Qualitative variation in constructive alignment in curriculum design

2013 ◽  
Vol 67 (2) ◽  
pp. 141-154 ◽  
Author(s):  
Keith Trigwell ◽  
Michael Prosser
Keyword(s):  
Curriculum Design ◽  
Qualitative Variation ◽  
Constructive Alignment

scholarly journals From Teaching as Transmission to Constructive Alignment

2021 ◽  
Vol 4 (2) ◽  
pp. 1-11
Author(s):  
Vidar Gynnild ◽  
Bernt Johan Leira ◽  
Lars Erik Holmedal ◽  
Jon Coll Mossige ◽  
Dag Myrhaug
Keyword(s):  
Academic Achievement ◽  
Action Research ◽  
Curriculum Design ◽  
Research Study ◽  
Science And Technology ◽  
Failure Rates ◽  
Final Exam ◽  
Targeted Interventions ◽  
Constructive Alignment ◽  
Students Satisfaction

This paper reports on an action research study on curriculum design in an optional module at the Norwegian University of Science and Technology. There were two professors teaching their respective parts, henceforth termed “Part 1” and “Part 2”. Oral evaluations confirmed students’ satisfaction with teaching; however, failure rates had been an issue for years and was a concern to the professors who were wondering why. This study sets out to explore causes of poor academic achievement in order to launch targeted interventions. A major issue was students’ limited capabilities in dealing with conceptual and theoretical problems. This was partially explained by a mismatch between types of problems in the exercises compared with those at the final exam. The ensuing intervention included the redesign of tasks to improve alignment of course components as well as introducing a mid-term exam specifically addressing conceptual and theoretical themes. Failure rates dropped markedly in subsequent years due to students’ enhanced ability to cope with the broader spectrum of course requirements.

scholarly journals Constructive Alignment of Graduate Capabilities: Insights from Implementation at a Private University in Malaysia

2018 ◽  
Vol 15 (Number 2) ◽  
pp. 111-142
Author(s):  
Lok Boon Thian ◽  
Foong Peng Ng ◽  
Joo Ann Ewe
Keyword(s):  
Curriculum Design ◽  
Implementation Strategies ◽  
Private University ◽  
Analysis Data ◽  
Research Approach ◽  
Second Phase ◽  
Design Framework ◽  
Constructive Alignment ◽  
Pilot Implementation ◽  
One Year

Purpose – The purpose of this study is to formulate a curriculum design framework, to test it and learn through pilot implementation, in order to systematically embed the graduate capabilities in the curricula, leveraging on Biggs’ constructive alignment framework. This paper aims to report the outcome of a study lasts for one year supporting a university’s curriculum transformation project. Methodology – Guided by the research objectives of this study, the research approach is action research. More specifically, benchmarking visit was used for the first phase, the design phase, to propose a suitable curriculum design framework. Pilot implementation was used during the second phase. Two programmes from two faculties were selected. Data was collected through observation, interview and document analysis. Data was analysed through on-going analysis and final reflection. Findings – This study presents a more detailed and practical curriculum design framework to support the development of graduate capabilities leveraging on Biggs’ constructive alignment framework. The key challenges faced and proposed strategies are consistent with existing studies. However, this paper argues for stronger emphasis on communicating compelling reason for change. This study reinforces that the process of constructive alignment remains challenging due to the iterative process of alignment at programme and module levels. Significance – This paper has expanded Biggs’ constructive alignment operational framework by offering more detailed and practical steps to ensure curriculum design effectively supports the development of graduate capabilities. The insights are especially useful for young universities with limited experience and yet have the ambition to transform its curriculum to develop institution-wide graduate capabilities leveraging on Biggs’ constructive alignment framework. The insights are useful for improving countries’ policy and implementation strategies too.

scholarly journals The Increasing Importance of Curriculum Design and Its Implications for Management Educators

2019 ◽  
Vol 43 (3) ◽  
pp. 271-280
Author(s):  
George A. Hrivnak
Keyword(s):  
Curriculum Design ◽  
Management Education ◽  
Current Role ◽  
Learning And Teaching ◽  
Constructive Alignment ◽  
Associate Dean ◽  
Business And Management

In this essay, I explore the topic of curriculum design in business and management education from the perspective of my current role as Associate Dean, Learning and Teaching. Using Biggs’s constructive alignment as an organizing framework, I summarize a number of challenges for management educators and administrators in the design and evaluation of programs and courses and highlight the increasing complexity of the task. I conclude by arguing that, from an associate dean’s perspective, management educators must increasingly adopt the role of designer, rather than teacher, and offer suggestions to help with that transition.

scholarly journals Quality assurance in veterinary education in Serbia and EU: Constructive alignment in curriculum design

2015 ◽  
Vol 39 (1) ◽  
pp. 108-120
Author(s):  
Marko Cincovic ◽  
Branislava Belic ◽  
Milenko Stevancevic ◽  
Bojan Toholj ◽  
Joze Staric ◽  
...  
Keyword(s):  
Quality Assurance ◽  
Curriculum Design ◽  
Veterinary Education ◽  
Constructive Alignment

The English Camps as Method of Promoting Fun English at Elementary School Level in Indonesia

2020 ◽  
Vol 4 (2) ◽  
pp. 174
Author(s):  
Meida Rachmawati ◽  
Suzana Widjajanti ◽  
Ahmad Ahmad ◽  
Aslan Aslan
Keyword(s):  
Elementary School ◽  
Language Learning ◽  
Curriculum Design ◽  
Scientific Evidence ◽  
School Curriculum ◽  
School Level ◽  
English Learning ◽  
Learning Method ◽  
School Students ◽  
Scientific Publications

This article aimed to promote English in elementary school students through a fun learning method, called the Fun English Camp. Several studies had been conducted to encounter the best solution to handle this issue. The researchers used PRISMA Protocol as an instrument to collect the data that has been widely used in the process of selecting relevant articles. The researchers reviewed twenty five scientific publications, related to Fun English Camp that has become an English learning approach for beginner students. Through a review of twenty five scientific publications, for instance book and journal, the researchers got scientific evidence that introduction of a learning method with the term Fun English camp has an impact on promoting language learning for elementary school children in Indonesia. Thus, the fun English camp method can be an interesting method to be applied by elementary school curriculum design in Indonesia. Keywords: English Camps, Learning Method, Fun English Learning

A review on the prerequisites of Evidence-Based Curriculum as a driver to skills development of the leather value chain in Africa

2019 ◽  
Vol 5 (1) ◽  
pp. 1-10
Author(s):  
Mwinyikione Mwinyihija
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Value Chain ◽  
Theoretical Perspective ◽  
Economic Benefits ◽  
Skills Development ◽  
Evidence Based ◽  
Wealth Creation ◽  
Urban Rural ◽  
Review Study

The review study closely introspects’ on the prerequisites of evidence-based curriculum within the realms of specialized skills development agenda as pursued through higher education Institutions in Africa. Explicitly, the constraining factors that bedevil the leather sector are identifiable when appropriate research designs tools are applied. As such, in the process of identifying the constraints, renascence themes could, therefore, be beneficial in collecting evidence in support of developing curriculum. Such a developed curriculum stands higher chances of acceptability and aptly mitigates against challenges related to specialized skills development. The review succinctly indicates that in the process of identifying the themes, the scope of collecting evidence becomes attainable, thus, improving curricula that entails a participatory and transformative orientation. Indeed, during the review phase of the study, three main perspectives are depicted to be consequential in attaining a comprehensive, evidence-based curriculum, such as; action research, backward curriculum design perspective and theoretical perspective. Therefore, about this perspective, a reflection based on personal experiences and related to new knowledge with what they already know leads to constructivism. The relevancy of a constructivist strategy is observed to facilitate the observatory and evaluative stance during the development of evidence-based curriculum. Moreover, in consolidating and sustaining the benefit of such a developed curriculum, threshold concept was found during the review that it complements the process and strengthens the collecting evidence for curriculum development. Accordingly, therefore, the result of the review study indicate that Africa would  position itself for initiating transformational changes in aspects of specialized higher education, fruition towards socio-economic benefits (e.g. employment, wealth creation and technology transfer), reversal of urban-rural or inter/intra continental migration flurry.

Quantifying empathy levels among UK undergraduate medical students: an online survey

2020 ◽  
Vol 70 (suppl 1) ◽  
pp. bjgp20X711293
Author(s):  
Sarah Garnett ◽  
Hajira Dambha-Miller ◽  
Beth Stuart
Keyword(s):  
Medical Students ◽  
Health Outcomes ◽  
Medical School ◽  
Curriculum Design ◽  
Online Survey ◽  
Mental Wellbeing ◽  
Reactivity Index ◽  
Free Text ◽  
Undergraduate Medical Students ◽  
Cross Sectional

BackgroundEmpathy is a key health care concept and refers to care that incorporates understanding of patient perspective’s, shared decision making, and consideration of the broader context in which illness is experience. Evidence suggests experiences of doctor empathy correlate with improved health outcomes and patient satisfaction. It has also been linked to job satisfaction, and mental wellbeing for doctors. To date, there is a paucity of evidence on empathy levels among medical students. This is critical to understand given that it is a key point at which perceptions and practices of empathy in the longer term might be formed.AimTo quantify the level of empathy among UK undergraduate medical studentsMethodAn anonymised cross-sectional online survey was distributed to medical students across three universities. The previously validated Davis’s Interpersonal Reactivity Index was used to quantify empathy. The survey also collected information on age, sex, ethnicity, year of medical school training and included a free-text box for ‘any other comments’.ResultsData analysis is currently underway with high response rates. Mean empathy scores by age, sex, year of study and ethnic group are presented. A correlation analysis will examine associations between age and year of study, and mean empathy sores.ConclusionThese data will help to provide a better understanding of empathy levels to inform the provision of future empathy training and medical school curriculum design. Given previous evidence linking experiences of empathy to better health outcomes, the findings may also be significant to future patient care

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