher Education (2013, Chapter 5) as one of the six central principles of effective assessment for learning.
This paper discusses seven peer assessment designs and presents their development, implementation in courses and evaluation. In most of these designs, the feedback process is explained. Three important design features identified were related to timing, reciprocal two-way feedback, and grouping of assessors and assessees. Readers who would like to know about various forms of peer assessment may find the descriptions on pp. 343-346 especially useful.
This 78-page publication is part of the Enhancement Themes programme aiming at supporting learners in further improving higher education in Scotland. It provides a wide range of practical examples of good practice in implementing formative assessment in different disciplinary contexts. The author, Prof. David Nicol, is Emeritus Professor of Higher Education at the University of Strathclyde. Prof. Nicol has published widely on assessment and online learning in higher education.
This briefing note provides guidelines for designing feedback as a means of dialogue. It is partially based on interviews with award-winning teachers at HKU. Readers might find the case examples and the checklist especially helpful to their feedback design. The author, Prof. David Carless, has published a number of important books on higher education teaching and learning, including Excellence in University Assessment (2015) and Scaling up Assessment for Learning in Higher Education (2017).
This paper proposes seven principles of good feedback practice, supported by literature and practical examples. One key message is to enable students to take a proactive role in generating and using feedback. The principles discussed in the course video are largely based on this paper.