Teaching for quality learning at university / John Biggs.
Publisher: Buckingham : Open University Press, 2003Edition: 2nd edDescription: 272 p001: 43599ISBN: 9780335211685 (pbk.) :; 9780335211692 (hbk.) :Subject(s): College teaching | EducationDDC classification: 378.125 BIG LOC classification: LB2331Summary: John Biggs tackles how academics can improve their teaching in today's circumstances or large classes and diverse student populations. He discusses areas such as making the large lecture a more exciting and productive learning experience.| Item type | Current library | Collection | Call number | Copy number | Status | Date due | Barcode | |
|---|---|---|---|---|---|---|---|---|
| Book | MAIN LIBRARY Book | 378.125 BIG (Browse shelf(Opens below)) | 1 | Available | 113160 |
Enhanced descriptions from Syndetics:
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. 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. 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.
Previous ed.: 1999.
Co-published with the Society for Research into Higher Education.
Includes bibliographical references and index.
John Biggs tackles how academics can improve their teaching in today's circumstances or large classes and diverse student populations. He discusses areas such as making the large lecture a more exciting and productive learning experience.
Table of contents provided by Syndetics
- Foreword (p. ix)
- Preface (p. xi)
- Acknowledgements (p. xiii)
- 1 Changing university teaching (p. 1)
- 2 Constructing learning by aligning teaching: constructive alignment (p. 11)
- 3 Formulating and clarifying curriculum objectives (p. 33)
- 4 Setting the stage for effective teaching (p. 54)
- 5 Good teaching: principles and practice (p. 72)
- 6 Enriching large-class teaching (p. 97)
- 7 Teaching international students (p. 121)
- 8 Assessing for learning quality: Principles (p. 141)
- 9 Assessing for learning quality: Practice (p. 165)
- 10 Some examples of aligned teaching (p. 204)
- 11 On implementation (p. 224)
- References (p. 235)
- Index (p. 247)
- The Society for Research into Higher Education (p. 251)
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