[email protected]
Biggs’
Constructive Alignment:
Evaluation of a Pedagogical
Model Applied to a
Web Course
Evidence Based Practice
“Deep Learning” occurs when:
• Faculty/Student contact encouraged
• Student cooperation encouraged
• Active learning is encouraged
• Students get prompt feedback
• Time on task encouraged
• High expectations communicated
• Diverse ways of learning respected
The Challenge
If I’m your student, what do I
have to do to convince you
that I’m where you want me to
be at the end of this lesson
(module, degree program)?
Constructivist Pedagogy
Learner Characteristics
Bloom's Taxonomy
Cognitive Domain:
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
SOLO Taxonomy:
Structure of Observed Learning Outcomes
•
•
•
•
•
Prestructural
Unistructural
Multistructural
Relational
Extended Abstract
Constructive Alignment
• Constructivism as a framework
with the learner's activities as
central in creating meaning.
• The instructional designer’s
emphasis on the relationship
between the learning objectives
and the targets for assessing
student performance.
Constructive Alignment
• The "performances of
understanding" nominated in
the objectives are used to
systematically align the
teaching methods and the
assessment.
Botany 431: A Case Study
1. Instructional Experiences
Assigned Readings
Peer Group Discussion
Personal Reflection
Botany 431: A Case Study
2. Assessment
Portfolios
Learning Journals
Take Home Exams
Botany 431: A Case Study
3. Constraints & Resources
Distance Delivery
Teaching Assistant
Course Evaluation
Background and Generic Skills
• Class of eight students
• No prior distance ed experience
• Format helped learning
• Helped independent learning
• Time management skills
• Good use of technology
Course Evaluation
Pedagogical Background
• Material on course philosophy
useful, but in retrospect
• SOLO Taxonomy a good model
for written work but feedback
more valuable
• Learning journal material
very helpful
Course Evaluation
Desirable future changes:
• Reduced workload
• More frequent feedback
• More texts on reserve
• Include a lab
• Provide class notes
• TA with physiology background
Course Evaluation
Desirable features to be retained:
• Camaraderie & size of the group
• Learning objectives
• SOLO Taxonomy
• Esme's (Chat Room)
• Instructors understanding
Instructor's Evaluation
•
•
•
•
•
Reduce workload
More frequent feedback
Success of the SOLO Taxonomy
Success of Learning Journals
Expand use of on-line Seminar
Home Pages
www.biology.ualberta.ca/
courses.hp/bot431.hp/
bot431hp.html
www.nait.ab.ca/logging/
Kinds of Knowledge
Functioning
Conditional
Declarative
Procedural