To illustrate the constructive alignment process we will discuss an example written by one of our colleague in the Aeroscape Engineering where the learning outcome, assessment and teaching activities have been articulated showing the relationship between the various activities.
In this example, one of the outcomes is that students are able to “apply theory and knowledge of Air Traffic Management (ATM) to develop solutions for practical ATM problems”. In order to measure this outcome, students will have to produce a laboratory report as part of their assessment which involves conducting simulation, modelling and evaluation of real-world problems in a team. The instructor elaborated these activities and mapped them accordingly as shown in the table below.
|Apply theory and knowledge of Air Traffic Management (ATM) to develop solutions for practical ATM problems||
Laboratory Report (20%)|
During laboratory session, you will conduct simulation, modelling and evaluation of a real-world problem and/or of various concepts that you have learned during the lecture. This is a team based activity where a team of two/three students carries out laboratory work and document their findings. This report is a part of the formative assessment for the course.
This will allow you to develop realistic solutions to complex problems and will facilitate creative problem-solving
This will provide the opportunity for you to learn from one another and to become active participants in their learning. With group based work helps students will develop skills valued by employers (such as problem-solving, negotiation, conflict resolution, leadership, critical thinking and time management)