Abstract
Activity Led Learning (ALL) and Problem Based Learning (PBL) would appear to have some issues in respect of the relevance of assessment to the "activity" or "problem" as undertaken by students. This situation is somewhat exacerbated by the associated element of "constructive alignment" in seeking to design assessment and Laboratory materials which meet curriculum needs and their recognition as being relevant fair and appropriate by students. This paper seeks to example how the process can be achieved by designing appropriate curriculum content, challenging but fair assessment materials which validate the teaching and learning demonstrated by student achievement and satisfaction.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of WCCCE 2014: The 19th Western Canadian Conference on Computing Education - In-Cooperation with ACM SIGCSE |
| Place of Publication | New York |
| Publisher | ACM |
| ISBN (Print) | 978-1-4503-2899-9 |
| DOIs | |
| Publication status | Published - 2014 |
Bibliographical note
The full text of this item is not available from the repository.© ACM, 2014. This is the author's version of the work. It is posted here by permission of ACM for your personal use. Not for redistribution. The definitive version was published in Proceedings of WCCCE 2014: The 19th Western Canadian Conference on Computing Education - In-Cooperation with ACM SIGCSE {2014} http://doi.acm.org/10.1145/2597959.2597975 .
Keywords
- activity led learning
- constructive alignment
- digital forensics
- employability
- problem based learning