| Abstract: | Over recent years there has been a convergence of ideas about how students learn. This is useful information for developing teaching methods that make effective learning more likely. An attempt to put this into practice in an introductory education subject is described in detail. It involved making decisions about issues that are common to different approaches to teaching in higher education. These included the way activities were structured, how experiences were used, the sorts of choices students could exercise and how learning was distributed. It is argued that learning in higher education depends on the balance that is struck in terms of these and related decisions. |
