Teaching for Quality Learning at University

2. Revised Auflage 2003
ISBN: 978-0-335-21169-2
Verlag: Open University Press

Buch, Englisch, 336 Seiten, Format (B × H): 155 mm x 236 mm, Gewicht: 616 g

Reihe: Society for Research into Higher Education S.

".full of downright good advice for every academic who wants to do something practical to improve his or her students' learning.there are very few writers on the subject of university teaching who can engage a reader so personally, express things so clearly, relate research findings so eloquently to personal experience." (Paul Ramsden)

Since the first edition of Teaching for Quality Learning at University, the tertiary sector has changed dramatically. Individual teachers, as reflective practioners, still need to make their own decisions about how they are going to get students actively involved in large classes, to teach international students, and to assess in ways that enhance the quality of learning. But now that quality assurance and quality enhancement are required at the institutional level, the concept of constructive alignment is applied to 'the reflective institution', where it becomes a powerful underpinning to quality enhancement procedures.

Also since the first edition, educational technology has become more widespread than expected, leaving some teachers apprehensive about what it might mean for them. A new chapter elaborates on how ET can be used to enhance learning, but with a warning that any tool, electronic or otherwise, is as good as the thoughtful use to which it is put.

This is an accessible, jargon-free guide to all university teachers interested in enhancing their teaching and their students' learning, and for administrators and teaching developers who are involved in teaching-related decisions on an institutional basis.

Autoren/Hrsg.

Biggs, John

Inhaltsverzeichnis

Foreword
Preface
Acknowledgements
Changing university teaching
Constructing learning by aligning teaching
constructive alignment
Formulating and clarifying teaching objectives
Setting the stage for effective teaching
Good teaching
principles and practice
Enriching large class teaching
Teaching international students
Assessing for learning quality I
principles
Assessing for learning quality II
practice
Using educational technology
ET not IT
Some examples of aligned teaching
The reflective teacher
The reflective institution
assuring quality through enhancement
References
Index.

Über Autor(innen)

Biggs, John
John Biggs held academic posts at the University of New England, NSW, Monash University, Melbourne and the University of Alberta, Edmonton, Canada before being appointed Professor of Education at the University of Newcastle, NSW, then Professor of Education at the University of Hong Kong. He retired early to develop his work on constructive alignment and to write fiction. He returned to Hong Kong in 1999, this time to the Department of Psychology and is currently Honorary Professor in that Department.