Presentation Title Example

Author: Simon Haslett 15th October 2009

Planning for Learning in HE

A self study guide

Chapter 3: Planning for Learning in HE

1. Objectives

2. Reflection: who influences the planning process?

3. Writing learning outcomes

4. Developing a learning and teaching strategy

5. Constructive alignmenta) The basis of constructive alignment

6. Evaluating constructive alignmenta) The dynamic of constructive alignment

7. 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 planning process?

• 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 readMoon, 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 teaching strategy

• 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?

5a: The basis of constructive alignment

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

6a: The dynamic of constructive alignment

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