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close this bookTeach Your Best - A Handbook for University Lecturers (DES, 387 p.)
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View the documentFOREWORD
close this folderINTRODUCTION
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close this folderTEACH YOUR BEST: A PLEA FOR ENHANCING LEARNING IN UNIVERSITIES IN AFRICA
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View the documentON THIS BOOK AND ON THE PEOPLE WHO MADE IT
close this folderTHE HANDBOOK'S STORY: A PATH ACROSS PASTURES, DESERTS AND JUNGLES
View the documentAfrican Academics Articulate the Need for a Manual
View the documentDeveloping the Concept
View the documentWork in Progress: The Writer's Workshops
View the documentTowards Publication
close this folderWAS THE CHALLENGE MET?
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View the documentThe Readers Decide on the Future Handbook
View the documentAn African Handbook: What Does this Mean?
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View the documentADDRESSES
close this folderHOW TO USE THIS HANDBOOK
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View the documentUses of the Handbook
View the documentStructure of the Handbook
View the documentSpecial Features of the Handbook
close this folderCHAPTER 1 - THE ROLES OF A UNIVERSITY LECTURER
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View the documentINTRODUCTION
close this folderFUNCTIONS OF UNIVERSITIES
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View the documentDevelopment of Personnel (Training Function)
View the documentDevelopment of Knowledge (Research Function)
View the documentProvision of Necessary Services (Public Service Function)
close this folderFUNCTIONS OF UNIVERSITY LECTURERS
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View the documentThe Teacher as an Authority in his Discipline
View the documentThe Teacher as a Planner and Manager of Time
View the documentThe Teacher as an Academic Guide to Students
View the documentThe Teacher as an Adviser and Counsellor
View the documentThe Teacher as a Researcher
View the documentThe Teacher as a Consultant
View the documentCONCLUSION
close this folderCHAPTER 2 - TECHNIQUES OF NEEDS ASSESSMENT IN UNIVERSITY TEACHING
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View the documentINTRODUCTION
close this folderTHE MEANING OF NEEDS ASSESSMENT
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View the documentCompetence, Relevance and Motivation
View the documentWants
View the documentComplex Needs
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close this folderLEVELS OF NEEDS ASSESSMENT
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View the documentStrategic Level
View the documentProgramme Level
View the documentCourse Level
close this folderPLANNING YOUR COURSE NEEDS ASSESSMENT
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View the documentObjectives
View the documentFocus of the Assessment
View the documentTypes of Data
View the documentSources of Information
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View the documentProcessing the Information
View the documentMaking Use of the Assessment Results
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close this folderCHAPTER 3 - THE LEARNING PROCESSES
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View the documentINTRODUCTION
close this folderSOME CONDITIONS THAT AFFECT INSTRUCTION IN AFRICAN UNIVERSITIES
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View the documentStudent Needs and Characteristics
View the documentInstructors, Materials and Facilities
View the documentEvaluation Process
View the documentOverall Learning Environment
close this folderSELECTED IDEAS ABOUT THE LEARNING PROCESSES
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View the documentMeaning, Types and Levels of Learning
View the documentProcesses in Learning
close this folderPROMOTING LEARNING IN UNIVERSITIES
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View the documentTowards Effective Lectures
View the documentTowards Effective Small Group Work
View the documentEncouraging Effective Ways of Problem Solving
View the documentFacilitating Independent Study and Self-expression
View the documentUtilizing Evaluation to Improve Instruction
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close this folderCHAPTER 4 - COURSE DESIGN
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View the documentINTRODUCTION
close this folderLEVELS OF CURRICULUM DEVELOPMENT
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View the documentFaculty Level
View the documentDepartment Level
View the documentUnit Level
close this folderMEANINGS OF TERMS
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View the documentCourse
View the documentDesign
View the documentPURPOSE OF COURSE DESIGN
close this folderTHE COURSE DESIGN PROCESS
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View the documentStep 1: Situational Analysis
View the documentStep 2: Objectives Formulation
View the documentStep 3: Content Derivation
View the documentStep 4: Selection of Teaching Methods and Media
View the documentStep 5: Determination of Evaluation Procedures and Schedules
View the documentWRITING A COURSE OUTLINE
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close this folderCHAPTER 5 - METHODS OF TEACHING AND LEARNING
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View the documentINTRODUCTION
close this folderBACKGROUND TO TEACHING
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View the documentTeaching Environment
View the documentOverview of Teaching Methods
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close this folderTHE LECTURE METHOD
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View the documentWhat is a Lecture?
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View the documentLearning from Lectures
View the documentSkills of Lecturing
View the documentPreparation of Lectures
View the documentGroup Instruction
close this folderLABORATORY TEACHING AND PRACTICAL WORK
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View the documentHistorical Background
View the documentPurposes of Laboratory Work
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View the documentImproving Laboratory Teaching
close this folderSMALL GROUP TEACHING
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View the documentOn Being a Facilitator
close this folderIMPROVING TEACHING METHODS
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View the documentAugmentation
View the documentSelf-development of Teaching Skills
View the documentCONCLUSION
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close this folderCHAPTER 6 - INSTRUCTIONAL MEDIA
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close this folderINTRODUCTION
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View the documentWhat Are Instructional Media?
View the documentWhy Use Instructional Media?
close this folderSELECTING INSTRUCTIONAL MEDIA
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View the documentCourse Objectives and Content Factors
View the documentLearner and Lecturer Factors
View the documentMaterial Factors
close this folderINSTRUCTIONAL MEDIA GENERALLY AVAILABLE IN UNIVERSITIES
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View the documentThe Chalkboard
View the documentPrinted Media
View the documentTransparencies and the Overhead Projector
View the documentPhotography: Photos, Slides and Slide-tapes, Filmstrips
View the documentFlip Charts and Display Easels
View the documentWall Charts and Wall Posters
View the documentFilm and Video
View the documentOther Instructional Media
close this folderOBTAINING APPROPRIATE MEDIA
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View the documentAre the Instructional Media Available in Your Institution?
View the documentAre the Instructional Materials Available Somewhere Else?
View the documentIs Co-production with other Institutions or Organizations Possible?
View the documentCan You or Your Institution Produce the Particular Media?
View the documentAppropriate Utilization of Limited Resources
View the documentEVALUATION OF MEDIA
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close this folderCHAPTER 7 - EVALUATING UNIVERSITY EDUCATION
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close this folderPART 1: COURSE EVALUATION
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View the documentThe Scope of Course Evaluation
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View the documentEvaluation Agenda
View the documentDesigning a Course Evaluation
View the documentEvaluation Methods and Instruments
View the documentReport Writing
View the documentEvaluation of Course Design
View the documentEvaluation of Course Outlines
View the documentEvaluation of Course Content
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View the documentCourse Monitoring and Quality Control
close this folderPART 2: STUDENT EVALUATION
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View the documentPurpose of Testing
View the documentUniversity Testing
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View the documentHandling Test Scores at University Level
View the documentAssessing Student Performance
View the documentLevels of Testing
View the documentItem Construction
View the documentTypes of Tests
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close this folderCHAPTER 8 - RESEARCH AND PUBLICATIONS
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View the documentMEANING OF RESEARCH
close this folderRESEARCH DESIGN
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View the documentProblem or Objective
View the documentMethodology
View the documentETHICS AND PROTOCOL OF RESEARCH
View the documentRESEARCH MANAGEMENT
close this folderAPPLICATION OF RESEARCH FINDINGS
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View the documentResearch and Theory
View the documentResearch and Teaching
View the documentResearch, Publications and Promotion
View the documentResearch and Curriculum
View the documentRESEARCH SUPERVISION
View the documentDISSEMINATION OF RESEARCH FINDINGS
View the documentCONCLUSION
View the documentSUGGESTIONS FOR FURTHER READING
View the documentBIBLIOGRAPHY
View the documentAUTHORS AND EDITORS