Strengthening constructive alignment in university courses to foster active learning

Abstract

A deep approach to learning requires that the student has appropriate prior knowledge and the tasks in the course are seen as meaningful, i.e., there is an understanding of the reason for the tasks and the goals of the course, and the connection between intended learning outcomes (ILO), teaching and learning activities (TLA) and assessment tasks (AT). This relationship between ILOS, TLAs and ATs has previously been discussed by Biggs and Tang (2007) and is referred to as constructive alignment. This report aims to reflect upon how active learning can be strengthened in a course using constructive alignment. Three courses have been used as empirical cases. The ILOS, TLAs and ATs of each one of them have been analyzed and revised in order to enhance the alignment and thereby also improve the conditions for the students to become active learners. A matrix is proposed as a hands-on tool to more easily develop suggestions for improvements that can be implemented and evaluated in a course.