Teaching for Quality Learning at University (Society for Research into Highter Education)

John Biggs

ISBN 10: 0335221262 / ISBN 13: 9780335221264

Edité par Open University Press, United Kingdom, Milton Keynes, 2007

A propos de cet article

"This book is a sophisticated and insightful conceptualization of outcomes-based learning developed from the concept of constructive alignment. The first author has already made a significant contribution to the scholarship and practice of teaching and learning in universitiesTogether with the second author, there is now added richness through the practical implementation and practices. The ideas in this book are all tried and shown to contribute to more successful learning experience and outcome for students." Denise Chalmers, Carrick Institute of Education, AustraliaTeaching for Quality Learning at University focuses on implementing a constructively aligned outcomes-based model at both classroom and institutional level. The theory, which is now used worldwide as a framework for good teaching and assessment, is shown to: Assist university teachers who wish to improve the quality of their own teaching, their students' learning and their assessment of learning outcomes Aid staff developers in providing support for teachers Provide a framework for administrators interested in quality assurance and enhancement of teaching across the whole university The book's "how to" approach addresses several important issues: designing high level outcomes, the learning activities most likely to achieve them in small and large classes, and appropriate assessment and grading procedures. It 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 institution-wide basis. The authors have also included useful web links to further material. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

N° de réf. du vendeur GOR004932417

Détails bibliographiques

• Titre: Teaching for Quality Learning at University (Society for Research into Highter Education)
• Éditeur: Open University Press, United Kingdom, Milton Keynes
• Date de parution: 2007
• Langue: anglais
• ISBN à 10 chiffres: 0335221262
• ISBN à 13 chiffres: 9780335221264
• Reliure: Paperback
• Édition: 3ème Édition
• État de l'article: Very Good
• Poids: 581 grammes

A propos de ce titre

Synopsis

"This book is a sophisticated and insightful conceptualization of outcomes-based learning developed from the concept of constructive alignment. The first author has already made a significant contribution to the scholarship and practice of teaching and learning in universities…Together with the second author, there is now added richness through the practical implementation and practices. The ideas in this book are all tried and shown to contribute to more successful learning experience and outcome for students."
Denise Chalmers, Carrick Institute of Education, Australia

Teaching for Quality Learning at University focuses on implementing a constructively aligned outcomes-based model at both classroom and institutional level. The theory, which is now used worldwide as a framework for good teaching and assessment, is shown to:

• Assist university teachers who wish to improve the quality of their own teaching, their students' learning and their assessment of learning outcomes
• Aid staff developers in providing support for teachers
• Provide a framework for administrators interested in quality assurance and enhancement of teaching across the whole university

The book's "how to" approach addresses several important issues: designing high level outcomes, the learning activities most likely to achieve them in small and large classes, and appropriate assessment and grading procedures. It 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 institution-wide basis. The authors have also included useful web links to further material.

À propos des auteurs

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.

Catherine Tang obtained her PhD in Education from the University of Hong Kong in 1991, her dissertation focusing on assessment practices that aligned directly to course objectives. She has been engaged in staff development ever since, holding the posts of Deputy Director, later Head, of the Educational Development Centre at the Hong Kong Polytechnic University and Head of the Centre for Learning, Teaching and Supervision at the Hong Kong Institute of Education. She now works as an educational consultant in Hobart, Australia.