Teaching For Quality Learning At University (Society for Research into Higher Education) 4th Edition

A very thorough and comprehensive treatise on university teaching. Good explanation of constructive alignment. Practical examples. Highly recommended to any university teacher.

good and helpful

Excellent but for tertiary educators

The book is well-written and easy to follow. It covers everything for the outcome-based approach (OBA) to teaching and learning including rationales, some basic T&L theories, student motivations, contexts for teaching and learning, intended learning outcomes, constructive alignment, teaching and learning activities, problem-based learning, assessment tasks, assessment criteria, feedback, reflection, implementations in the institutional setting. The relationships among various conceptual components are clearly articulated.The 4th edition has a few more chapters on the changing landscape of higher education and more research references on effective teaching and learning. A video was made especially for the 3rd edition ("Teaching Teaching & Understanding Understanding" by Claus Brabrand and Jacob Andersen, Aarhus University Press, 2006) and it can easily be used with the 4th edition.If you want to be a more effective teacher, just consider the three levels of thinking about teaching and reflect on your own approach:Lvl 1: What students are! (good/motivated vs. bad/lazy)Lvl 2: What teachers do! (teachers as performers)Lvl 3: What students do! (focus on student performance: outcome-based)

Edition 4 of this excellent book demonstrates why all editions of this book have remained on the 'must have' list of all academics serious about the quality of their teaching, and should be on the 'must have' list of all leaders in academic institutions. What I particularly like about the work of Biggs and now with Tang, is the qualitative changes evident in each edition. While the essential information remains, it is never left unchanged and un-interrogated. Each edition becomes richer with new experiences, and new insights that are shared with the reader. Over time, each edition has moved from a primary focus on the individual teacher to the teacher in disciplinary community and in an institutional context. The examples illustrate the principles and the practicalities, all situated within a constructive alignment framework. This book, possibly more than any other that I know, demonstrates the way a book with subsequent editions should be written.

Amazing not to be missed if you want to understand outcome based learning strategies.