Biggs’ Constructive Alignment: Evaluation of a Pedagogical Model Applied to a Web Course PROCEEDINGS
John Hoddinott, University of Alberta, Canada
EdMedia: World Conference on Educational Media and Technology, in Montreal, Canada ISBN 978-1-880094-40-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Biggs' (1996) proposed a pedagogical model where “performances of understanding” specified in course objectives are used to systematically align teaching methods and assessment practices. The model was applied in a plant physiological ecology course delivered at a distance over the web. Students and instructor thought the course format helped learning and that the assessment model, the SOLO Taxonomy, was good. Everyone also concluded that the course workload was too great in spite of ample feedback to discourage such excess. The course may be viewed at: http://www.biology.ualberta.ca/courses.hp/bot431.hp/bot431hp.html
Hoddinott, J. (2000). Biggs’ Constructive Alignment: Evaluation of a Pedagogical Model Applied to a Web Course. In J. Bourdeau & R. Heller (Eds.), Proceedings of ED-MEDIA 2000--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1666-1667). Montreal, Canada: Association for the Advancement of Computing in Education (AACE).
© 2000 AACE