Design Framework

Theory Based Courses

Development of a Framework for Course Design
Theory Background →
01
Learn how to design online courses effectively using the principles of constructive alignment in three simple steps. Additionally, explore the application of other suitable theories for a comprehensive course design approach.

The purpose of constructive alignment is to shift the focus away from the teacher and prioritize successful learning through effective teaching practices. It involves creating a harmonious relationship between the intended learning outcomes (ILOs), teaching and learning activities (TLAs), and assessment tasks (ATs).

Constructive alignment ensures that TLAs and ATs are designed in alignment with the ILOs. This means that the selection of appropriate TLAs is based on the desired ILOs, which, in turn, prepare students for the corresponding ATs. Ultimately, the ATs serve as a means to assess the knowledge and skills specified in the ILOs.

Core Components
  • ILOs: Intended Learning Outcomes
  • TLAs: Teaching & Learning Activities
  • ATs: Assessment Tasks
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The Process

Three steps to alignment

Step #1: Choose how difficult your ILOs are to achieve for your learners. Your learning objectives are the ILOs your learners' will achieve.


Step #2: Choose the TLAs based on your ILOs.


Step #3: Choose the ATs based on your TLAs.

Constructive alignment ensures that TLAs and ATs are designed in alignment with the ILOs. This means that the selection of appropriate TLAs is based on the desired ILOs, which, in turn, prepare students for the corresponding ATs. Ultimately, the ATs serve as a means to assess the knowledge and skills specified in the ILOs.
03

Intended Learning Outcomes

Phrase your ILOs according to the difficulty and effort needed to achieve them.

  • Identify the key knowledge and skills that learners should acquire.
  • Define the practical application of the acquired knowledge and skills.
  • Design ILOs that reflect the desired level of difficulty and effort required for learners to achieve them.
  • Ensure the selection of learning content enables learners to deepen their understanding and make connections between different concepts.

Biggs and Collis (1982) provide the SOLO-Taxonomy to help decide which type of ILOs to use:

Level 1: Prestructural

Misses the point. Learners cannot present any gained knowledge.

Example verbs:

Learn, understand, know

Level 2: Unistructural

Learners may achieve simple connections, recall one idea.

Example verbs:

memorize, identify, recognize, count, define, draw, find, label, match, name, quote, recall, recite, order, tell, write, imitate

Level 3: Multistructural

Learners may achieve multiple connections but coherences won't be identified

Example verbs:

classify, describe, list, report, discuss, illustrate, select, narrate, compute, sequence, outline, separate, determine, choose, calculate, conduct, debug, decide, draft, ensure, improve, install, modify, navigate, position, prevent, process, synthesize, produce, save, specify, treat, troubleshoot

Level 4: Relational

Learners may achieve multiple connections and understand the coherence.

Example verbs:

apply, integrate, analyze, analyse, explain, predict, conclude, summarize, summarise, review, argue, transfer, make a plan, characterize, compare, constrast, differentiate, organize, organise, debate, make a case, construct, review, rewrite, examine, translate, paraphrase, solve a problem, design, demonstrate, evaluate, implement, interpret, model, raise, structure, assess, deploy, present, align, code, embed, employ, formulate, infer, justify, optimize, perform, program, relate, showcase, solve a problem, speak, wrangle, critique

Level 5: Extended abstract

Learners may achieve multiple connections and go beyond the expected understanding.

Example verbs:

theorize, hypothesize, generalize, reflect, generate, create, compose, invent, originate, prove from first principles, make an original case, solve from first principles, develop, build, manage, support, guide, anticipate, enable, establish, game

SOLO-Taxonomy Biggs and Collis (1982) provide this taxonomy to help decide ILOs.
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Teaching & Learning Activities

When planning activities to support learning based on the defined ILOs, consider the following:

  • Structure: Select activities that align with the ILOs.
  • Benefits: Ensure that the chosen activities contribute to the acquisition of knowledge, skills, and competences.
  • Active engagement: Design activities that require learners to actively participate and engage, as this promotes effective knowledge acquisition.

Remember to choose appropriate verbs that imply the nature of the activity and align with the desired learning outcomes.

Chi (2015) provides a conceptual framework for designing learning activities:

Passive

When learners passively consume learning materials, such as watching a video or reading a text, there are ways to enhance the effectiveness of these activities. Consider implementing the Five Ways to Increase the Effectiveness of Instructional Video to improve passive learning experiences.

Research suggests that when it comes to constructive alignment, incorporating active learning approaches is beneficial. Active learning methods encourage learners to adopt deep learning approaches while discouraging surface learning approaches (Wang, 2012). Therefore, it is recommended to prioritize the use of active, constructive, or interactive TLAs. These types of TLAs engage learners actively, allowing them to construct their own understanding of the content and interact with it in meaningful ways. By utilizing such active approaches, educators can promote deeper learning and enhance the alignment between intended learning outcomes and the learning experiences of the students.

Active

Learners actively interact with physical objects, activating prior knowledge and establishing connections with new information. This hands-on approach fosters engagement and facilitates deeper understanding. Additionally, the SOI-Model emphasizes the importance of organizing new knowledge, providing a framework for structuring information effectively. For a deeper understanding, exploring embodied cognition can shed light on the interplay between cognitive processes and physical experiences in learning.

Research conducted by Barak (2013) and Lindgren et al. (2016) has indicated that interacting with objects can have a positive impact on the learning process. These studies highlight the benefits of hands-on engagement with physical materials, suggesting that such interactions enhance the overall learning experience.

Constructive

Learners actively generate their own results, formulating ideas that surpass the presented information. This process fosters the development of new knowledge through the derivation, organization, and integration of information. The SOI-Model emphasizes the importance of integrating knowledge, highlighting the value of connecting new information with existing knowledge structures for a deeper understanding.

Wang (2012) conducted a study indicating that learners who adopt deep learning approaches demonstrate better learning outcomes.

Interactive

Collaborative discussions among learners are encouraged to facilitate beneficial learning experiences. Engaging in such discussions provides an opportunity for constructive learning without the need for competitiveness or individualistic efforts. By actively participating in group discussions, learners can collectively explore and comprehend the learning material, contributing to a more comprehensive understanding of the subject matter.

Collaborative learning has been associated with numerous benefits, including higher achievement, increased productivity, the development of caring and supportive relationships, improved psychological well-being, enhanced social competence, and boosted self-esteem. Laal and Ghodsi (2012) provide a comprehensive explanation of these benefits in their article, outlining the positive impact of collaborative learning on various aspects of learners' lives.

To gain more detailed insights into designing effective TLAs, explore the 12 Principles for Reducing Extraneous Processing in Multimedia Learning. These principles address important aspects relevant to online course design. By implementing these principles, the multimedia learning experience can be optimized, leveraging the strengths of different media formats to enhance the learning outcomes for online learners.

Framework Chi (2015) provides this conceptual framework for designing learning activities.

Research Barak (2013) and Lindgren et al. (2016) highlight the benefits of hands-on engagement.

Wang (2012) found that deep learning approaches lead to better outcomes.

Laal and Ghodsi (2012) outline the positive impact of collaborative learning.
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Assessment Tasks

Why do we assess? To tell us if students have learned what we intended them to learn. Assessment drives learning. If assessment is not aligned with the ILOs, students will focus on what is assessed, not what is intended.

Declarative Knowledge

Knowing about things.

Assessment: Assignment, Case study, Essay, Exam (multiple choice/short answer), Oral presentation, Peer assessment.

Functional Knowledge

Knowing how to do things.

Assessment: Coursework, Portfolio, Project, Practicum, Reflective diary, Lab report.

Alignment If assessment is not aligned with ILOs, students will focus only on what is assessed, not what is intended.