Teaching for quality learning at university. 3rd edition.

Autor/inn/en	Biggs, John; Tang, Catherine
Institution	Society for Research into Higher Education
Titel	Teaching for quality learning at university. 3rd edition.
Quelle	Maidenhead: Open Univ. Pr. (2007), XVIII, 335 S.Verfügbarkeit
Beigaben	Abbildungen; Literaturangaben S. 318-329
Sprache	deutsch
Dokumenttyp	gedruckt; Monografie
ISBN	0-335-22126-2; 978-0-335-22126-4
Schlagwörter	Evaluation; Lernerfolg; Lernen; Methodik; Lehre; Universität; Hochschuldidaktik; Hochschullehre; Hochschulunterricht; Hochschule; Effizienz; Entwicklung
Abstract	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 for 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. Contents: List of boxes. - List of figures. - List of tables. - List of tasks. - Foreword to original edition. - Preface to third edition. - Acknowledgements. - When you have read this book. - 1. The changing scene in university teaching. - 2. Teaching according to how students learn. - 3. Setting the stage for effective teaching. - 4. Using constructive alignment in outcomes-based teaching and learning. - 5. Designing intended learning outcomes. - 6. Contexts for effective teaching and learning. - 7. Teaching/learning activities for declarative knowledge. - 8. Teaching/learning activities for functioning knowledge. - 9. Aligning assessment with intended learning outcomes: Principles. - 10. Assessing and grading declarative knowledge. - 11. Assessing and grading functioning knowledge. - 12. Implementing constructive alignment. - 13. Constructive alignment as implemented: Some examples. - References. - Index. (HDZD/Text übernommen).
Erfasst von	Zentrum für HochschulBildung - Technische Universität Dortmund
Update	2009/2