Global Management: Course Design for Constructive Alignment

2011 ◽  
Author(s):  
Renata Kobe
Keyword(s):  
Course Design ◽  
Global Management ◽  
Constructive Alignment

Theoretical and practical considerations in the design of an intercultural communication course

2019 ◽  
Vol 42 (2) ◽  
pp. 171-191
Author(s):  
Teresa Yi-jung Hsieh
Keyword(s):  
Collaborative Learning ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Course Design ◽  
Communication Course ◽  
Teaching Activities ◽  
Backward Design ◽  
Constructive Alignment ◽  
Active And Collaborative Learning

Abstract The aim of this article is to highlight theoretical and practical considerations in design of an intercultural communication course. The first part of the article considers intercultural competence, and uses Bourdieu’s notions of education to frame the design of an intercultural communication course. This is followed by discussion of general principles of intercultural course design; the concepts of backward design and constructive alignment as they relate to an intercultural communication course; and finally, the importance of including active and collaborative learning/teaching activities within course design. The remainder of the article draws on a case study of an existing Australian undergraduate course in intercultural communication to highlight how this course may be redesigned in line with the pedagogical principles discussed in the first part of the article.

An exploration of Biggs’ constructive alignment in course design and its impact on students’ learning approaches

2013 ◽  
Vol 38 (4) ◽  
pp. 477-491 ◽  
Author(s):  
Xiaoyan Wang ◽  
Yelin Su ◽  
Stephen Cheung ◽  
Eva Wong ◽  
Theresa Kwong
Keyword(s):  
Course Design ◽  
Learning Approaches ◽  
Constructive Alignment

scholarly journals Visualizing constructive alignment in the process of course design

2019 ◽  
Author(s):  
Marc Laperrouza ◽  
Jacques Lanarès ◽  
Emmanuel Sylvestre
Keyword(s):  
Higher Education ◽  
Course Design ◽  
Modeling Tools ◽  
Teaching Experiences ◽  
Visual Modeling ◽  
Visual Tool ◽  
Constructive Alignment ◽  
Visual Dimension ◽  
Pedagogical Intent ◽  
Teaching Setting

Course design in higher education is often approached in a very linear and text-based manner. The paper presents a visual tool in the form of a canvas aimed at accompanying teachers in the design of courses. The canvas can be used in an individual or co-teaching setting. It can be applied either during the conception phase of a new course or to revisit and reflect an existing course.The visual dimension departs from the usual text-based format and ambitions to offer a practical and intuitive approach. It aims at engaging teachers to adopt a prototyping approach in the design of courses. It builds on the various visual modeling tools offered in the fields of business and strategy.The proposed canvas is part of a broader project accompanying higher education teachers in the clarification of their pedagogical intent, in ensuring constructive alignment and in the adoption of a reflexive posture on their teaching experiences.

scholarly journals Embedding constructive alignment of reading lists in course design

2018 ◽  
Vol 52 (1) ◽  
pp. 67-74 ◽  
Author(s):  
Dan Croft
Keyword(s):  
Student Engagement ◽  
Learning Outcomes ◽  
Course Design ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Module Design ◽  
Reading List ◽  
Constructive Alignment ◽  
The Uk ◽  
Uk Higher Education

Reading list practices are long-standing but cause confusion and misunderstanding between module leaders and students. Constructive alignment (Biggs and Tang, 2011), although widely applied in course design across the UK Higher Education sector, has not previously been applied to the practice of reading lists but offers a practical and pedagogically sound method for reinventing reading list practice and bridging the gap of understanding between the intentions of module leaders and the interpretation of students. The module leaders of seven modules were offered the support of a project led by Oxford Brookes Library to redesign their modules so that the reading lists were constructively aligned with the learning outcomes of the modules. After an initial run of the redesigned modules the module leaders were asked whether they would embed the practice of constructively aligned reading lists in their modules. Five of the modules were redesigned and continued with the redesign past the initial instance, one of the modules exited the project before it was redesigned, and one of the modules returned to the pre-project module design and reading list practice. The project was successful in embedding constructively aligned reading list practice in Oxford Brookes University modules past the first run of the module, but several barriers to effective learning and teaching were identified with the most significant being a lack of student engagement with the redesigned reading lists. The implication for practice is that constructively aligned reading lists should include an element of summative assessment to increase the chances of student engagement and the successful embedding of constructively aligned reading lists in the design of modules.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

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