Teaching For Quality Learning At UniversityThis best-selling book explains the concept of constructive alignment in education and aids implementation of this at multiple levels. |
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Página xiv
1.1 2.1 2.2 2.3 3.1 3.2 3.3 3.4 4.1 5.1 5.2 5.3 6.1 7.1 7.2 7.3 8.1 8.2 8.3 9.1 9.2 9.3 9.4 10.1 The changing scene at your own institution What are your theories of teaching and learning? Does your teaching encourage surface or deep ...
1.1 2.1 2.2 2.3 3.1 3.2 3.3 3.4 4.1 5.1 5.2 5.3 6.1 7.1 7.2 7.3 8.1 8.2 8.3 9.1 9.2 9.3 9.4 10.1 The changing scene at your own institution What are your theories of teaching and learning? Does your teaching encourage surface or deep ...
Página xv
The changing scene at your own institution Follow-up to Task 3.3 Follow-up to Task 3.4 Your achievement of the intended outcomes of this book 208 209 220 221 237 248 249 260 262 274 11.3 291 300 316 317 318 318 364 Foreword to original ...
The changing scene at your own institution Follow-up to Task 3.3 Follow-up to Task 3.4 Your achievement of the intended outcomes of this book 208 209 220 221 237 248 249 260 262 274 11.3 291 300 316 317 318 318 364 Foreword to original ...
Página xix
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Lo sentimos, pero el contenido de esta página es de acceso restringido..
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Lo sentimos, pero el contenido de esta página es de acceso restringido..
Página xxi
Lo sentimos, pero el contenido de esta página es de acceso restringido..
Lo sentimos, pero el contenido de esta página es de acceso restringido..
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Índice
Designing constructively aligned outcomesbased teaching and learning | 111 |
Constructive alignment in action | 279 |
| 366 | |
| 382 | |
The Society for Research into Higher Education | 390 |
Back cover | 393 |
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Términos y frases comunes
academic accessed 2 February achieve action research apply approaches to learning appropriate assessment tasks assignment Bologna Process Chapter classroom concept maps context course ILOs creativity critical curriculum declarative knowledge deep approach discussion E-assessment e-learning effective evaluation evidence exam example focus functioning knowledge graduate outcomes Higher Education Higher Education Academy Hong Kong implementing constructive alignment important improve individual institution intended learning outcomes intended outcomes interactive large class learner learning activities lecture level of understanding lifelong learning measurement model ment metacognitive peer performance phenomenography plagiarism portfolio practice problem problem-based learning professional programme ILOs quality enhancement questions relevant scholarship of teaching situation skills SOLO taxonomy structure student learning summative surface approach Susan teachers teaching and assessment teaching and learning teaching/learning activities theory of teaching Theory X thinking threshold concepts tion TLAs topic transformative reflection tutor Venn diagram verbs
Información bibliográfica
| Título | Teaching For Quality Learning At University SRHE and Open University Press Imprint Society for Research into Higher Education |
| Autores | Biggs, John, Tang, Catherine |
| Edición | ilustrada |
| Editor | McGraw-Hill Education (UK), 2011 |
| ISBN | 0335242758, 9780335242757 |
| N.º de páginas | 389 páginas |
| Exportar cita | BiBTeX EndNote RefMan |