Abstract
Higher education institutions are increasingly abandoning traditional teaching methods based on transmissive pedagogy and embracing a model based on the constructivist theory of learning. This is a necessary shift to face current challenges in their domain such as shrinking resources and need to reach students with different level of motivation and learning styles. Constructive Alignment (CA) combines the new pedagogical approach with aligned design for outcome-based teaching education and it is the leading approach underpinning current requirements for program specification and single course description. Another important trend emerging from digitalization of higher education is the collection and use of educational data to improve all the aspects of the learning process. This research community has produced a large body of valuable tools and methods, but there is no specific contribution targeting the analysis of constructively aligned education. The CONALI ontology is an ongoing modelling effort that currently provides a framework to describe the CA body of knowledge including all the relevant semantic relationships. This paper presents a new version of such ontology that supports collection and analysis of educational data from constructively aligned educational units as a first step to fill the gap described above. The specific requirements for this iterative upgrade have been inferred from a literature review of the typical analysis conducted in the domain of educational big data.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Cooper, P.A.: Paradigm shifts in designed instruction: from behaviorism to cognitivism to constructivism. Educ. Technol. 33(5), 12–19 (1993)
Ertmer, P.A., Newby, T.J.: Behaviorism, cognitivism, constructivism: comparing critical features from an instructional design perspective. Perform. Improv. Q. 6(4), 50–72 (1993)
Biggs, J.: Enhancing teaching through constructive alignment. High. Educ. 32(3), 347–364 (1996)
Biggs, J.: What the student does: teaching for enhanced learning. High. Educ. Res. Dev. 18(1), 57–75 (1999)
Maffei, A., et al.: CONALI ontology. A framework for design and evaluation of constructively aligned courses in higher education: putting in focus the educational goal verbs (2016)
Siemens, G.: Learning analytics: envisioning a research discipline and a domain of practice. In: Proceedings of the 2nd International Conference on Learning Analytics and Knowledge. ACM (2012)
Siemens, G., d Baker, R.S.: Learning analytics and educational data mining: towards communication and collaboration. In: Proceedings of the 2nd International Conference on Learning Analytics and Knowledge. ACM (2012)
Papamitsiou, Z., Economides, A.A.: Learning analytics and educational data mining in practice: a systematic literature review of empirical evidence. J. Educ. Technol. Soc. 17(4), 49–64 (2014)
Romero, C., Ventura, S.: Data mining in education. Wiley Interdisc. Rev.: Data Min. Knowl. Discovery 3(1), 12–27 (2013)
Anderson, L.W., et al.: A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, Abridged Edition. Longman, White Plains (2001)
Bloom, B.S., et al.: Taxonomy of Educational Objectives: Handbook I: Cognitive Domain, vol. 19, p. 56. David McKay, New York (1956)
Krathwohl, D.R.: A revision of Bloom’s taxonomy: an overview. Theory Pract. 41(4), 212–218 (2002)
Biggs, J.B., Collis, K.F.: Evaluating the Quality of Learning: the SOLO Taxonomy (Structure of the Observed Learning Outcome). Academic Press, Cambridge (2014)
Acknowledgements
This work has been partially supported by the “TIPHYS 4.0 – Social Network based doctoral Education on Industry 4.0”, Project No 2017-1-SE01-KA203-03452 funded by ERASMUS+ of the European Commission.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this paper
Cite this paper
Maffei, A., Boffa, E., Nuur, C. (2019). An Ontological Framework for the Analysis of Constructively Aligned Educational Units. In: Hamrol, A., Grabowska, M., Maletic, D., Woll, R. (eds) Advances in Manufacturing II. MANUFACTURING 2019. Lecture Notes in Mechanical Engineering. Springer, Cham. https://doi.org/10.1007/978-3-030-17269-5_13
Download citation
DOI: https://doi.org/10.1007/978-3-030-17269-5_13
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-17268-8
Online ISBN: 978-3-030-17269-5
eBook Packages: EngineeringEngineering (R0)