Application of Constructive alignment in higher design education for curriculum renewal
DS 118: Proceedings of NordDesign 2022, Copenhagen, Denmark, 16th - 18th August 2022
Year: 2022
Editor: Mortensen, N.H.; Hansen, C.T. and Deininger, M.
Author: Bhagyashri, Sharma; Nidhi, Joshi
Series: NordDESIGN
Institution: Pearl Academy
Section: Design Education
Page(s): 13
DOI number: https://doi.org/10.35199/NORDDESIGN2022.5
ISBN: 9781912254170
Abstract
A coherence between what is intended that the students learn, how it is taught, and how the performance is evaluated using various criterion tools becomes imperative for deep and effective learning. This paper presents an in-depth analysis and evaluation of a module named Spatial Design 1 which has been modeled on the principle of constructive alignment. The module is taught in semester 3 in the 4 year-8 semesters long UG course in an Interior Design Institute in India. By triangulating the module curriculum to constructive alignment gaps have been identified and recommendations proposed.
Keywords: Design education, cognitive capabilities, design cognition, case study, human centred design, constructive alignment