Partly as a consequence of the Bologna Process (and post the Dearing Report in the UK) the early 2000s saw a dramatic rise in the relatively new and often contested role of the educational or academic developer. ‘Agency and Structure in Academic Development Practices: Are We Liberating Academic Teachers or Are We Part of a Machinery Supressing Them? His research interests include innovation management and network organizing. Little wonder then, that many academics complete LOs in ‘bad faith’ (Furedi 2012), never intending that they represent what is to be taught, or how. Others have noted the same phenomena; Franssen and Friberg express it as ‘epistemic drift’ (2015, 154) with a shift in focus from ‘students to results of the local faculties, institutions or organisations’ (2015, 154); while, Havnes and Prøitz (2016) frame it as internally or externally focused, with a further dimension of open-ended with limited measurability and full-ended and measurable. However, when imposed top-down for accountability purposes, or used as a quality assurance tool, the seemingly step-by-step simplicity that gives it an administrative potential can also diminish or even destroy its relevance as an educational tool. In a similar vein, Walker says that: ‘Beliefs about what is educationally desirable, that is, beliefs about the good and the beautiful in education, I call aims’ (1971, 56). While active learning features in policy documents and academic development programmes, the rationale lacks the coherence of an overarching framework and contributes to a reductive approach to curriculum design. Legitimate concerns are raised in relation to the encouragement of utilitarian and behaviourist approaches, and that the transparency afforded could lead students to fixate on assessment. The challenge for academics is to ensure that the tasks and assessments encourage and support students to focus on what is important. Motivation may be a major factor in the approach taken to learning by students. The contested articulation of curriculum outcomes did not begin at the inception of CA, but rather echoes earlier arguments relating to learning objectives. Many of the claims made by the authors relate to Discovery Learning with minimal instruction; an approach cautioned against by Jerome Bruner when he introduced Discovery Learning (1961). While much of the evidence and observations relate to UK and Swedish HE (with which the authors are most familiar), CA originates from John Biggs’ teaching experiences in the Far East, Canada and Australia; much of the curriculum theory discussed emanate from the United States, and learning outcomes (LOs) have been widely promoted across Europe as a result of the Bologna Process. This sentence is representative of how quickly constructivism disappeared from the theory as practised and leads to a sharpened focus on LOs and alignment. Outcomes On completion of this module you should be able to: Assessment Critically reflective written report containing the following:
Constructivism calls for the teacher to discard standardized curriculum in favor or a more personalized course of study based on what the student already knows. This question will inform your course’s learning outcomes and assessment tasks. While most serious criticism of OBE occurs in peer-reviewed journal articles, there are regular editorials and opinion pieces appearing which conflate evolved academic and institutional practice with the original theories. A multitude of detailed constructivist theories exist; however, the association in CA remains high-level and nonspecific, largely stressing the students’ role in actively constructing their own understanding. These are not the only sources, but some places to start that might be useful. From a policy perspective, the various elements of alignment, outcomes and active learning could now be viewed as a kind of pick-n-mix, in which the combination and composition are unimportant; whereas, the original aim of CA was to provide an understanding of the phenomenon of learning as a process. It is this crucial (if problematic and contested), first step that is often either implicit, or omitted entirely, in subsequent learning design models. The key is that all components in the teaching system - the curriculum and its intended outcomes the teaching methods used the … The vacuum regularly filled directly, or indirectly, with political ideology, bureaucracy and institutional pragmatism (e.g. View section 4 “The solution” of the “Teaching Teaching & Understanding Understanding” video (0:00- 3:40 minutes). Add to cart, Registered in England & Wales No.
3) What assessment tasks and criteria will tell me that students have achieved the outcomes? Constructive alignment works under the premises that the learning goals can and should be decided beforehand in order to align them with learning activities and examination forms. Among the results were items from Advance HE (the awarding body for professional accreditation in UKHE) who note that although, ‘many academics have serious misgivings about the outcomes-based approach […] This paper simply aims to give some advice on how to do this as painlessly as possible’ (‘www.advance-he.ac.uk’ n.d.); and, a university stressing that LOs describe only observable (assessable) behaviours and actions. Constructive Alignment Liaqat Ali1 1Ajman University, Fujairah, UAE Abstract In higher education, the principle of constructive alignment for devising teaching, learning activities and assessment tasks is the underpinning concept in curriculum design and development to achieve intended learning outcomes. Hattie 2015) which suggests that attitudes to teaching (broadly described as learner- or teacher-centred) significantly impact on the way that OBE is practiced. The aim of the research in this thesis is to explore the effects of … Subject to academics learner/teacher-centred orientation, the ‘articulation of a programme learning outcome […] may be experienced in qualitatively different ways’ (Trigwell and Prosser 2014, 151), meaning that aligned and correctly formulated LOs can still result in transmissive teacher-centred lectures.
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