Download teaching for quality learning at university society for research into higher education in pdf or read teaching for quality learning at university society for research into higher education in pdf online books in PDF, EPUB and Mobi Format. Click Download or Read Online button to get teaching for quality learning at university society for research into higher education in pdf book now. This site is like a library, Use search box in the widget to get ebook that you want.



Teaching For Quality Learning At University

Author: John B. Biggs
Publisher: McGraw-Hill Education (UK)
ISBN: 0335242766
Size: 43.88 MB
Format: PDF, ePub, Docs
View: 5556
Download and Read
This best-selling book explains the concept of constructive alignment in education and aids implementation of this at multiple levels.

Teaching For Quality Learning At University

Author: John Biggs
Publisher: Open University Press
ISBN: 9780335221264
Size: 24.56 MB
Format: PDF, Docs
View: 5021
Download and Read
"This book is a sophisticated and insightful conceptualization of outcomes-based learning developed from the concept of constructive alignment. The first author has already made a significant contribution to the scholarship and practice of teaching and learning in universities…Together with the second author, there is now added richness through the practical implementation and practices. The ideas in this book are all tried and shown to contribute to more successful learning experience and outcome for students." Denise Chalmers, Carrick Institute of Education, Australia 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 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 institution-wide basis. The authors have also included useful web links to further material.

Understanding Learning And Teaching

Author: Prosser, Michael
Publisher: McGraw-Hill Education (UK)
ISBN: 0335198317
Size: 64.19 MB
Format: PDF, ePub, Mobi
View: 5393
Download and Read
Prosser and Trigwell argue that the question to how university teachers can improve the quality of student learning lies in determining how students perceive their unique learning situations. Their book outlines the key principles underlying successful teaching and learning in higher education, and is a key resource for all university teachers.

Improving Teaching And Learning In Higher Education A Whole Institution Approach

Author: D'Andrea, Vaneeta
Publisher: McGraw-Hill Education (UK)
ISBN: 0335210686
Size: 55.56 MB
Format: PDF, Docs
View: 5886
Download and Read
Universities are increasingly being required to pay greater attention to improving teaching and enhancing student learning. This text will assist universities and colleges to achieve these goals by establishing an approach to institutional change which is well-founded on both research and practical experience.

Facilitating Reflective Learning In Higher Education

Author: Brockbank, Anne
Publisher: McGraw-Hill Education (UK)
ISBN: 9780335220915
Size: 34.23 MB
Format: PDF
View: 3888
Download and Read
This revised edition includes the most current thinking on reflective learning, as well as stories from academics and students that bring to life the practical impact of reflection in action. Based on sound theoretical concepts, the authors offer a range of solutions for different teaching situations, taking into account factors such as group size, physical space, and technology. They also offer facilitation rather than traditional teaching methods as a productive and useful skill that helps teachers and encourages students to interact and develop reflexive skills that can be used beyond their student years.

Designing Courses For Higher Education

Author: Toohey, Susan
Publisher: McGraw-Hill Education (UK)
ISBN: 0335200494
Size: 62.16 MB
Format: PDF, Kindle
View: 3985
Download and Read
This book focuses not on teaching techniques but on the strategic decisions which must be made before a course begins. It provides realistic advice for university and college teachers on how to design more effective courses without underestimating the complexity of the task facing course developers, and offers course designers both an understanding and a framework within which to clarify their own teaching purposes.

Assessment Matters In Higher Education

Author: Brown, Sally
Publisher: McGraw-Hill Education (UK)
ISBN: 033520242X
Size: 41.71 MB
Format: PDF
View: 6234
Download and Read
Assessment really does matter in higher education. Internationally, academics - and those who support them - are seeking better ways to assess students, recognizing that diverse methods are available which may solve many of the problems associated with the evaluation of learning. Assessment Matters in Higher Education provides both theoretical perspectives and pragmatic advice on how to conduct effective assessment. It draws clearly on both relevant research and on its contributors' practical first hand experience (warts and all!). It asks, for example: * how can assessment methods best become an integral part of learning? * what strategies can be used to make assessment fairer, more consistent and more efficient? * how effective are innovative approaches to assessment, and in what contexts do they prosper? * to what extent can students become involved in their own assessment? * how can we best assess learning in professional practice contexts? This is an important resource for all academics and academic managers involved in assessing their students.

Learning To Teach In Higher Education

Author: Paul Ramsden
Publisher: Routledge
ISBN: 1134412053
Size: 19.58 MB
Format: PDF
View: 7472
Download and Read
This bestselling book is a unique introduction to the practice of university teaching and its underlying theory. This new edition has been fully revised and updated in view of the extensive changes which have taken place in higher education over the last decade and includes new material on the higher education context, evaluation and staff development. The first part of the book provides an outline of the experience of teaching and learning from the student's point of view, out of which grows a set of prinicples for effective teaching in higher education. Part two shows how these ideas can enhance educational standards, looking in particular at four key areas facing every teacher in higher education: * Organising the content of undergraduate courses * Selecting teaching methods * Assessing student learning * Evaluating the effectivenesss of teaching. Case studies of exemplary teaching are used throughout to connect ideas to practice and to illustrate how to ensure better student learning. The final part of the book looks in more detail at appraisal, performance indicators, accountability and educational development and training. The book is essential reading for new and experienced lecturers, particularly those following formal programmes in university teaching, such as courses leading to ILT accreditation.

Assessment For Learning In Higher Education

Author: Liz McDowell
Publisher: Routledge
ISBN: 0415586577
Size: 33.69 MB
Format: PDF, ePub
View: 5686
Download and Read
"an invaluable guide for practitioners, quality assurors, university managers and students themselves who wish to better understand the importance of assessment for learning, and it will further scholarship in the field significantly." -Professor Sally Brown Assessment for Learning in Higher Education is a practical guide to Assessment for Learning (AfL); a term that has become internationally accepted in Higher Education and features in the learning and teaching strategies of many universities. It is also mandated by official bodies such as QAA in the UK. Many staff in Higher Education are uncertain about how to implement AfL, especially in times of increasingly constrained resources and this vital new guide provides solutions that make best use of assessment as a tool for learning. This book provides an important and accessible blend of practical examples of AfL in a variety of subject areas. The authors present practical, often small-scale and eminently 'do-able' ideas that will make its introduction achievable. It provides practical case examples both for new lecturers and more experienced staff who may be interested in embedding AfL principles and practice into their university teaching. AfL approaches go beyond minor adaptations to teaching practice, and signify a shift in the foundations of thinking about assessment. With this in mind there is guidance on the development of effective learning environments and communities through the use of: collaboration and dialogue authentic assessment formative assessment peer and self assessment student development for the long term innovative approaches to effective feedback . It provides helpful, realistic guidance backed up by relevant theory and is written in an accessible, jargon-free style, grounded in practical experience and brought to life via a wide range of illustrative examples and case studies. Assessment for Learning in Higher Education fills a vital gap in assessment literature and as AfL is increasingly on the Higher Education agenda, with the promotion of assessment as a tool for learning, this book will become an essential handbook to guide all academic practitioners.