Presentation Title Example Planning for Learning in HE Author: Simon Haslett 15th October 2009 A self study guide
Chapter 3: Planning for Learning in HE1. Objectives2. Reflection: who influences the planning process?3. Writing learning outcomes4. Developing a learning and teaching strategy5. Constructive alignment a) The basis of constructive alignment6. Evaluating constructive alignment a) The dynamic of constructive alignment7. Bibliography
1: Chapter objectives• consider the range of influences on course planning and design• develop own practice in writing learning outcomes• review your learning and teaching strategy and make recommendations for improvement• evaluate the concept of “constructive alignment” in relation to your own modules
2: Reflection: who influences the planningprocess?• There are a number of stakeholders in the planning process in HE including: – 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• Reflect upon how (if at all) does this affect our planning?
3: Writing learning outcomes • Visit the library room to read Moon, J. (2002) chapter 5: Writing and using aims and learning outcomes • Consider: – what are the advantages and limitations of learning outcomes?
4: Developing a learning and teachingstrategy• What’s your teaching and learning strategy (on a course you are familiar with)? • Is it written down? • Do you share it with students? • Does it reflect interests and concerns of the various groups highlighted in slide 2?• Review the Newport’s Learning and Teaching Strategy
5: Constructive alignment• Consider the relationship between learning outcomes, learning and teaching activities, and assessment• Then visit the library room to read: Biggs & Tang (2007) chapter 4: Using constructive alignment• Do Biggs and Tang offer you any new insights?
6: Evaluating constructive alignment• Look at the document Constructive Alignment DOC08• Review 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 further
7: 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 Page