Biggs

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john.hoddinott_at_ualberta.ca
Biggs Constructive Alignment Evaluation of a
Pedagogical Model Applied to a Web Course
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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

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The Challenge
If Im your student, what do I have to do to
convince you that Im where you want me to be at
the end of this lesson (module, degree program)?
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Constructivist Pedagogy
Learner Characteristics
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Bloom's Taxonomy

• Cognitive Domain
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

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SOLO Taxonomy Structure of Observed Learning
Outcomes

• Prestructural
• Unistructural
• Multistructural
• Relational
• Extended Abstract

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Constructive Alignment

• Constructivism as a framework
• with the learner's activities as
• central in creating meaning.

• The instructional designers
• emphasis on the relationship
• between the learning objectives
• and the targets for assessing
• student performance.

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Constructive Alignment

• The "performances of
• understanding" nominated in
• the objectives are used to
• systematically align the
• teaching methods and the
• assessment.

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Botany 431 A Case Study
1. Instructional Experiences Assigned
Readings Peer Group Discussion Personal
Reflection
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Botany 431 A Case Study
2. Assessment Portfolios Learning
Journals Take Home Exams
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Botany 431 A Case Study
3. Constraints Resources Distance
Delivery Teaching Assistant
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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

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Course Evaluation

• Pedagogical Background
• Material on course philosophy
• useful, but in retrospect
• SOLO Taxonomy a good model
• for written work but feedback
• more valuable
• Learning journal material
• very helpful

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Course Evaluation

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

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Course Evaluation

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

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Instructor's Evaluation

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

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Home Pages
www.biology.ualberta.ca/ courses.hp/bot431.hp/ bot
431hp.html www.nait.ab.ca/logging/
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Kinds of Knowledge
Functioning
Conditional
Declarative
Procedural
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