Trowsdale, D orcid.org/0000-0001-5002-3575 and McKay, A orcid.org/0000-0002-8187-4759 (2023) EdVee: A Visual Diagnostic and Course Design Tool for Constructive Alignment. Teaching and Learning Inquiry, 11. 3. ISSN 2167-4779
Abstract
The adoption of digital technologies in higher education offers new opportunities for student learning but also adds complexity to course design and development processes. Although practice varies across institutions and nations, a common response is that teams of people are now involved in the development and creation of blended and online courses. Members of such teams typically include instructional designers, academics, learning designers and technologists, and production teams, and courses are developed over time, often across separate locations and organisations. These factors are creating a need for tools that support the sharing of design information in distributed course design teams. This paper introduces such a course design tool, EdVee, which supports pedagogical innovation through the sharing and visualisation of constructive alignment of learning outcomes, content, learning, and teaching activities and assessment. Key concepts that underpin EdVee are drawn from systems engineering and product development. We demonstrate its value to course design through two case studies: the design of a new course and the evaluation of an existing course.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2023 Dan Trowsdale, Alison McKay. This is an Open Access article distributed under the terms of the Creative Commons – Attribution License 4.0 International. |
Keywords: | curriculum design, design-for-learning, constructive alignment, visual mapping |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Engineering & Physical Sciences (Leeds) > School of Mechanical Engineering (Leeds) > Institute of Engineering Systems and Design (iESD) (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 16 Mar 2023 13:26 |
Last Modified: | 17 Apr 2023 14:14 |
Published Version: | http://dx.doi.org/10.20343/teachlearninqu.11.3 |
Status: | Published |
Publisher: | International Society for the Scholarship of Teaching and Learning |
Identification Number: | 10.20343/teachlearninqu.11.3 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:197190 |