Teaching for quality learning at university : what the student does

著者

書誌事項

Teaching for quality learning at university : what the student does

John Biggs

（SRHE and Open University Press imprint / general editor, Heather Eggins）

Society for Research into Higher Education : Open University Press, 2003

2nd ed

  • : hard
  • : pbk

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注記

Includes bibliographical references (p. [291]-304) and index

内容説明・目次

巻冊次

: pbk ISBN 9780335211685

内容説明

"...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 practitioners, 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.

目次

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.
巻冊次

: hard ISBN 9780335211692

内容説明

"...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.

目次

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.

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