welcome to the ADM-HEA website
Supporting and developing learning and teaching in art, design, media, history of art and the history of design in higher education
This page is designed to help you write appropriate learning outcomes when developing and revising your modules and programmes, and when devising assessment tasks. It explains:
* what learning outcomes are
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the learning outcomes process
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the benefits of using learning outcomes
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how to use learning outcomes at programme level
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how to use learning outcomes at module level
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how to write learning outcomes
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how to link outcomes to assessment
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.
Professional standards
The UK Professional Standards Framework (UK PSF) for teaching and supporting learning, launched in February 2006, is a flexible framework which uses a descriptor-based approach to professional standards.
There are three standard descriptors each of which is applicable to a number of staff roles and to different career stages of those engaged in teaching and supporting learning. The standard descriptors are underpinned by areas of professional activity, core knowledge and professional values.
The framework provides a reference point for institutions and individuals as well as supporting ongoing development within any one standard descriptor.
The framework was developed by the Academy on behalf of Universities UK (UUK), GuildHE and the four UK higher education funding councils after extensive consultation with the higher education sector. They recognise the diversity of institutions and enable a sector-owned approach to learning and teaching standards.
Alverno's Eight Abilities
Communication
Make connections that create meaning between yourself and your audience. Learn to speak, read, write and listen effectively, using graphics, electronic media, computers and quantified data.
Analysis
Think clearly and critically. Fuse experience, reason and training into considered judgment.
Problem Solving
Define problems and their causes, and use a range of abilities and resources to reach decisions, make recommendations, or carry out plans.
Valuing
Recognize different value systems while holding strongly to your own ethic. Recognize the moral dimensions of your decisions and accept responsibility for the consequences of your actions.
Social Interaction
Know how to get things done in committees, task forces, team projects and other group efforts. Elicit the views of others and help reach conclusions.
Developing a Global Perspective
Act with an understanding of and respect for the economic, social and biological interdependence of global life.
Effective Citizenship
Be involved and responsible in the community. Act with an informed awareness of contemporary issues and their historical contexts. Develop leadership abilities.
Aesthetic Engagement
Engage with various forms of art and in artistic processes. Take and defend positions regarding the meaning and value of artistic expressions in the contexts from which they emerge.
Constructive alignment
Constructive alignment of learning outcomes to assessment methods
The following resources are available:
Overview paper
Professor Mike Osborne, University of Stirling and Workshop Director
Report on the event and areas for future development and enhancement
Professor Mike Osborne
Keynote address: Aligning assessment with long-term learning needs
Professor David Boud, University of Technology, Sydney, Australia
Powerpoint slides | PDF version
Case study 1: Assessment on the TQFE program- a case study of constructive alignment
Dr Iddo Oberski, University of Stirling
Powerpoint slides | PDF version
Draft paper - Word version | PDF version
Keynote address: Developing aligned courses
Sue Drew, Sheffield Hallam University
Powerpoint slides | PDF version
Draft paper - Word version | PDF version
'Constructive alignment' starts with the notion that the learner constructs his or her own learning through relevant learning activities. The teacher's job is to create a learning environment that supports the learning activities appropriate to achieving the desired learning outcomes. The key is that all components in the teaching system - the curriculum and its intended outcomes, the teaching methods used, the assessment tasks - are aligned to each other. All are tuned to learning activities addressed in the desired learning outcomes. The learner finds it difficult to escape without learning appropriately.
Enhancing Learning through Technology (ELT)
We are increasingly aware of how technology can enhance the student learning experience. Our work with institutions indicates a shift towards an overarching approach which uses technology to enhance core activities, e.g. using technology in assessment to improve feedback to students. This shift has been taking place within institutions over the past few years since the release of the original 2005 HEFCE e-learning Strategy, as reflected in the Welsh HEFCW (Higher Education Funding Council for Wales) Enhancement of Learning Strategy. More recently, on 26th March 2009 HEFCE released their Enhancing Learning and Teaching through Technology (ELTT) Policy Statement. This Policy Statement includes an Implementation Framework to support our stakeholder institutions for the development of their own L&T strategies - this Framework was developed through evidence collected from a range of Academy and JISC programmes. To reflect this emphasis, and in line with our remit to support the student learning experience, the Academy has developed an Enhancement of Learning through Technology (ELT) programme. We are in the process of developing this website to reflect this shift and to map our menu structure onto the HEFCE Implementation Framework, i.e. to support institutions on the interpretation of the Framework - to be completed by mid June 09 (JISC are undertaking a similar exercise). We are also developing an additional resource through EvidenceNet. Currently, to support institutions and in collaboration with the JISC we have developed a joint search tool, as below - Academy resources can also be accessed using the menu on the left.