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Centred on Learning - Academic Case Studies on Learning Centre Development (Paperback)
Loot Price: R779
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Centred on Learning - Academic Case Studies on Learning Centre Development (Paperback)
Series: Routledge Revivals
Expected to ship within 12 - 17 working days
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Thie title was first published in 2003. Computer technology and
changing student needs have prompted universities to develop modern
learning centres offering both virtual and physical learning space
fit for all types of study and research. This book demonstrates
with detailed case studies how the learning centre model has been
introduced at four UK universities with different constraints and
priorities: Sheffield Hallam, Leeds Metropolitan, Aberdeen and
Lincoln. The authors start by outlining the national higher
education context and other internal and external drivers for
change, then explaining how these shaped their particular centre's
development as they underwent radical change in role, organization,
range and nature of service provision - particularly the use of IT
in learning and teaching support. Highlighting the differences
between the institutions, authors from the four learning centres
analyse the implications of changes for staff - in terms of working
practices, interdisciplinary skills and internal culture - and how
problems were managed. They go on to describe how the needs of all
types of students were considered and to what extent, from both
student and staff perspectives, they were satisfied. A whole
chapter is dedicated to the process of building new partnerships
with academic staff and other university service providers -
essential for operational convergence and integrated service
provision. The following chapter focuses on the development of the
physical environment and how the building itself is adapted to
modern teaching and learning models. The book ends by outlining the
evaluation process and suggested next steps for further
improvement. Appendices include sample job descriptions and person
specifications. Demands for greater efficiency and responsiveness
to student needs have to be met in the context of institutional
strategies and priorities. This book offers an insight into four
universities' different experiences which will help those at the
forefront of such.
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