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--- astonrail_handbook:hei_teachers:hei-teachers [2023/06/06 15:51] – [Teacher's Role] martin_l
+++ astonrail_handbook:hei_teachers:hei-teachers [2023/06/22 14:55] (current) – [Teaching and Learning in Theory] martin_l
@@ Line 2: / Line 2: @@
 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
   * 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)
@@ Line 9: / Line 9: @@
 ===== 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 ====
@@ Line 20: / Line 20: @@
 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 |}}
- //  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:
 https://www.ucd.ie/teaching/t4media/student_centered_learning.pdf).//
@@ Line 34: / Line 33: @@
 {{ :astonrail_handbook:hei_teachers:teaching_approaches_au.png?nolink&500 |}} \\
 //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,
 (3). pp. 281-293.)//
@@ Line 57: / Line 56: @@
-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]].