Biggs’Constructive Alignment:

Evaluation of a PedagogicalModel Applied to a

Web Course

john.hoddinott@ualberta.ca

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 Ihave to do to convince youthat I’m where you want me tobe 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 frameworkwith the learner's activities ascentral in creating meaning.• The instructional designer’semphasis on the relationshipbetween the learning objectivesand the targets for assessingstudent performance.

• The "performances ofunderstanding" nominated inthe objectives are used tosystematically align theteaching methods and theassessment.

Constructive Alignment

Botany 431: A Case Study

1. Instructional Experiences Assigned ReadingsPeer Group DiscussionPersonal Reflection

Botany 431: A Case Study

2. Assessment PortfoliosLearning JournalsTake Home Exams

Botany 431: A Case Study

3. Constraints & Resources Distance DeliveryTeaching 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

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

Course Evaluation

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

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

Course Evaluation

Instructor's Evaluation

• Reduce workload• More frequent feedback• Success of the SOLO Taxonomy• Success of Learning Journals• Expand use of on-line Seminar

www.biology.ualberta.ca/courses.hp/bot431.hp/bot431hp.html

www.nait.ab.ca/logging/

Home Pages

Kinds of Knowledge

Functioning

Conditional

Declarative Procedural