UWA SPOT/SET Project

204)          there has been a clear and supportive relationship between these classes and the lectures

Good understanding requires interconnected knowledge. Building on the existing knowledge, cross-referencing, identifying relevance of knowledge and applying theoretical knowledge to practical situations are part of constructing interconnected knowledge.

·         Boud, Dunn & Hegarty-Hazel (1986) provide many ways of sequencing and relating different parts of a course/ unit (Chap 3, pp. 57-78).

·         Hounsell (1997) outlines the need to “anchor knowledge in a framework of meaning” (p. 244) and cites examples of using tutorials and multimedia to aid the understanding of lecture content.

·         Laurillard (1993) Rethinking University Teaching (pp.56-58) elaborates on the "integrative aspect of learning" and maintains that "learning academic knowledge ... requires activities that address and deal with relations" (p. 56).

Boud, D., Dunn, J., & Hegarty-Hazel, E. (1986). Teaching in Laboratories. London: Society for Research into Higher Education & NFER Nelson.

Hounsell, D. (1997). Understanding teaching and teaching for understanding. In F. Marton & N. Entwistle & D. Hounsell (Eds.), The experience of learning (2nd ed., pp. 238-257). Edinburgh: Scottish Academic Press.

Laurillard, D. (1993). Rethinking university teaching - A framework for the effective use of educational technology. London: Routledge.