ANDREWS, Simon (2010). Aligning the topic of FCA with existing module learning outcomes. In: POLOVINA, Simon, ANDREWS, Simon, HILL, Richard, SCHARFE, Henrik and ØHRSTRØM, Peter, (eds.) Proceedings of the International Workshop CS-LTA 2010 : The First Conceptual Structures – Learning, Teaching and Assessment Workshop. Mimos Berhad, 1-12.
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Although Formal Concept Analysis is worthy of study on computing courses, it is not always possible or practical to dedicate a whole module to it. It may, however, fit into an existing module as a topic but require some careful design of teaching and assessment activities to properly align it to the intended learning outcomes of the module. This paper describes and evaluates a three year project to align the teaching and assessment of FCA with the learning outcomes of a final-year undergraduate Smart Applications module at Sheffield Hallam University. Biggs' constructive alignment was used, incorporating an adapted version of Yin's case study research method, in an iterative process; progressively modifying teaching and assessment activities to align them more closely with the prescribed learning outcomes. The process involved examining conclusions made by students, from carrying out FCA case study assignments, to draw cross-case conclusions about the learning outcomes achieved, and how they deviated from the prescribed ones. These cross-case conclusions were used to feed back into the design of learning and assessment activities for the next delivery of the module. After three cycles, the learning outcomes achieved closely matched the prescribed learning outcomes of the module.
|Item Type:||Book Section|
|Additional Information:||Learning, Teaching and Assessment workshop held at ICCS 2010, Kuching, Malaysia.|
|Research Institute, Centre or Group:||Cultural Communication and Computing Research Institute > Communication and Computing Research Centre|
|Depositing User:||Helen Garner|
|Date Deposited:||07 Jun 2011 17:27|
|Last Modified:||07 Jun 2011 17:27|
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