The development of constructive alignment in Activity Led Learning and assessment of digital forensics

Bob Bird, Madeline Cheah

    Research output: Chapter in Book/Report/Conference proceedingChapter

    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 languageEnglish
    Title of host publicationProceedings of WCCCE 2014: The 19th Western Canadian Conference on Computing Education - In-Cooperation with ACM SIGCSE
    Place of PublicationNew York
    PublisherACM
    ISBN (Print)978-1-4503-2899-9
    DOIs
    Publication statusPublished - 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

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  • Cite this

    Bird, B., & Cheah, M. (2014). The development of constructive alignment in Activity Led Learning and assessment of digital forensics. In Proceedings of WCCCE 2014: The 19th Western Canadian Conference on Computing Education - In-Cooperation with ACM SIGCSE New York: ACM. https://doi.org/10.1145/2597959.2597975