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Biggs’ Constructive Alignment: Evaluation of a Pedagogical Model Applied to a Web Course

john.hoddinott@ualberta.ca. 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

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Biggs’ Constructive Alignment: Evaluation of a Pedagogical Model Applied to a Web Course

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  1. john.hoddinott@ualberta.ca Biggs’ Constructive Alignment: Evaluation of a Pedagogical Model Applied to a Web Course

  2. 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

  3. 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)?

  4. Constructivist Pedagogy Learner Characteristics

  5. Bloom's Taxonomy • Cognitive Domain: • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation

  6. SOLO Taxonomy: Structure of Observed Learning Outcomes • Prestructural • Unistructural • Multistructural • Relational • Extended Abstract

  7. 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.

  8. Constructive Alignment • The "performances of • understanding" nominated in • the objectives are used to • systematically align the • teaching methods and the • assessment.

  9. Botany 431: A Case Study 1. Instructional Experiences Assigned Readings Peer Group Discussion Personal Reflection

  10. Botany 431: A Case Study 2. Assessment Portfolios Learning Journals Take Home Exams

  11. Botany 431: A Case Study 3. Constraints & Resources Distance Delivery Teaching Assistant

  12. 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

  13. 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

  14. Course Evaluation • Desirable future changes: • Reduced workload • More frequent feedback • More texts on reserve • Include a lab • Provide class notes • TA with physiology background

  15. Course Evaluation • Desirable features to be retained: • Camaraderie & size of the group • Learning objectives • SOLO Taxonomy • Esme's (Chat Room) • Instructors understanding

  16. Instructor's Evaluation • Reduce workload • More frequent feedback • Success of the SOLO Taxonomy • Success of Learning Journals • Expand use of on-line Seminar

  17. Home Pages www.biology.ualberta.ca/ courses.hp/bot431.hp/ bot431hp.html www.nait.ab.ca/logging/

  18. Kinds of Knowledge Functioning Conditional Declarative Procedural

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