}�o0��_����:�9��`����/�s���C� ?nz�̞�G�b�"y�N��~��"���.��b�H5��>�]ڍ�xBK*w8r��V���MG�K���<>>��tj��A*�^�e�j�5־(����=�_��`�M�/ҭ��nq5�b�ŀ���C��&���M$Cj#J�Y��8�6��N�)!�x�s-wE�״S����2�RnD�H�h�[[o����b&.3�1;�wT:��v~�����UF(��9HC�U��G�E!yFAR�dZ[�j��� Creating assessments that will allow students to demonstrate their attainment of the learning outcomes and allow instructors to discern how well these outcomes have been achieved. Constructive Alignment, a term coined by John Biggs (Biggs, 1999) is one of the most influential ideas in higher education. 0 �(k endstream endobj startxref 92 0 obj <> endobj the process of constructive alignment. Forward with FLEXibility Copyright © 2017 by McMaster University. V�}K�k6��b^��`��K�Q�b%���y�K��,Kksg�Ũ_�W��a'we֝�㢕X;��0�8������I��3�1$[��U�m�[���ƃ�#� q��jT�K!f�����Fho�v~{TL�7�pQe�ERk��Yg��W":�m����j�T�.`�RF4C~ٙL�A�~x�k>+�����e�ݧ�t���/�F�̧�Q���|��Jf���}2��-���ܖ�evQ�j�n6qW�MRy����hq=���ɨ�������d�*�7����E[��W*�Ǭ��GI1 �� When can I apply Accessible Education principles? endstream endobj 96 0 obj <>stream As developed and defined by John Biggs  (2014), Constructive Alignment involves: Constructive Alignment supports positive academic outcomes for an increasingly diverse group of learners, because it makes teaching and learning goals and methods Aligned (well organized, consistent) and Explicit (obvious, visible). The Importance of History to Accessible Education. As one example, university writing conventions can be difficult to articulate and name for those immersed in them, and extremely difficult to discern and understand for newcomers to the university. Learning experiences and assessment tasks become purposeful and learners are motivated to explore concepts both in and out side their classrooms, in short a deeper approach to learning, and teaching, is facilitated, reinforced and encouraged. ��WQ�j_���鰎��9����4�H�Aۄj���8��8n$[�2$$���UL)� �~�з@�+GZ���]l����q����#�fR����˵ֆ*��z��ٍ�ٛ��_ e�� It is H��UKo�0��W�4������q+ 127 0 obj <>stream The university participates in an “institutional practice of mystery” (Lillis, 2001, p. 58) when implicit and unspoken academic conventions intimidate and create confusion and disadvantage for non-traditional students. The goal of Constructive Alignment then, is to support students in developing as much meaning and learning as possible from a well designed, coherent, and aligned course. Thoughtfully determining intentions for what students should learn and how they will demonstrate their achievement of these intended learning outcomes, and clearly communicating these to students; Designing teaching and learning activities so that students are optimally engaged in achieving these learning outcomes; and. British Columbia Institute of Technology Learning and Teaching Centre, 2010, Next: Accessible Education Principles Part 2: Universal Design. h޴Wmo1�+�>�K�wiB*t���Z[�V|��e⥂�������r����t2�s��ď}A)#�P� ���1{$�F2Y��0�J�;cB��Jx�Ӗy�a}��t�i��:��Am����Z����x-z���nY�V8,#���!gq6��/c�J\¦�^44��E4��MW�������M����2�0��~����'�����a��PJT����*�����`�f��5-\��{��ָ�!XZl�V��ѫ��� �)J��Q$ �V4�#1���j�S�(q��䫁怚 ��`(*ԁ��@�~����x ObL�c��1�����/PzoxQ�KN���l�vD�����'�8uN���7 F_ �Ʃ�y���&Uj0ԄR3"$H� ���H͋8�!NY�ր~�5�]��A�O���-�#��P!U;�x��JV׶�4��t^���.���P����x��t|�Ca��b� �����������G��śG�{�����-m����Q{U;߸�y�,���ϕ�Uϯ�������m�W���� ���Ӆ^��r���z���g'����|ʇ���~.r:d����m��Q:Nε2��l[��������ԓ�*{������n�

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