(2nd UK) Workshop on Constructive Alignment
16th January 2008
Addressing Student Satisfaction in Undergraduate Computing Programmes
- the use of constructive alignment in automating mass, timely and high quality feedback
Alignment? Are the concept, and concern for it, beginning to outlive their usefulness?
Measuring Constructive Alignment: An Alignment Metric to Guide Good Practice
Student Opinion of Learning Activities on Computing Undergraduate Degrees
Using Constructive Alignment to Support the Challenge of Feedback
Due to the overwhelming success of the first workshop, the Higher Education Academy Information and Computer Sciences (HEA-ICS) and Nottingham Trent University co-convene the second workshop on constructive alignment.The workshop aims to disseminate and openly share current practice, research and developments motivated by John Biggs's theory of constructive alignment.
Designing student-centred learning and teaching activities is considered to be one of the most fundamental activities of a teaching practitioner. Since ‘The Dearing Report' in 1997 (NCIHE, 1997), HE institutions have developed their programmes around clear statements of intended learning outcomes with the expectation that the practitioner articulates the relationship between learning, teaching and assessment activities within the context of these outcomes. The individual practitioner, however, faces a multitude of challenges when attempting to establish and articulate such relationships, particularly in light of an increasingly complex curriculum caused by various government and associated institution initiatives such as widening participation, life-long learning, employability, internationalisation and accessibility. It is further complicated by the lack of a universally accepted educational framework and appropriate tools that could help practitioners' to consistently develop appropriately aligned programmes of learning.
Constructive alignment (Biggs, 1996, 2003) is gaining much popularity across the UK HE sector and is an outcome-based educational framework that inherently promotes aligned learning, teaching and assessment practices for achieving and evaluating deep student learning. This workshop aims to bring together practitioners and researchers to share current thinking, practice, research and development in methodologies, techniques and/or tools motivated by the theory of constructive alignment.
The workshop will address issues specific to the development and use of methodologies, techniques and tools motivated by constructive alignment. The workshop will address issues such as (although not limited to):
Elizabeth Burd works within the Department of Computer Science at the University of Durham where she is Deputy Dean of Science. She has a first degree in Education and a PhD in Software Engineering. Liz is the Director of the HEFCE Centre for Excellence in Teaching and Learning – Active Learning in Computing. She is also the Higher Education Academy Information and Computer Sciences Northern Coordinator and is responsible for encouraging and promoting educational research activities within the North of England. Her research interests are in computing education and the analysis and visualisation of large data sets and of software change patterns.
David Cobham has been teaching, researching and acting as a consultant in Information Systems for over 20 years. He has published work in both IS Development and Pedagogy. He is co-author of the standard university text “Business Information Systems: Analysis Design and Practice” which has run to five editions and recently been translated into Chinese. His current role is Head of Department of Computing and Informatics.
John Colvin is a Teaching Fellow and Senior Lecturer in Computing at University of Worcester . He has been involved in a number of Learning & Teaching research projects related to the delivery of computing courses, in areas such as information literacy, e-learning, constructive alignment and delivering computer programming modules to non-computing students
In 2003, Graham Gibbs described to an international conference the difficulty of redirecting the ponderous bulk of the supertanker of higher education. He instanced John Cowan , pulling sideways from his canoe and - despite his energetic and enthusiastic efforts to innovate over 40 years - having little impact. John laughed with the others. Yet prominent teachers, here or abroad, often acknowledge that they and their colleagues have made radical changes in their students' learning experiences – as a result of something he said, suggested or did, while he was working with them at the cutting edge of practice.
Enda Dunican has a B.Sc and M.Sc in computer science and an Education Doctorate from the University of Leicester . He has been a lecturer in computer science for the last 12 years at the Institute of Technology Carlow , Ireland where he mainly teaches computer programming. His main research interest is novice computer programming learning and has written many papers on this topic. He is an active member of the Psychology of Programming interest group.
Kevin Jacques spent 15 years in private sector management before falling into academia in 1998. Since then he has been developing his teaching and administration skills whilst doing occasional consultancies in contingency planning and systems analysis. He is a passionate believer in pedagogic excellence and is currently engaged in a professional doctorate in Educational Policy and Values.
Colin B. Price holds a first degree M.A. in Natural Sciences ( Cambridge , UK ) and a Ph.D in electronic engineering from the Catholic University of Leuven ( Belgium ). He has taught physics at both secondary school level and in higher education. At Worcester he is currently teaching programming and game-development modules. His research interests include approaches to the teaching of programming, but also the application of game technology in education and training. His favourite research area continues from Turing's “wetware” machine; the modelling of biophysical systems, through the use of “reaction-diffusion” equations. Here he works close with colleagues from Moscow State University .
Jon Tepper is a Learning and Teaching Co-ordinator for the School of Science and Technology at NTU and holds a first degree and Ph.D in Computer Science. Jon's discipline-based research activities include neurally-inspired computing and its application to natural language comprehension and temporal sequence processing. Jon's learning and teaching interests are grounded in constructivist-inspired models and metrics of educational phenomena.