The use of constructive alignment in the design of laboratory activities

Lowe, D; Machet, T; Willey, K; Berger, A

The use of constructive alignment in the design of laboratory activities

Lowe, D Machet, T

Willey, K Berger, A

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Publication Type:: Conference Proceeding
Citation:: Proceedings of the 46th SEFI Annual Conference 2018: Creativity, Innovation and Entrepreneurship for Engineering Education Excellence, 2019, pp. 1016 - 1023
Issue Date:: 2019-01-01

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Field	Value	Language
dc.contributor.author	Lowe, D	en_US
dc.contributor.author	Machet, T https://orcid.org/0000-0003-1963-898X	en_US
dc.contributor.author	Willey, K	en_US
dc.contributor.author	Berger, A	en_US
dc.date.issued	2019-01-01	en_US
dc.identifier.citation	Proceedings of the 46th SEFI Annual Conference 2018: Creativity, Innovation and Entrepreneurship for Engineering Education Excellence, 2019, pp. 1016 - 1023	en_US
dc.identifier.isbn	9782873520168	en_US
dc.identifier.uri	http://hdl.handle.net/10453/132897
dc.description.abstract	© Proceedings of the 46th SEFI Annual Conference 2018: Creativity, Innovation and Entrepreneurship for Engineering Education Excellence. All rights reserved. Constructive Alignment has been widely shown to be a valuable approach to educational design, and yet there has been very limited exploration of the application of CA to the design of laboratory experiences. An analysis of existing student information on laboratory experiments shows that most student guides focus on describing the experimental activities to be carried out and often fail to provide clarity in the intended learning outcomes that are being targeted or connect these to assessment activities that allow students to assess their progress in achievement of those learning outcomes. We have argued that the application of CA to laboratory experiments will allow much more effective design. Future work in this area would focus on assessing the extent to which improved student learning outcomes can be achieved through the application of CA.	en_US
dc.relation.ispartof	Proceedings of the 46th SEFI Annual Conference 2018: Creativity, Innovation and Entrepreneurship for Engineering Education Excellence	en_US
dc.title	The use of constructive alignment in the design of laboratory activities	en_US
dc.type	Conference Proceeding
utslib.for	130212 Science, Technology and Engineering Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Electrical and Data Engineering
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Professional Practice and Leadership
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US

Abstract:

© Proceedings of the 46th SEFI Annual Conference 2018: Creativity, Innovation and Entrepreneurship for Engineering Education Excellence. All rights reserved. Constructive Alignment has been widely shown to be a valuable approach to educational design, and yet there has been very limited exploration of the application of CA to the design of laboratory experiences. An analysis of existing student information on laboratory experiments shows that most student guides focus on describing the experimental activities to be carried out and often fail to provide clarity in the intended learning outcomes that are being targeted or connect these to assessment activities that allow students to assess their progress in achievement of those learning outcomes. We have argued that the application of CA to laboratory experiments will allow much more effective design. Future work in this area would focus on assessing the extent to which improved student learning outcomes can be achieved through the application of CA.

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http://hdl.handle.net/10453/132897