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astonrail_handbook:hei_teachers:hei-teachers [2023/06/06 17:48] – [Learning in Theory] formatting martin_lastonrail_handbook:hei_teachers:hei-teachers [2023/06/22 16:55] (current) – [Teaching and Learning in Theory] martin_l
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 This section offers information about how to innovate or improve rail teaching in theory and in practice. This includes: This section offers information about how to innovate or improve rail teaching in theory and in practice. This includes:
-  * Information on teaching and learning in [[hei-teachers#Teaching and learning in theory|theory]]+  * Information on [[hei-teachers#Teaching and learning in theory|teaching and learning in theory]]
   * The [[hei-teachers#ASTONRail methods catalogue|ASTONRail methods catalogue]], showing teaching and learning types, methods and assessment methods as well as best practice examples for the use in rail teaching and learning   * The [[hei-teachers#ASTONRail methods catalogue|ASTONRail methods catalogue]], showing teaching and learning types, methods and assessment methods as well as best practice examples for the use in rail teaching and learning
   * Test of teaching and learning methods for rail education in the [[hei-teachers#Test of teaching and learning methods in the ASTONRail Intensive Study Programme in Zagreb in 2022|Intensive Study Programme]] in Zagreb (in 2022)   * Test of teaching and learning methods for rail education in the [[hei-teachers#Test of teaching and learning methods in the ASTONRail Intensive Study Programme in Zagreb in 2022|Intensive Study Programme]] in Zagreb (in 2022)
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 ===== Teaching and Learning in Theory ===== ===== Teaching and Learning in Theory =====
-In [[astonrail_handbook:astonrail_project:wg4|WG4]] teaching and learning in theory has been investigated and a portfolio of new approaches and teaching practices for rail skills development has been created.+In [[astonrail_handbook:astonrail_project:wg4|WG4]] of the ASTONRail project teaching and learning in theory has been investigated and a portfolio of new approaches and teaching practices for rail skills development has been created.
  
 ==== Learning in Theory ==== ==== Learning in Theory ====
 Learning theories are based on behaviourism, cognitivism and constructivism. In every one of these categories, learning occurs differently as shown in figure 1. For rail higher education of good quality, a combination of all three categories should be employed. \\  Learning theories are based on behaviourism, cognitivism and constructivism. In every one of these categories, learning occurs differently as shown in figure 1. For rail higher education of good quality, a combination of all three categories should be employed. \\ 
 {{ :astonrail_handbook:hei_teachers:learning_theories_au.png?nolink&500 |}} {{ :astonrail_handbook:hei_teachers:learning_theories_au.png?nolink&500 |}}
-//Figure 1: Learning theories in a table - (designed by Warren, A., adapted from CL4001, at Aston University. Inspired by Driscoll, M., and Barneveld, V. A. (2015) Applying learning theory to Mobile Learning. American Society for Training and Development. pp. 4. TD at Work)//+//Figure 1: Learning theories in a table\\ 
 +(designed by Warren, A., adapted from CL4001, at Aston University. Inspired by Driscoll, M., and Barneveld, V. A. (2015) Applying learning theory to Mobile Learning. American Society for Training and Development. pp. 4. TD at Work)//
  
 ==== Forms of Learning ==== ==== Forms of Learning ====
 There are two widely spread forms of learning: Teacher-centred learning (TCL) and Student-centred learning (SCL) as shown in figure 2. It is not proven which of these two forms should be broadly employed to enhance rail skills development and improve the quality of rail higher education provision. \\  There are two widely spread forms of learning: Teacher-centred learning (TCL) and Student-centred learning (SCL) as shown in figure 2. It is not proven which of these two forms should be broadly employed to enhance rail skills development and improve the quality of rail higher education provision. \\ 
 {{ :astonrail_handbook:hei_teachers:forms_of_learning_au.png?nolink&500 |}}  {{ :astonrail_handbook:hei_teachers:forms_of_learning_au.png?nolink&500 |}} 
- //  Figure 2: Involving students to enhance and innovate higher education provision \\ Warren, A. + //  Figure 2: Involving students to enhance and innovate higher education provision \\ (designed by Warren, A., adapted from CL4003, at Aston University. Inspired 
- 'Involving students to enhance and innovate higher education provision', adapted from CL4003, at Aston University. \\ Inspired + by O’Neill, G., and McMahon, T. (2005) 'Student-Centred
- by (O’Neill, G., and McMahon, T. (2005) 'Student-Centred+
  Learning: What does it mean for students and Lecturers?' Available at:   Learning: What does it mean for students and Lecturers?' Available at: 
 https://www.ucd.ie/teaching/t4media/student_centered_learning.pdf).// https://www.ucd.ie/teaching/t4media/student_centered_learning.pdf).//
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 {{ :astonrail_handbook:hei_teachers:teaching_approaches_au.png?nolink&500 |}} \\  {{ :astonrail_handbook:hei_teachers:teaching_approaches_au.png?nolink&500 |}} \\ 
 //Figure 3: Teaching Approaches (Stances) \\  //Figure 3: Teaching Approaches (Stances) \\ 
-Inspired by (McWilliam,+(Inspired by McWilliam,
  E. (2009) Teaching for creativity: from sage to guide to meddler. Asia Pacific Journal of Education,  E. (2009) Teaching for creativity: from sage to guide to meddler. Asia Pacific Journal of Education,
 29(3). pp. 281-293.)// 29(3). pp. 281-293.)//
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 The quality of learning outcome is strongly dependant on both the form of learning and the role of the teacher within it. For different teaching and learning stances, the teacher's role can be different. The teacher can either act as Director, or as Leading Learner, or as Nurturer or as Facilitator. Every one of these roles require different function, method and approach (figure 4). The quality of learning outcome is strongly dependant on both the form of learning and the role of the teacher within it. For different teaching and learning stances, the teacher's role can be different. The teacher can either act as Director, or as Leading Learner, or as Nurturer or as Facilitator. Every one of these roles require different function, method and approach (figure 4).
 {{ :astonrail_handbook:hei_teachers:teachers_role_new_au.png?nolink&600 |}} {{ :astonrail_handbook:hei_teachers:teachers_role_new_au.png?nolink&600 |}}
-//Figure 4: Different roles of the teacher in a table \\ Inspired by (The+//Figure 4: Different roles of the teacher in a table \\ (Inspired by The
  Schoolworks Lab, 'Think:  Schoolworks Lab, 'Think:
  Student-Centered Thinking'. Available at: https://schoolworkslab.org/think-student-centered-thinking/) \\ //   Student-Centered Thinking'. Available at: https://schoolworkslab.org/think-student-centered-thinking/) \\ // 
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-A collection of links to websites where information about didactics for higher education can be found in the partner countries is provided [[links-didactics|here]].+A collection of [[links-didactics|links to websites where information about didactics for higher education]] can be found in the partner countries is provided [[links-didactics|here]].
  
  
  
astonrail_handbook/hei_teachers/hei-teachers.1686066532.txt.gz · Last modified: 2023/06/06 17:48 by martin_l