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In my opinion this is the best book on learning and teaching available to teachers in H.E. and F.E. today. The environment has changed so quickly over recent years and Phil Race has not only kept abreast of the changes; he is way ahead.′ - Professor Ruth Pickford, Director of the Centre for Learning and Teaching, Leeds Metropolitan University  In the age of digital communication, online learning and MOOCS, Higher Education Institutions need to be able to offer even more to their students.       Centred around Phil Race′s well-known ′ripples on a pond′ model, this accessible discussion of post-compulsory education identifies the fundamental factors underpinning successful learning and clearly shows you how to help students learn effectively.    Updates to this third edition include:       practical ‘tips for students’ to help you engage your group  discussion of four literacies students need  comparative discussion of different forms of assessment  increased coverage of peer observation and evidence-based practice  advice on making lectures unmissable  online resources including printable checklists for use in class  link to a video interview with the author     This book is a valuable tool for lecturers and tutors in universities and colleges, post-16 teachers in secondary education, and educational managers.  It also provides a useful resource for postgraduate students on higher and further education courses and staff development courses.       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The book addresses a wide range of aspects of assessment, learning and teaching in post-compulsory education including:   -\thow to provide a supportive learning environment - including online learning   -\thow to design and manage formative assessment and feedback   -\thow to support diverse students - including addressing and achieving student satisfaction.   -\tdeveloping teaching - including lecturing, small-group teaching, supporting individual learning and dealing with disruptive students   -\thow to use research to improve teaching   -\tcreatively designing curriculum   -\tpromoting student employability   -\tbroadening horizons - including   widening and deepening participation   -\taddressing and achieving student satisfaction.      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The book as a whole is mercifully free of unnecessary jargon (a point that the author points out in the preface), and is accessible and friendly in tone. Race′s \"ripples on a pond\" model… is effortlessly applicable to a range of learning and teaching situations and provides a useful tool for exploring teaching and learning practice′ - ESCalate    `Professor Race… is without a doubt a master of intelligent simplicity. [This] book may seem to be innocent of theory, but a serious understanding of the needs of learners is clear behind every page. The approach is to make sense of the collated feedback from thousands of students and teachers, gleaned by questions asked during workshops and seminars. There is an enormous amount of practical, useful material. It is replete with lists, charts, bullet points, pithy hints, and guidelines. I will not be in the least surprised if this book is a runaway success′ - Anita Pincas, Lifelong Education and International Development, Institute of Education, London      ′Phil Race freely shares his experience and his wise counsel in a text where he emerges from the pages as a clear thinking, clear writing, expert in this field, with much to offer′ - John Cowan, Emeritus Professor of Learning Development, the Open University      Making Learning Happen provides an accessible and practical discussion of teaching and learning for the post-compulsory sector of higher and further education. Much of the existing educational literature on `learning′ is written in language which makes it inaccessible to the people most directly involved in learning: learners and their teachers. This book avoids the unnecessary jargon and elitist language which has too often hitherto hindered teachers and learners alike in thinking about how best to make learning happen.      This book will help staff in higher and further education increase the `learning payoff′ which their students derive from a wide range of educational contexts, at all levels in post-compulsory education.      The book is centred around Phil Race′s well-known `ripples on a pond′ model of learning, which has identified five fundamental factors underpinning successful learning:   o\t`wanting′ to learn   o\t`needing′ to learn   o\t`learning by doing′   o\t`feedback′   o\t`digesting - making sense of what has been learned′.      This text will allow teachers and students to address these factors head-on in a wide range of contexts, including large-group teaching, small-group work, online learning, and in their use of formative feedback to help their students.      Included in the book is a self-analysis questionnaire to enable learners to reflect on how these factors contribute to their own approaches to learning.      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