Theories of universitylearning and teaching - 2<br />
Good TEACHING<br />is aprocessof creatinglearning environmentsin which students are encouraged toengage deeplywith the subject andemergewith atransformedunderstanding that istransferabletofurther inquiry and practical applications indifferent contexts.<br />
Constructive alignment (constructivism)<br /><ul><li>constructive refers to what the student does, which is to construct meaning through relevant learning activities (Biggs 1999, 2002).
Alignment refers to what the teacher does, which is which is to set up a learning environment that supports the learning activities appropriate to achieving the desired learning outcomes.
The key is that the components in the teaching system, especially the teaching methods used and the assessment tasks, are aligned to the learning activities assumed in the intended outcomes. The learner is ‘trapped’, and cannot escape without learning what is intended…..</li></li></ul><li><ul><li>An enactivist view of the teaching/learning ecology sees teachers and learners embedded in a dynamic system of relationships between people, information, knowledge, and the institutional structures and processes that form the context of learning. The system acts to generate knowledge by transforming information into understanding.
A coherent system will optimise the probability of deep approaches to learning - with consequent outcomes of functioning knowledge which can be applied to new situations or transferred to different contexts.
An incoherent system will minimise the probability of deep approaches to learning and will tend to generate low-quality learning outcomes - which are essentially replicated information with no application to new situations or transferability to different contexts.</li></li></ul><li>Stanley Frielick - STLHE 2003<br />