Why do some learning activities succeed, and others fail? Why do the students sometimes adopt a surface learning approach despite carefully planned collaborative activities? This seminar will reveal the role that constructive alignment plays in achieving your learning outcomes. Based on the teaching practice theory developed by John Biggs at HKU, constructive alignment helps teachers design and implement courses where the learning activities and assessments are carefully aligned with the intended learning outcomes. This seminar will review how to ensure that your outcomes are supported by appropriate learning activities and assessments.
<p>Brant Knutzen is the Learning Designer for the Faculty of Education at the University of Hong Kong. He has been involved in eLearning for 28 years as software developer, website developer, and corporate trainer. He currently teaches on an MSc Education program relating to eLearning and educational leadership, and provides eLearning support and professional development for teaching staff. His research areas include the design, implementation and evaluation of highly engaging blended learning environments for schools and higher education. Current Moodle plugin development projects include the Participation Map: a new way to visually display online discussion activity, and the Participation Forum: which generates a grade based on student posting activity. See Brant.Knutzen.se for more information.</p>