Cobham, David and Jacques, Kevin and Spilberg, Rose (2008) Addressing student satisfaction in undergraduate computing programmes: the use of constructive alignment in automating mass, timely and high quality feedback. In: 2nd UK Workshop on Constructive Alignment, 16 January 2008, Nottingham.
Full text not available from this repository.Abstract
Constructive alignment is increasingly becoming accepted as an effective Higher Education paradigm for constructing and delivering the curriculum. Information systems have a fundamental and possibly deterministic role to play in supporting a change to this paradigm for learning and assessment. Building on previously published results this paper reports on a pilot project whereby a philosophical shift in assessment and delivery procedures was achieved through adoption of constructive alignment. It reports on subsequent developments and focuses on the staff experience. Key findings are a) the extent to which information systems can have a deterministic effect in bringing about fundamental change in pedagogy b) the problems of mismatches in documentation between those held at institutional level and those that support study programmes.
| Item Type: | Conference or Workshop Item (Paper) |
|---|---|
| Additional Information: | Constructive alignment is increasingly becoming accepted as an effective Higher Education paradigm for constructing and delivering the curriculum. Information systems have a fundamental and possibly deterministic role to play in supporting a change to this paradigm for learning and assessment. Building on previously published results this paper reports on a pilot project whereby a philosophical shift in assessment and delivery procedures was achieved through adoption of constructive alignment. It reports on subsequent developments and focuses on the staff experience. Key findings are a) the extent to which information systems can have a deterministic effect in bringing about fundamental change in pedagogy b) the problems of mismatches in documentation between those held at institutional level and those that support study programmes. |
| Keywords: | Constructive alignment, Higher education, Learning outcomes, Technological determinism, Programme specification |
| Subjects: | G Mathematical and Computer Sciences > G500 Information Systems G Mathematical and Computer Sciences > G920 Others in Computing Sciences X Education > X342 Academic studies in Higher Education |
| Divisions: | College of Sciences > Faculty of Science > Lincoln School of Computer Science |
| Depositing User: | David Cobham |
| Date Deposited: | 13 Aug 2010 07:52 |
| Last Modified: | 18 Jul 2011 16:26 |
| URI: | http://eprints.lincoln.ac.uk/id/eprint/3209 |
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