Teaching for Quality Learning at University 5e

New. The book is addressed to teachers, to staff developers and to administrators. Individual teachers are guided through the theory and then are given practical tasks to implement constructive alignment in their classrooms. However, individual teachers alone should not bear the sole responsibility for teaching. Departments, and the institution as a whole, need to provide the infrastructure to support the operation of constructive alignment. Staff developers need to work with and support departments on their teaching programmes, and with administration to get the institutional policies and procedures right. University administrators need to have policies and quality enhancement procedures in place that support innovative, and particularly constructively aligned, teaching and assessment. Since the fourth edition, the last ten years have seen an increasing interest in outcomes-based education as a means of coping with the large expansion of post-secondary education, and the challenges this has for the quality of teaching and learning. One of the virtues of constructive alignment in this context is that it makes quite explicit the standards needed if the intended learning outcomes are to be achieved and maintained. This fifth edition of Teaching for Quality Learning at University brings the fourth edition (2011) up to date for much has changed in the university sector since then. In particular, educational technology has broadened the scope of teaching and learning. Gregory Kennedy will be contributing to updating and showing how educational technology enhances the possibilities of constructively aligned teaching.