Making communications land - Are they received and understood as intended? we...
Planning for learning
1. Post Graduate Certificate:
Presentation TitlePractice in HE
Developing Professional
Example
Author: Simon Haslett
Topic
15th October 2009
Planning for Learning in HE
2. Planning for Learning in HE
Reflection and Activities:
1. Who and what influences the planning process?
2. Construct learning outcomes
3. Consider a learning and teaching strategy
4. Using Constructive alignment
5. Bibliography
Slide 2
3. Reflection: who and what influences the
planning process?
• There are a number of stakeholders in the planning
process in HE:
– 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
– Any more…?
• Note down their main interests and concerns
• How (if at all) does this affect our planning?
Slide 3
4. Constructing learning outcomes
• Visit the library room to read
Moon, J. (2002) chapter 5: Writing and using aims
and learning outcomes
• Now write down some learning outcomes for:
– a session you have taught recently OR a module with
which you are familiar
– share your list with a fellow participant via ooVoo
– offer each other one observation of a strength; one
observation of an improvements.
• For further reflection:
– what are the advantages and limitations of learning
outcomes for planning learing?
Slide 4
5. Developing a learning and teaching
strategy
• Do you have or use a teaching and learning
strategy (e.g. on a course you are familiar with)?
• Is it written down?
• Do you share it with students?
• Does it reflect the interests and concerns of
stakeholders?
• Examine the Example Learning and Teaching
Strategy which is on Moodle.
• Now draft your own revised versions and upload it
to your eportfolio
.
Slide 5
6. Constructive alignment
• What is the relationship between learning outcomes,
learning and teaching activities, and assessment? Note
down your ideas.
• Then visit the library room to read:
Biggs & Tang (2007) chapter 4: Using constructive alignment
• Return to your notes: do Biggs and Tang offer you any
new insights?
Slide 6
8. Evaluating constructive alignment
• Look at the document Constructive Alignment DOC08
• Note down 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 in an action
research cycle
Slide 8
10. 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
Slide 10
