Teaching for Quality Learning at University
"This book is an exceptional introduction to some difficult ideas. It is full of downright good advice for every academic who wants to do something practical to improve his or hers students’ learning."
Paul Ramsden, Brisbane, Australia
"Biggs and Tang present a unified view of university teaching that is both grounded in research and theory and replete with guidance for novice and expert instructors. The book will inspire, challenge, unsettle, and in places annoy and even infuriate its readers, but it will succeed in helping them think about how high quality teaching can contribute to high quality learning."
This best-selling book explains the concept of constructive alignment used in implementing outcomes-based education. Constructive alignment identifies the desired learning outcomes and helps teachers design the teaching and learning activities that will help students to achieve those outcomes, and to assess how well those outcomes have been achieved. Each chapter includes tasks that offer a 'how-to' manual to implement constructive alignment in your own teaching practices.
This new edition draws on the authors' experience of consulting on the implementation of constructive alignment in Australia, Hong Kong, Ireland and Malaysia including a wider range of disciplines and teaching contexts. There is also a new section on the evaluation of constructive alignment, which is now used worldwide as a framework for good teaching and assessment, as it has been shown to:
Resultados 1-5 de 42
... revised taxonomy 7.3 Some typical declarative and functioning knowledge verbs by SOLO level 7.4 An example of aligning programme ILOs with graduate outcomes 8.1 What teachers and students do in a lecture leading to an ILO containing ...
... thin layer of second-hand theory, or a dense treatise suitable for graduate students with a taste for the tougher courses. ... the bottom line of engineering better learning outcomes matters more than nice theoretical distinctions.
Chapter 6 describes how constructive alignment came about and explains how it fits into the outcomes-based model of ... Chapter 7 looks at intended learning outcomes at three levels: graduate outcomes, programme outcomes and course ...
three levels: graduate outcomes, programme outcomes and course outcomes, focusing on declarative or functioning knowledge as appropriate. Chapters 8 and 9 go into the design of teaching/learning activities for declarative and ...
... the emphasis on student-centred learning, and on learning outcomes at bachelor, masters and doctoral levels, certainly suggests one, as does the emphasis on lifelong learning, which is a common graduate outcome. Huet et al.
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Designing constructively aligned outcomesbased teaching and learning
Constructive alignment in action
The Society for Research into Higher Education