Constructive Alignment: Phil Gravestock from University of Gloucestershire: 31st Jan - - 4th Feb 2011
Cloud created by:
17 December 2010
The aim of the ‘Co-generative Toolkit’ (Co-genT) project has been to develop a resource which will support employer co-generated curricula. The resource developed to address this includes: a vocabulary which maps and aligns the academic and professional standards of learning opportunities; and a process for the generation of learning profiles, which can be published to an e-portfolio so that learners can evidence their progress against set outcomes.
The specific elements of the Toolkit are:
- Vocabulary Builder
- Outcome Builder
- Task Builder
- Design Builder
The Co-genT toolkit is available at http://www.pebblepad.co.uk/cogent/. A temporary username and password has been set up for the period of this discussion, so that participants can use the Toolkit to create their own learning outcomes, tasks and designs.
- Username: epcop
- Password: eportfolio
Two user guides are available to support users: ‘Creating Higher Education Learning Outcomes’ and ‘Using the Task and Design Builders’. These guides are available at http://resources.glos.ac.uk/tli/lets/projects/cogent/userguides.cfm.
The development of the Task and Design Builders has been informed by the learning design work of Ron Oliver and colleagues, which focuses on learning activities, learning resources and learning supports. The Co-genT Task Builder allows users to describe activities and to link these with specific learning outcomes and relevant resources and supports. The specific tasks can include assessment activities or learning activities used within a face-to-face or online teaching environment.
The Design Builder brings together different tasks into a learner profile. This profile can be published to an e-portfolio (currently PebblePad) so that the learner can provide evidence to demonstrate their learning against specific activities and learning outcomes.
In terms of constructive alignment, the key stages identified by Biggs (2003) can be addressed by different components of the Toolkit:
- defining the intended learning outcomes (ILOs) – Vocabulary and Outcome Builders
- choosing teaching/learning activities likely to lead to the ILOs – Task and Design Builders
- assessing students’ actual learning outcomes to see how well they match what was intended – learner profile from the Design Builder
In addition the Toolkit addresses the wider interpretation of constructive alignment as discussed by Entwistle (2003) which includes, for example, learning support and course organisation and management. The Task and Design Builders allow for the addition of resources and support linked directly to activities.
The ‘constructive’ aspect of the process (i.e. allowing learners to construct their own meaning by participating in learning activities) is supported by the learner profile within the e-portfolio. This may be particularly true within a work-based setting, where the profile can be used to support learners to provide work-related evidence towards addressing the intended learning outcomes. Discussions with individual learners about their learning profiles, and the way in which they intend to demonstrate that they have met the learning outcomes, may be a key role for a tutor within an e-portfolio system.
Biggs, J. (2003) Aligning teaching for constructing learning, [Online]. Available at http://www.heacademy.ac.uk/resources/detail/resource_database/id477_aligning_teaching_for_constructing_learning (Accessed: January 2011).
Entwistle, N. (2003) Concepts and conceptual frameworks underpinning the ETL project, Enhancing Teaching-Learning Environments for Undergraduate Courses, Occasional Report 3.
Oliver, R., Herrington, A., Herrington, J. & Reeves, T.C. (2007) Representing authentic learning designs supporting the development of online communities of learners, Journal of Learning Design, vol.2, no.2, pp.1-21, [Online]. Available at: http://www.jld.qut.edu.au/publications/vol2no2/documents/OliveretalJLDVol2No2.pdf (Accessed: January 2011).
Points to consider
- In addition to the learner profile, what other ways can e-portfolios be used to support and enhance constructive alignment?
- What pedagogic principles relating to e-portfolios support the development of constructively aligned curricula?
- Are there ways in which constructive alignment and learning design processes can support the development of communities of practice?
07:28 on 28 January 2011 (Edited 07:29 on 28 January 2011)