Tekst starter uden punktopstilling For at få punkt- opstilling på teksten, brug forøg indrykning For at få venstre- stillet tekst uden punktopstilling, brug formindsk indrykning Overskrift her For at ændre ”Enhedens navn” og ”Sted og dato”: Klik i menulinjen, vælg ”Indsæt” > ”Sidehoved / Sidefod”. Indføj ”Sted og dato” i feltet for dato og ”Enhedens navn” i Sidefod Design of constructively aligned competence objectives and teaching activities First encounter: List the different topics you want to include in your PhD- course/activity that you designed yesterday -write them on a piece of paper Look at the three competence objectives you just made with Bob for one of your topics What learning activities would help participants achieve these objectives?

Tekst starter uden punktopstilling For at få punkt- opstilling på teksten, brug forøg indrykning For at få venstre- stillet tekst uden punktopstilling, brug formindsk indrykning Overskrift her For at ændre ”Enhedens navn” og ”Sted og dato”: Klik i menulinjen, vælg ”Indsæt” > ”Sidehoved / Sidefod”. Indføj ”Sted og dato” i feltet for dato og ”Enhedens navn” i Sidefod Design of constructively aligned competence objectives and teaching activities This relation between components in a course -how can it be described? By Constructive Alignment: Alignment between the competence objectives, the teaching/learning activities and the assessment tasks - Constructive because it is based within constructivist theory of learning as Jens discussed today

Tekst starter uden punktopstilling For at få punkt- opstilling på teksten, brug forøg indrykning For at få venstre- stillet tekst uden punktopstilling, brug formindsk indrykning Overskrift her For at ændre ”Enhedens navn” og ”Sted og dato”: Klik i menulinjen, vælg ”Indsæt” > ”Sidehoved / Sidefod”. Indføj ”Sted og dato” i feltet for dato og ”Enhedens navn” i Sidefod Design of constructively aligned competence objectives and teaching activities How to make constructive alignment 1.Describe how to achieve the competence objectives using a learning activity and specify the observable behaviour, condition and an acceptable standard the students are to attain (what you just did with Bob) 2.Create a learning environment using teaching/learning activities that address the competence objectives and therefore are likely to bring about the intended outcome 3.Use an evaluation that enables you to judge how well the student performances meet the criteria

Aligning competence objectives, learning activities and assessment tasks Department of Science Education Teaching/learning activities Designed to generate or elicit desired verbs in large classes, small classes, groups or individual activities. Such activities may be: Teacher-managed Peer - managed Self-managed as best suits the competence objectives Assessment tasks Format of tasks such that the target verbs are elicited and deployed in context Criteria specified clearly to allow judgment as to student’s performance Observable behaviours for the Competence Objectives Incorporate verbs that students have to enact as appropriate to the context of the content discipline The very best outcomes contain verbs such as hypothesize, reflect, relate to principle Highly satisfactory outcomes containing verbs such as solve expected problems, explain complex ideas, apply to professional practice Quite satisfactory outcomes containing verbs such as solve basic problems, explain basic ideas, use standard procedures From Biggs and Tang 2007

Tekst starter uden punktopstilling For at få punkt- opstilling på teksten, brug forøg indrykning For at få venstre- stillet tekst uden punktopstilling, brug formindsk indrykning Overskrift her For at ændre ”Enhedens navn” og ”Sted og dato”: Klik i menulinjen, vælg ”Indsæt” > ”Sidehoved / Sidefod”. Indføj ”Sted og dato” i feltet for dato og ”Enhedens navn” i Sidefod Content of your PhD-supervison course/activity Second encounter: Take point of departure in your list of topics your PhD- course/activity should include Explain in depth why a particular course topic is important to include in the course in relation to overall competence objectives for the course/activity – write 5 sentences for each topic ending with the topics Competence Objectives Make a Map of all the topics in your PhD-course/activity including the competence objectives of each topic and of the course/activity as a whole Now discuss in your group how the different elements align? - Write a short argument for the alignment in your PhD- supervision course related to all the elements in the course - Draw and write it on your Map Put everything together and use it for your presentation on Thursday