- Paperback: 272 pages
- Publisher: Open University Press; 2 edition (1 Feb 2003)
- Language English
- ISBN-10: 0335211682
- ISBN-13: 978-0335211685
- Product Dimensions: 22.6 x 15.2 x 2.2 cm
- Average Customer Review: 4.2 out of 5 stars See all reviews (6 customer reviews)
- Amazon Bestsellers Rank: 186,261 in Books (See Top 100 in Books)
- See Complete Table of Contents
Teaching For Quality Learning At University
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More About the Author
Product Description
Review
“Reading this book will change what you do in learning, teaching and assessment….This is an excellent book, and a ‘must read’ for those who seek to improve learning and teaching in the University.” – Escalate Learning & Teaching Support Network (Escalate Learning and Teaching )
Product Description
"...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.
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.
Inside This Book
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First Sentence
In the days when university classes contained highly selected students, enrolled in their faculty of choice, the traditional lecture and tutorial seemed to work well enough. Read the first page
Front Cover | Copyright | Table of Contents | Excerpt | Index | Back Cover
In the days when university classes contained highly selected students, enrolled in their faculty of choice, the traditional lecture and tutorial seemed to work well enough. Read the first page
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Concordance
Browse Sample PagesConcordance
Front Cover | Copyright | Table of Contents | Excerpt | Index | Back Cover
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Customer Reviews
Most Helpful Customer Reviews
1 of 1 people found the following review helpful
Format:Paperback
I agree that this book is the best of its kind. A must for any HE lecturer or teacher, whether new or experienced (and administrators, managers etc). It is well written and covers all points in detail with examples which clearly demonstrate the authors' experience. It has practical examples and supports these with a passionate theory that is industry leading. It is most useful when read from cover to cover.
Format:Paperback
I feel this is a text for the more experienced lecturer in higher education who is involved with course development to assure quality learning and teaching outcomes. Whilst there is a very brief introduction to some learning theory, the book quickly passes on to developing the "constructivist alignment" model and how to write intended learning outcomes.
For those lecturers concerned with quality enhancement and assessment alignment at a course or institutional level this book is of interest.
For those lecturers concerned with quality enhancement and assessment alignment at a course or institutional level this book is of interest.
5 of 7 people found the following review helpful
Format:Paperback
Higher education is changing, student numbers are multiplying, and while we might like to teach only by tutorials to five people, it is just not possible. In my time as a lecturer, I have gone from teaching on a programme with an annual intake of 35 to one of 250. Biggs' analysis and very practical advice could not have come at a more crucial time.
Biggs coined the term "constructive alignment" to indicate the way different components of education should support each other - for example, teaching methods and learning outcomes. Somehow in teaching those 250 people we want to motivate as many as possible to engage deeply with the course material, bring about conceptual change not just in the most thoughtful who will engage almost no matter what we do, but in that vast bulk of medium motivated students who can be easily lost or easily gained. For me, thinking about the issues Biggs raises, aligning teaching with assemment, and thinking creatively about both to engage as many students as possible, has been immensely rewarding. Attempts are not always successful of course, but the process of exploring the space of teaching and assessment methods has led me to better places than I was at before.
Biggs coined the term "constructive alignment" to indicate the way different components of education should support each other - for example, teaching methods and learning outcomes. Somehow in teaching those 250 people we want to motivate as many as possible to engage deeply with the course material, bring about conceptual change not just in the most thoughtful who will engage almost no matter what we do, but in that vast bulk of medium motivated students who can be easily lost or easily gained. For me, thinking about the issues Biggs raises, aligning teaching with assemment, and thinking creatively about both to engage as many students as possible, has been immensely rewarding. Attempts are not always successful of course, but the process of exploring the space of teaching and assessment methods has led me to better places than I was at before.
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Most Recent Customer Reviews
Probably the best book of its kind
John Biggs' book is one of the best of its kind. Many people in universities have yet to catch with their real function in the 21st century, i.e. Read more
Published on 2 April 2008 by P. R. Scales
meta-reflection of practical use for the educationalist
John Biggs is a rare author in the current discussion around quality assurance in HE, in that he is rightly not satisfied with merely quantifiable approaches to quality. Read more
Published on 13 July 2002
Good attempt ultimately little useable substance
Currently the vogue book on University "learn how to teach courses" (where new universities try to fake academic standards by saying that their lecturers have done a... Read more
Published on 24 Jan 2002
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