Constructive Alignment in the Curricula Timo Halttunen, head of unit Kirsti Haihu, special coordinator Brahea Centre – Tuesday 17 April 2017 FOSTERC project

Outline of the presentation and workshops Creating coherency between learning outcomes, teaching and assessment of learning Key concepts Learning and teaching in academia Pedagogical development and curricula reform Cases from Finnish universities on curricula development

Who are we? Brahea Centre expertise on curricula reform National development projects on competency-based curricula development and recognition of prior learning International development projects on lifelong learning, blended learning, work-based learning, technology-enhanced learning Continuing education courses for public and private organizations and individuals Research and development

Key concepts Self-directed learning Competency-based curricula Constructive alignment

Learning and teaching in academia Learning and teaching is traditionally organized as acquisition of knowledge, the learning process needs a teacher, happens inside a classroom, is de-contextualized, the learner is expected to memorize and to reproduce what was written or said by the teacher or a researcher, learning process has a start and an end Learning and teaching in the competency-based approach is organized as development of knowledge, skills and attitudes in a certain professional context, where individuals and group of learners are expected to co-create knowledge, to apply it and to develop an interest for continuous, lifelong learning

Teacher teaching = student learning? Regarding curricula development in universities, we may ask what kind of learning and what level of learning we are talking about? In an active, learner-centred approach knowledge is formed in the interaction between the students and the interaction between the teachers and students. Research into learning indicates that students who not only learn on the surface but who achieve deeper learning, including an ability to see links, adopt a critical approach, etc., also achieve better study results.

Levels of learning (knowledge) Declarative knowledge (know what – ”facts”) Procedural knowledge (know how to apply) Conditional knowledge (know when to apply) Functional knowledge (all of the above, knowledge that is flexible and wide-ranging) Biggs, J.B. (2003): Teaching for Quality Learning at Unversity. Buckingham: The Open University Press.

Student as co-creator of the learning process The term ‘learning’ also emphasises a process through which the understanding of the matter being studied is enhanced and thereby changed. In the learner-centred approach the term ‘self-directed learning’ also leads to expectations for students to assume their own responsibility for becoming involved and assuming an active role in the learning process, with the help and support of teachers and other students. A precondition for active learning and teaching is mutual respect within teacher- student and student-student relationships.

Why are we talking about this? We need more jobs and well-paid jobs Jobs are created by start-ups and companies, not by public sector organizations -> Students need to create jobs for themselves and others

Interlude Why do we talk about competency-based education and curricula Why it is important to higher education

Relevant, working-life oriented.. Educational policies speak for student-centred learning and higher education that should be more relevant to working life  Students should be owners of their own learning process, teachers should facilitate this learning -> So how do you learn the ”working life relevant” way at the university?

Learning to be competent Learning attitudes and to pick up positive behavioural patterns requires intrinsic motivation ("I want") and self-efficacy ("I can") Teacher cannot learn this on behalf of students or trust that by passing knowledge to students they will learn Attitudes and behavioural patterns are developed by the learners themselves, based on their own learning history and through situated learning (e.g. a business context)

Situated Learning – from novice to expert ”Learning is participation to a social community” ”Knowledge must be thought in the context” Community of Practice Legitimate Peripheral Participation Lave, J. & Wenger, E. (1991) Situated Learning. Legitimate peripheral participation, Cambridge: University of Cambridge Press

Constructive Alignment Creating coherency between learning outcomes, teaching and assessment of learning

Constructive Alignment (CA) Meaning Significance to Curricula Development Constructive Alignment (CA) means that intended learning outcomes, teaching, learning activities and learning assessment are coherent (or in line) with each other intended learning outcomes can be identified in degree, module and course level teaching methods support active learning student workload is realistic, measured e.g. in study hours or pages of books and credits are rewarded for successful completion of studies course or module learning activities support learning at the right level, e.g. 1st, 3rd or 5th year studies or they are aligned with a national qualifications framework (NQF)

Students learning - teachers learning? Firstly, the teacher should be able to make pedagogical reflections and considerations, and be able to utilise these in the form of competent action in the teaching situation. Secondly, the teacher should be able to stage learning situations that support the assimilation of certain knowledge, a particular ability or approach, and develop their own practice independently. Thirdly and finally, the teacher should be able to deepen their knowledge of their own practice through theories and perspectives, in a way that is of interest to other teachers and is also open to peer review.

Practical examples Experiences from the ”OSPE” project in Finland Tools for use in development

In conclusion Pedagogical development in student’s – teacher’s – managers perspective

Pedagogical Development in students Students are becoming more varied than before due to internationalization and widening participation in higher education Students who have a deeper leaning experience achieve better learning results and find employment Students who interact with teachers, students, learning environment and materials take responsibility of their learning and support others to perform better

Pedagogical Development in teachers Teachers develop by investigating and systematizing their pedagogical experiences Teachers who participate in scholarship of learning and teaching raise quality by Identifying benchmarks for good practice Reflecting experiences through facilitation and peer review Creating indicators for good teaching

Pedagogical Development in managers Managers are able to communicate value of teaching development to students, parents, employers, professional associations and administrators Managers get valuable feedback and evidence for systematic follow- up and quality control Managers can forecast needs for admin and support in learning environments, library, guidance etc.