Teach and Support Learning Practices at the University Level

Abstract

The paper provides an advice and case study examples to support a student-centred approach for the design and planning of the learning and teaching practices. Learning activities need to align with their assessment, the learning outcomes of the course/program, and the students’ needs at their stage of learning. When planning learning activities, the types of activities the students need to engage in to demonstrate the intended learning outcome/s play a vital role in the learning process. The activities should provide experiences that will enable students to engage, practice and gain feedback on specific outcome/s. Additionally, the time assigned to the activities should be taken into consideration. Strategies need to be built in to check on understanding and to reflect on learning. Finally, regular reviews and updates to the modes of delivery and pedagogical methods are to be conducted to ensure the continuity of the successful learning approach.

Assessment of rainwater harvesting potential based on field observations in Jagakarsa District area, South Jakarta

“…Increases in raw water supplies decreased flood discharge, and groundwater replenishment can all be achieved with RWH [12][13][14][15][16]. RWH is also used to overcome pluvial flooding in urban areas [17][18][19][20][21]. RWH technology and managed aquifer recharge (MAR) combination is a feasible groundwater conservation method [22][23][24][25][26].…”