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CSALT What is CSALT? CSALT is the Centre for Studies in Advanced Learning Technology. Established in 1992 the Centre for Studies in Advanced Learning Technology (CSALT) at Lancaster University is one of Europe's leading academic research groups in the field of technology enhanced learning (TEL) applied to adult education and training. The Centre carries out basic and applied research with an emphasis on the development of theory that can be used in real settings. Its members are also closely involved in the education and professional development of workers in the e-learning industry, and in consultancy. Our research has a strong focus on adult education especially in higher education and industrial contexts. Our interest is not in the technology per se, but in the social, psychological and organisational issues which are thrown into sharp relief during the design and introduction of new technology-enhanced learning environments. CSALT: * is focused on research into networked learning and the design of advanced learning technology(ALT), * is made up of staff with expertise in eg, online tutoring, computer supported collaborative learning, cognitive psychology, design of learning technology and simulation based training, * runs an innovative Doctoral distance learning programme on the design and use of technology enhanced learning * develops course designs that support e-groups and communities, * is based in the RAE grade 5 Department of Educational Research at Lancaster University, UK. This site reflects primarily the interests of CSALT in the Department of Educational Research. Other members of the university wide CSALT are part of the Department of Management Learning, in particular the Networked Management Learning research group and the Learning Technology Group.

ASKe is the Centre for Excellence in Teaching and Learning based at Oxford Brookes University Business School. It was set up in summer 2005 with a £4.5 million award (spread over five years) from HEFCE in recognition of good practice based on pedagogic research into aspects of assessment carried out by staff in the Business School and the Oxford Centre for Staff and Learning Development. ASKe's work focuses on ways of helping staff and students develop a common understanding of academic standards, and it builds on and promulgates established good practice.

Assessment Standards Knowledge exchange ASKe is the Centre for Excellence in Teaching and Learning based at Oxford Brookes University Business School. It was set up in summer 2005 with a £4.5 million award (spread over five years) from HEFCE in recognition of good practice based on pedagogic research into aspects of assessment carried out by staff in the Business School and the Oxford Centre for Staff and Learning Development. ASKe's work focuses on ways of helping staff and students develop a common understanding of academic standards, and it builds on and promulgates established good practice.

Introduction The concept of preferences to different individual learning styles was introduced in an accompanying document. (See learning styles). In this document we look at the associated concept of approaches to learning. The original work on approaches to learning was carried out by Marton and Saljo (1976). Their study explored students' approaches to learning a particular task. Students were given an academic text to read, and were told that they would subsequently be asked questions on that text. The students adopted two differing approaches to learning. The first group adopted an approach where they tried to understand the whole picture and tried to comprehend and understand the academic work. These students were identified with adopting a deep approach to learning. The second group tried to remember facts contained within the text, identifying and focusing on what they thought they would be asked later. They demonstrated an approach that we would recognise as rote learning, or a superficial, surface approach.

Since September 2008, Guy Claxton has been Co-Director of the Centre for Real-World Learning (CrL), and Professor of the Learning Sciences, at the University of Winchester (see News). He previously held the same title at the University of Bristol Graduate School of Education. He has a 'double first' from Cambridge and a DPhil from Oxford, and is a Fellow of the British Psychological Society and the Royal Society of Arts, and an Academician of the Academy of the Social Sciences. His books have been translated into many languages including Japanese, Greek, Italian, German, Spanish and Portuguese.

What is Constructive Alignment? Constructive Alignment, a term coined by John Biggs (Biggs, 1999) is one of the most influential ideas in higher education. It is the underpinning concept behind the current requirements for programme specification, declarations of Intended Learning Outcomes (ILOs) and assessment criteria, and the use of criterion based assessment. There are two parts to constructive alignment: * Students construct meaning from what they do to learn. * The teacher aligns the planned learning activities with the learning outcomes. The basic premise of the whole system is that the curriculum is designed so that the learning activities and assessment tasks are aligned with the learning outcomes that are intended in the course. This means that the system is consistent.