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ERIC Number: EJ837597
Record Type: Journal
Publication Date: 2009-Jun
Pages: 11
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0742-5627
Maximizing Learning through Course Alignment and Experience with Different Types of Knowledge
Blumberg, Phyllis
Innovative Higher Education, v34 n2 p93-103 Jun 2009
Consistency among the objectives, learning activities, and assessment exercises results in aligned courses, which give students direction and clarity and yield increased learning. However, instructors may not check for course alignment. This article describes a concrete way to determine course alignment by plotting the course components on a table using the cognitive process levels from a revised taxonomy of learning objectives. Once instructors realize that courses are misaligned, they can make adjustments. By giving students experience with varied types of knowledge, which is the other part of this taxonomy, they also learn more. The types of knowledge include factual, conceptual, procedural, and meta-cognitive knowledge.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A