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Planning for learning
Planning for learning
Planning for learning
Planning for learning
Planning for learning
Planning for learning
Planning for learning
Planning for learning
Planning for learning
Planning for learning
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Planning for learning

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  • 1. Post Graduate Certificate:Presentation TitlePractice in HEDeveloping Professional Example Author: Simon Haslett Topic 15th October 2009 Planning for Learning in HE
  • 2. Planning for Learning in HE Reflection and Activities: 1. Who and what influences the planning process? 2. Construct learning outcomes 3. Consider a learning and teaching strategy 4. Using Constructive alignment 5. BibliographySlide 2
  • 3. Reflection: who and what influences theplanning process? • There are a number of stakeholders in the planning process in HE: – Students – Academic staff – The HE Institution – Professional bodies (who may endorse qualifications) – Quality Assurance bodies e.g. in the UK this is the QAA www.qaa.ac.uk – Any more…? • Note down their main interests and concerns • How (if at all) does this affect our planning?Slide 3
  • 4. Constructing learning outcomes • Visit the library room to read Moon, J. (2002) chapter 5: Writing and using aims and learning outcomes • Now write down some learning outcomes for: – a session you have taught recently OR a module with which you are familiar – share your list with a fellow participant via ooVoo – offer each other one observation of a strength; one observation of an improvements. • For further reflection: – what are the advantages and limitations of learning outcomes for planning learing?Slide 4
  • 5. Developing a learning and teachingstrategy• Do you have or use a teaching and learning strategy (e.g. on a course you are familiar with)? • Is it written down? • Do you share it with students? • Does it reflect the interests and concerns of stakeholders?• Examine the Example Learning and Teaching Strategy which is on Moodle.• Now draft your own revised versions and upload it to your eportfolio.Slide 5
  • 6. Constructive alignment • What is the relationship between learning outcomes, learning and teaching activities, and assessment? Note down your ideas. • Then visit the library room to read: Biggs & Tang (2007) chapter 4: Using constructive alignment • Return to your notes: do Biggs and Tang offer you any new insights?Slide 6
  • 7. The basis of constructive alignmentSlide 7
  • 8. Evaluating constructive alignment • Look at the document Constructive Alignment DOC08 • Note down the relationship between learning outcomes, activities and assessment tasks in the four example modules • The three elements are not all well aligned: can you improve constructive alignment in each case? • Use the blank table DOC 09 to record and analyse a module you teach on – are there any elements you need/would like to develop? • This might be an area for you to develop in an action research cycleSlide 8
  • 9. The dynamic of constructive alignmentSlide 9
  • 10. Bibliography • BIGGS, J & TANG, C. (2007) Teaching for Quality Learning at University 3rd Edition. Maidenhead: Society for Research into Higher Education and Open University Press • HOUGHTON, W. (2004) Constructive alignment and why it is important to the learning process [online] http://engsc.ac.uk/er/theory/constructive_alignment.asp Accessed: 20 December 2009 • MOON, J. (2002) The Module and Programme Development Handbook London. Kogan PageSlide 10

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