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Watch later. Share. Copy link. Info. Shopping. Tap to unmute. If playback doesn't begin CONSTRUCTIVE ALIGNMENT IN THE BUILT ENVIRONMENT: ENHANCING TEACHING IN LINE WITH GRADUATE OUTCOMES A. Mills, L. Tivendale, E. Chan and C. Liu Deakin University, School of Architecture and Built Environment anthony.mills@deakin.edu.au ABSTRACT The paper examines the manner in which to review an Enhancing teaching through constructive alignment.

The series of Biggs, J. (1996). Enhancing teaching through constructive alignment. PhD student, Åbo Akademi University , Librarian Kristianstad University - ‪information‬ Information-seeking behaviours of teacher students: A systematic review of Integration of information literacy into the curriculum: Constructive alignment Constructive alignment in university teaching. HERDSA Review of Higher Education. Vol 1.

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Rethinking University Teaching a framework for the effective use of learning technologies. Routledge Chapter 4: Generating a teaching strategy Luckert & Sutherland (2000).

Constructive alignment in university teaching

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The 'alignment' aspect of constructive alignment involves three key pieces of any course, workshop or learning module: learning outcomes, teaching and learning activities (TLAs) and assessment methods (Biggs & Tang, 2010). He calls the model constructive alignment which he defines as: …coherence between assessment, teaching strategies and intended learning outcomes in an educational programme. (McMahon & Thakore 2006) What is Constructive Alignment? Constructive alignment is an approach to learning, teaching and unit/course design that views learners as fundamental in constructing their own learning, rather than learning being primarily the transfer of knowledge from the teacher to student (Biggs 2014).

The key is that all components in the teaching system - the curriculum and its intended outcomes the teaching methods used the assessment tasks - are aligned to each Constructive alignment is about defining the learning outcomes and aligning them with teaching and assessment strategies (Biggs, 1999).
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Biggs (1999) explained constructive alignment as ‘aligning curriculum objectives, teaching/learning activities (TLAs), and assessment tasks’ (p.65). Constructive Alignment • Deliberately and intentionally match “what we want our students to “know” (learning outcomes) + teaching/activities + assessing those specific learning outcomes (Biggs & Tang, 2011) • Coherence between assessment, teaching strategies and intended learning outcomes in an educational program. (McMahon & Thakore 2006) Enhancing teaching through constructive alignment JOHN BIGGS Department of Educational Psychology, Measurement, and Educational Technology, University of Sydney, NSW 2006, Australia Abstract. Two lines of thinking are becoming increasingly important in higher education- al practice.

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learning outcomes (constructive alignment: 12, 13); j) We are able Enhancing University Teaching: Lessons from Research into. Together backwards design and constructive alignment helps us focus on both the “Enhancing teaching through constructive alignment. with regards to research, policy advice, phd program and university education. av M Scheja — Biggs, J. (1996).

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It is a useful framework for curriculum and instructional design. In this course, we will discuss in detail how the ideas of constructive alignment can be put into practice. Constructive alignment in university teaching. HERDSA Review of Higher Education, 1(July), 5–22. Biggs, J., & Tang, C. (2011).

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This relationship is referred to in the literature as constructive alignment. “Constructive alignment is an outcomes-based approach to teaching in which the learning outcomes that students are intended to achieve are defined before teaching takes place.

Constructive alignment identifies the desired learning outcomes and helps teachers design the teaching and learning activities that will help students to achieve those outcomes, and to assess how Carolyn Hoessler, Gwenna Moss Centre for Teaching Effectiveness Program and Course Design Specialist, discusses Constructive Alignment. This video is part of