Articoli correlati a Teaching For Quality Learning at University
"...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.
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.
Le informazioni nella sezione "Riassunto" possono far riferimento a edizioni diverse di questo titolo.
L'autore:
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.
Product Description:
Book by Biggs John B
Le informazioni nella sezione "Su questo libro" possono far riferimento a edizioni diverse di questo titolo.
- EditoreOpen University Press
- Data di pubblicazione2003
- ISBN 10 0335211690
- ISBN 13 9780335211692
- RilegaturaCopertina rigida
- Numero edizione2
- Numero di pagine272
- Valutazione libreria
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