Abstract
Careful design of teaching and assessment activities is required to properly align a topic to the intended learning outcomes of a module. This paper describes and evaluates a four year project to align the teaching of FCA with the learning outcomes of a final-year undergraduate Smart Applications module at Sheffield Hallam University. Biggs’ constructive alignment, incorporating an adapted version of Yin’s case study research method, was used in an iterative process to analyse and modify teaching and assessment activities.
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References
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Andrews, S. (2011). Aligning the Teaching of FCA with Existing Module Learning Outcomes. In: Andrews, S., Polovina, S., Hill, R., Akhgar, B. (eds) Conceptual Structures for Discovering Knowledge. ICCS 2011. Lecture Notes in Computer Science(), vol 6828. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-22688-5_35
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DOI: https://doi.org/10.1007/978-3-642-22688-5_35
Publisher Name: Springer, Berlin, Heidelberg
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