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Universities have always been able to point to
exemplary teachers who can interest and engage their students. Over
many years, studies of teaching and learning have identified principles
and practices that lead to the most effective learning. The principles
and guidelines below represent a synthesis of research into good
teaching and learning. These can be applied in many different teaching
and learning situations.
Recent developments have led to applications
of new technologies to teaching. Applications of technology enable
university teachers to apply best practice principles in new and
interesting ways. Technological resources can support the attainment
of best practice by providing ready access to resources, rapid communication,
and systematic organisation of learning activities and support materials.
Many innovations in teaching and learning in recent years have relied
on technology to achieve high quality outcomes.
- The Educational Development and Technology
Centre (EDTeC) supports the aims of the Pro-Vice-Chancellor (Education),
which are to:
- Enhance the quality of the educational experience
offered by UNSW.
- Ensure UNSW's reputation for effective and
innovative teaching parallels its reputation for productive and
innovative research.
- Ensure UNSW is a world leader in the appropriate
use of educational technology and flexible modes of teaching.
To achieve these aims, EDTeC supports and encourages
teaching that is student-centred, flexible, and inclusive of the
diversity of students. John Biggs proposes that "Good teaching
is getting most students to use the higher cognitive level processes
that the more academic students use spontaneously (Biggs,
1999). Most of the principles and guidelines below are of value
in attaining this goal. Biggs' book Teaching for Quality Learning
at University is recommended for people wishing a detailed text
on effective teaching practice. To follow the principles and guidelines
below, members of academic staff may wish to engage in a scholarly
approach to teaching and learning within their discipline. For more
information and insight into the potential implications of this
approach for career development, Charles E Glassick's Scholarship
Assessed: Evaluation of the Professoriate (Glassick
et al, 1997) is recommended.
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