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CONALI ontology

This study presents CONALI, an ontological framework for designing and evaluating constructively aligned courses in higher education. It discusses the application and measurement of constructive alignment, focusing on the case study conducted at KTH Royal Institute of Technology. The study also proposes future works to expand the domain of investigation and improve the framework.

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CONALI ontology

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  1. CONALI ontology A framework for design and evaluation of constructively aligned courses in higher education: putting in focus the Educational Goal Verbs Antonio Maffei, Lorenzo Daghini , Andreas Archenti , Niels Lohse   KTH Royal Institute of Technology. Dept. of production Engineering Loughborough University, Wolfson School of Mechanical and Manufacturing Engineering,

  2. Outline • Constructive alignment: international perspective and KTH reception • Application and Measurment of constructive alignment

  3. Constructive alignment in literature (a) Annual number of paper with CA as main topic in Scopus and Web of Science. (b) Annual number of documents featuring CA in Google Scholar

  4. Constructive alignment at KTH • LH201V Learning and Teaching. Available: http://www.kth.se/student/kurser/kurs/LH201V?l=en • LH202V Knowledge Building in Teachers Practice. Available: http://www.kth.se/student/kurser/kurs/LH203V?l=en • LH216V Develop the Learning by Using Grading Criteria. Available: http://www.kth.se/student/kurser/kurs/LH216V?l=en • …

  5. Problem with Constructive alignment...

  6. ...and solution offered by ontological approach

  7. Contribution of this work • Produce the first iteration of an ontological framework model for design and evaluation of constructively aligned courses (Hence CONALI ontology). • Instantiate the defined CONALI ontology on a selected set of courses given at KTH IIP • Define and analyze some KPI connected with the alignment of educational units and interrogate the knowledge base on the performance attained by the represented courses and the areas where improvement is necessary.

  8. Main assumption behind CA

  9. Instantiation of the ontology: EGV Remembering Verbs Creating Verbs Understanding Verbs ....

  10. Instantiation on a course

  11. KPI#1%AEdU: Percentage of alignment Aggregate KPI Single EGV KPI Single ILO KPI

  12. Kind of Knowledge

  13. Kind of Knowledge alignment

  14. KPI#2%KAEdU: Kind of Knowledge alignment Aggregate KPI Single ILO KPI

  15. Calculation of the Score

  16. Score

  17. Summary of the CONALI ontology class instantiation and KPI scores

  18. Conclusion • The case study tested the main intended functions of the ontology: • Problematic area 3. The framework model was expressive enough to capture the information required to address the metrics identified as basic requirement for the evaluation of CA. Result: encouraging! The ontology is more expressive than intended • Problematic area 1 and 2. The ease of use and understanding of the model. Results: good! It took between 2-4 hours to instantiate a course;

  19. Conclusion...some correlation Problematic area 4. The following correlation between the results of the analysis and two parameters possibly related with CA quality suggest that the chosen KPI and related method are sound

  20. Future works • Expand the domain of investigation from single EdU to entire programs. This includes also connection between different EdUs. • Include school in different countries and different discipline to validate the requirements identified in this pilot study and introduce new ones. • Introduce the connection between assessment task and grading scale. As Biggs point out, having a clear alignment among these two entities is fundamental for the alignment of the course. In view of this different classes must be created for formative and summative assessment in future releases. • Introduce capability to track EdU across different years with specific metrics to identify and address the “child diseases”. • Problematic area 4. Integrate the CONALI ontology with valid existing contributions in the domain ofCA measurement.

  21. Required tools • Ad-hoc system to interrogate the knowledge base • Expert system that can suggest the best way of teaching content based on best practice in the available knowledge base.

  22. ThankYou!

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