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:
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12 17 30 30 40 44 50 1.1 The changing scene at your own institution 2.1 What are your theories of teaching and learning? 2.2 Does your teaching encourage surface or deep approaches to learning? 2.3 Follow-up to Task 2.1 3.1 What ...
13.4 The changing scene at your own institution 13.5 Follow-up to Task 3.3 13.6 Follow-up to Task 3.4 14.1 Your achievement of the intended outcomes of this book 274 291 300 316 317 318 318 364 Foreword to original edition The book is ...
We are not concerned here with the managerial aspects of benchmarking across institutions that Bologna requires, ... to implementation institution-wide – and in the case of Malaysia, the beginning steps to implementation nationwide.
However, in keeping with the idea that the responsibility for teaching lies not on how well individual teachers perform but on the departmental and institutional infrastructure, staff developers need especially to work with departments ...
How the institution may be reflective is addressed in Chapter 13, together with the closely related theme of quality ... Developing teaching expertise usually takes second place: a set of priorities dictated as much by institutional ...
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Designing constructively aligned outcomesbased teaching and learning
Constructive alignment in action
The Society for Research into Higher Education