Teaching for Quality Learning (3cr)

Content

This is a self-study course.

Read this book and do all the tasks in it. Finally write a reflection of what you found most useful for your own teaching and why, and how your thinking or teaching changed.

Biggs, J. & Tang, C. Teaching for Quality Learning at University. What the Student Does.

A newer edition of this book from 2011 is available via Tuni-library.

Intended Learning Outcomes:

When you have read this book you should be able to:

1 Explain to a colleague what ‘constructive alignment’ is and where it fits into other models of outcomes-based education.

2 Write a set of no more than five or six intended learning outcomes, each containing a key ‘learning verb’, for a semester-long course you are teaching.

3 Reflect on your current teaching using the constructive alignment framework and devise:

• teaching/learning activities that address your intended learning outcomes and that activate those key verbs

• assessment tasks that likewise address those key verbs

• rubrics or criteria for assessment that enable judgments to be made as to how well your outcomes have been addressed.

4 Develop quality enhancement processes for your own teaching.

5 Identify quality assurance and enhancement processes within your institution that support the implementation of constructively aligned teaching

Content

A set book: Biggs, J. & Tang, C. Teaching for Quality Learning at University. What the Student Does.

Learning Activity:

Self-study

Read and reflect on your learning by doing the tasks in the book. You can copy the task to Word and write your answers there. Your answer doesn’t have to be longer than what the original answer box in the book allows.

After reading the whole book and doing all the tasks, write a reflection of what you found most useful for your own teaching and why, and how your thinking or teaching changed (400-1000 words).