An exploration of Biggs’ constructive alignment in the context of work‐based learning

Abstract

The paper will explore Biggs’ concept of constructive alignment in the context of work‐based learning (WBL). In his book Teaching for Quality Learning at University Biggs quotes Tyler making the claim that ‘Learning takes place through the active behaviour of the student: it is what he does that he learns, not what the teacher does’. Biggs’ model is student‐centred and outcomes focused, and has been very influential in the area of staff development relating to learning and teaching. The model emerged and has mostly been considered in the context of formal education. However, the strong emphasis on the student and the nature of the learning (as opposed to the location in which the learning takes place) lends itself well to the area of WBL. With the rapid expansion of awards such as the Foundation Degree, many academic colleagues are becoming involved in the supporting and assessing of WBL. For those staff whose background has been in formal teaching, it can prove difficult to achieve the change in perspective which is necessary to effectively support work‐based students. Biggs’ model, which has been very influential inside HE, potentially offers a way of providing guidance to colleagues when they are required to engage with the evaluation and assessment of WBL. The intention here is to consider the constructive alignment model and explore the extent to which it can be applied in a WBL context.