biggs’ constructive alignment: evaluation of a pedagogical model applied to a web course...
TRANSCRIPT
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Biggs’Constructive Alignment:
Evaluation of a PedagogicalModel Applied to a
Web Course
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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
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The Challenge
If I’m your student, what do Ihave to do to convince youthat I’m where you want me tobe at the end of this lesson(module, degree program)?
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Constructivist Pedagogy
Learner Characteristics
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Bloom's Taxonomy
Cognitive Domain:• Knowledge• Comprehension• Application• Analysis• Synthesis• Evaluation
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SOLO Taxonomy:Structure of Observed Learning Outcomes
• Prestructural• Unistructural• Multistructural• Relational• Extended Abstract
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Constructive Alignment
• Constructivism as a frameworkwith the learner's activities ascentral in creating meaning.• The instructional designer’semphasis on the relationshipbetween the learning objectivesand the targets for assessingstudent performance.
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• The "performances ofunderstanding" nominated inthe objectives are used tosystematically align theteaching methods and theassessment.
Constructive Alignment
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Botany 431: A Case Study
1. Instructional Experiences Assigned ReadingsPeer Group DiscussionPersonal Reflection
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Botany 431: A Case Study
2. Assessment PortfoliosLearning JournalsTake Home Exams
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Botany 431: A Case Study
3. Constraints & Resources Distance DeliveryTeaching Assistant
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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
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Pedagogical Background • Material on course philosophyuseful, but in retrospect• SOLO Taxonomy a good modelfor written work but feedbackmore valuable• Learning journal materialvery helpful
Course Evaluation
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Course Evaluation
Desirable future changes: • Reduced workload• More frequent feedback• More texts on reserve• Include a lab• Provide class notes• TA with physiology background
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Desirable features to be retained: • Camaraderie & size of the group• Learning objectives• SOLO Taxonomy• Esme's (Chat Room)• Instructors understanding
Course Evaluation
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Instructor's Evaluation
• Reduce workload• More frequent feedback• Success of the SOLO Taxonomy• Success of Learning Journals• Expand use of on-line Seminar
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www.biology.ualberta.ca/courses.hp/bot431.hp/bot431hp.html
www.nait.ab.ca/logging/
Home Pages
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Kinds of Knowledge
Functioning
Conditional
Declarative Procedural
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