Visualizing constructive alignment in the process of course design

Abstract

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.

A Context-centered Visual Tool for the Design of Engineering Education Solutions

“…However, the "meaningfulness" does not only depend on the type of the education practice, but also on the environment in which it is conducted. Hence, when choosing a TLA or assessment practice, educators need to take into account the context of use of this practice [22].…”