The use of constructive alignment in the design of laboratory activities
- Publication Type:
- Conference Proceeding
- Proceedings of the 46th SEFI Annual Conference 2018: Creativity, Innovation and Entrepreneurship for Engineering Education Excellence, 2019, pp. 1016 - 1023
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|SEFI_2018_Labs_and_Constructive_Alignment_-_Final.pdf||Accepted Manuscript version||175.74 kB|
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© 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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