Bianca Vienni-Baptista, Merel van Goch, Rianne van Lambalgen et al. · 2024
This chapter presents the authentic case of a team-taught master's course in medical anthropology which attracted a diverse group of students with diverging background knowledge and general competences. The three experts responding to the case identified multiple issues in their problem analysis, including issues concerning interdisciplinarity, assessment, students' language skills and equity. Their suggested solutions include insights on the level of the course, the instructor and class activities. The integration of these responses discusses these solutions, focusing on constructive alignment, equity-focused teaching, co-creation, disciplinary self-reflection, epistemology, assessment and competences. It also includes references to other relevant work on related issues.
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Faris Tarlochan · 2025
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John Shepherd · 2015
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Hawelka, Birgit · University of Regensburg Publication Server (University of Regensburg) · 2024
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Paul Moss, Sasikala Ruthnappulige · ASCILITE Publications · 2025
This paper presents a new take on constructive alignment that follows an active, conversationalist approach to curriculum design. It introduces a practical tool that can be used iteratively to achieve constructive alignment. Ensuring constructive alignment is an important yet complex task, which often educators find challenging to master due to time and the complexities involved. The simplicity of the proposed tool addresses this and has considerable potential to be applied at scale across the higher education sector to develop new curriculum and to facilitate continuous improvement of existing curricula. By repositioning the educator to be an integral part of constructive alignment, it recognises that while constructing alignment, the educator is in fact constructing a deeper understanding of what the learning narrative can be. Understanding the synergies of various elements interacting in a course will not only empower the educator to develop meaningful learning experiences but also allow them to help learners understand similar connections. It also presents a tremendous opportunity for technology companies to streamline their grading tools so that the attainment of individual outcomes necessary to satisfy constructive alignment principles can be explicitly and automatically captured.
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Abu Kassim, Noor Lide, Borhan, Lihanna · The International Islamic University Malaysia Repository (The International Islamic University Malaysia) · 2020
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Katrine Schepelern Johansen · Research at the University of Copenhagen (University of Copenhagen) · 2010
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Craig Bellamy · ASCILITE Publications · 2018
Constructive Alignment has been with us for quite some time. From its origins in education theory in the 1990s, partly as a means to address some of the pedagogical challenges of scale in mass, higher- education, it has now become the dominant pedagogy in Australian higher education. Originally intended as a means to consistently and holistically design syllabi around learning outcomes and delivery and assessment methods (Biggs, 2003), it is now—as claimed in a recent book on the subject—an overly mechanistic, industrial process that may stifle innovation and creativity, some of the key skills of a 21st Century workplace and society (Nelson, 2018). This is because of its slavish, uncritical application and lack of imagination regarding refreshing and building upon its significant legacy. Is there a Post- Constructive future and what may this future look like? And what does this mean for digital education, in its various guises, one of the more transformative areas of higher education? In this debate we will survey the various applications of Constructive Alignment and perhaps imagine a Post-Constructivist future!
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Johan Wickström · 2014
Swedish Higher Education has formally no central curriculum (Lindberg -Sand 2004) . The education is regulated by the Higher Education Act and The Higher Education Ordinance . In the international ...
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Jens Smed Rasmussen, Grethe Heldbjerg · 2016
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Ruffeis, Dominik · Zenodo (CERN European Organization for Nuclear Research) · 2024
Dieser "Advance Organiser" ist eine visuelle Lernhilfe für die Darstellung des Constructive Alignments und kann in hochschuldidaktischen Weiterbildungen für Lehrende verwendet werden.
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2010
What are we trying to achieve? Broadly, the objective of this aspect of the project is to design a Screen Shot 2 University funding to undertake a range of curriculum development Constructive alignment requires the systematic alignment of teaching database to allow the mapping and review of students incremental activities, including designing a curriculum review process to support the /learning activities and assessment tasks that are designed to address and progressive achievement of the full range of UniSA Graduate incremental development of students ’ professional competencies and intended learning outcomes (Biggs and Tang 2007). Qualities and ANMC Competency Domains. Student assessment is graduate qualities across the Bachelor of Nursing and Midwifery programs. This poster reports on the database development undertaken thus far as part of this. clearly an important outcome measure and central to validating claims of performance outcomes. As the previous section detailed, there is a need to align the ILOs/course objectives, with the Drop down boxes are being considered here requiring the Course Coordinator to nominate the % ascribed in the marking guide The competency statements prescribed by the Australian Nursing and
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Lanares, Jacques, Laperrouza, Marc, Sylvestre, Emmanuel · 2024
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Mitchel Brunings, Dirk Fahland, Boudewijn F. van Dongen · Lecture notes in business information processing · 2025
Abstract Constructive alignment is a well-established concept in education that helps teachers design courses and modules. When we look at constructive alignment as engineers, we can interpret it as a set of axioms for setting up successful process mining projects. While in process mining we have several useful methodologies (e.g. PM 2 ), they cover some, but not all aspects of constructive alignment. In this paper we translate the ideas from constructive alignment to terms in process mining. We exploit the key similarity between process mining and teaching, which is that there is someone who wants to learn something. From the analysis of PM 2 , we identify two main types of problems and discuss these in a bit more detail before concluding the paper with ideas for future work.
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Rosendo Rodriguez · Zenodo (CERN European Organization for Nuclear Research) · 2026
Structural Alignment via Constructive Brittleness introduces a new way to think about AI safety: instead of treating fragility as a bug, it uses it as a feature. The paper shows that harmful behaviors in large language models tend to live in extremely brittle regions of the network’s weights, while normal helpful behavior is much more stable. By precisely identifying these fragile “hotspots” and then fusing safety behaviors into them through carefully controlled fine‑tuning, the work turns those brittle regions into structural safety fuses. Any future attempt to fine‑tune the model for harmful behavior is then forced into a dilemma: either keep those safety fuses intact (and remain aligned) or push hard enough to break them—and in doing so, also damage the model’s general capability and coherence. This creates a form of tamper‑resistant, internal alignment that doesn’t rely on prompt tricks or external filters. The result is a concrete, experimentally validated path toward embedding ethical constraints directly into a model’s latent space, offering a fresh angle for researchers, practitioners, and security‑minded teams working on robust, real‑world AI systems.
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Annika Diehl · 2011
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Susanna Salmijärvi · Gothenburg University Publications Electronic Archive (Gothenburg University) · 2015
Hur ska vi universitetslärare förmedla de krav som vi ställer på våra studenter utifrån de program- och kursmål som formulerats? I denna text görs en teoretisk prövning av ett populärt svar på frågan. Åtminstone enligt en tolkning av John Biggs idé om konstruktiv länkning (constructive alignment) bör de krav vi ställer på våra studenter explicitgöras för dem. Studenter ska alltså medvetandegöras om de krav som ställs på dem, genom att vi talar om för dem vilka kraven är, så att de kan sträva efter att uppnå dessa. Biggs hävdar att ett explicitgörande av kursmål leder till två positiva konsekvenser för studenterna: de blir motiverade och lär sig saker på djupet. \nI denna text görs först en distinktion mellan en explicit och en implicit tolkning av Biggs modell av konstruktiv länkning. Medan en implicit tolkning av Biggs modell är någorlunda okontroversiell och praktiskt användbar, argumenteras det att en explicit tolkning av modellen inte nödvändigtvis leder till de konsekvenser Biggs hävdar att den leder till. Det finns åtminstone andra saker som kan få studenter motiverade och som gör att de lär sig saker på djupet än ett explicitgörande av lärandemål.\nMer generellt hävdar Biggs att utbildning kan bli mer effektiv om den planeras utifrån hans modell om konstruktiv länkning. I denna text ifrågasätts huruvida det alls är önskvärt att använda sig av Biggs modell, även om den visar sig vara mycket effektiv för genomströmning och så vidare. Som motvikt till effektiviseringsidén ställs idéer om bildning och ett livslångt lärande.
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Sims, Craig · OSF Preprints (OSF Preprints) · 2026
Supporting materials for the Constructive Alignment Artefact Protocol (CAAP), a dual-instrument coding protocol that integrates the SOLO Taxonomy and Porter's Alignment Index to quantitatively measure constructive alignment through curriculum artefact analysis. This repository contains the coding protocol, SOLO Coding Reference Guide, automated workbook, and test data guide with worked examples.
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Birgit Demuth · 2016
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Andrew Cain · Swinburne Research Bank (Swinburne University of Technology) · 2013
This thesis discusses the application of constructive alignment with portfolio assessment to the teaching of introductory programming. The goal of the work aimed to create a positive, student-centred, teaching and learning environment that encouraged, and rewarded, students to focus on deep approaches to learning. Learning to program has been found to be very challenging. Work in this thesis investigated ways to improve student learning outcomes in introductory programming units taught at the university level. It discusses improvements in the teaching and learning environment that resulted from applying the principles of constructive alignment, including the application of constructive learning theories, aligned curriculum, and open assessment practices. The thesis presents a systematic literature review of existing applications of constructive alignment, and argues for the need to explore approaches that aim to capture the integrated nature of the original work. It argues that this can only be achieved through adjustments to delivery and assessment practices, and proposes a set of guiding principles that can be used to create the desired learning environment. A model of constructive alignment is presented, which encompasses the proposed principles and provides processes and guidelines for its implementation. The practicality of the resulting approach is demonstrated through the description of two programming unit exemplars. Within this context, a concept-based, procedures-first, approach to introductory programming is also proposed, along with a range of supporting tools and resources. This approach provides students with a solid understanding of programming concepts, and experiences with a range of programming languages and paradigms, by the end of their first year of university study. Analysis of the exemplar units, and the resulting student learning outcomes, demonstrates the positive potential for learning environments created using the proposed approach. The resulting learning environment supports a wide range of student capabilities, rewards students for deeply engaging with unit material, and encourages them to use their imagination and creativity. Using this approach, teaching staff are consistently astounded by the quality of work students are able to achieve. While the exemplars applied the model to introductory programming, the discussion illustrates how the model can be applied to a wider range of subject areas.
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