The 4th edition was published in 2015 by Routledge. This page shows the main content headings. I’ve spelled out in a little more detail some of the new material in this edition,
The Lecturer’s Toolkit: 4th Edition: summary of contents
Chapter 1: How students really learn
Never mind the teaching – feel the learning!
Factors underpinning successful learning
Developing students’ competences
Positioning the goalposts – designing and using learning outcomes
Chapter 2: Designing assessment and feedback to enhance learning
Putting assessment and feedback into perspective
Concerns about assessment: we can’t go on like this!
Pros and cons of sixteen assessment processes
Making formative feedback work
Involving students in their own assessment
Chapter 3: Lectures in the digital age
How important is the act of lecturing?
Causing learning to happen in lecture contexts
Using technologies – old and new
Peer-observation of teaching and learning
How can we move forward and adapt lectures to the 21st century?
Chapter 4: Making small-group teaching work
Why is small-group learning so important?
Deciding on group size
Ways of forming groups
Small-group process techniques
Leading and following
What goes wrong in small groups?
Group member behaviours which damage group work
Group facilitator behaviours which can damage group work
A closer look at tutorials
Practical pointers for group work
Getting groups started
Icebreakers: some ideas
A popular icebreaker: the ‘Statements’ exercise
Learning and using names
Conflict in group work
Gender issues in group work
Chapter 5: Resource-based learning in the digital age
Some terms and buzz-phrases
What are the main components of resource-based learning materials?
Adopt, adapt, or start from scratch?
A quality checklist for resource-based learning materials and processes
Learning from computer screens? Is this screenful actually working?
Practical pointers on resource-based learning
Chapter 6: Looking after yourself
Managing your workload
Managing your stress levels
Managing your appraisal
Managing your feedback from students
Chapter 7: Challenges and Reflections
Seven challenges facing teachers in higher education
How can we foster good academic conduct, and discourage students from plagiarism and cheating?
How can we provide educational experiences that are inclusive and non-discriminatory to students with disabilities?
How can we motivate and engage students, when many have numerous competing pressures on their time?
How can we foster cross-cultural capability among our students and staff, working with international students and staff in a global environment?
How can we provide a coherent approach to the student experience, offering a programme-level approach?
How can I go about showing how excellent my teaching has become?
How can I use my pedagogic work to get published?
From reflection on action, to reflection in action
Learning from being observed
Learning from watching others
Learning from your practices of assessing students
Learning from engaging with pedagogic professional development events
Learning from your scholarly reading
Learning from student feedback and evaluation
Learning from occasions when things went wrong, and what you did (or might do next) to improve the situation
Towards reflection in action
Designing and delivering a teaching element – a reflective checklist