Implementing constructive alignment theory in a power system analysis course using a consensus model

Vanfretti, Luigi; Farrokhabadi, Mostafa

doi:10.1109/icelie.2012.6471154

Cited by 1 publication

(8 citation statements)

References 11 publications

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“…Hence, different aspects of using this technique to assess the quality of the implementation are discussed, and the authors' own experiences are described. The methodology proposed here is becoming increasingly necessary since students enrolling in power system courses have increasingly diverse backgrounds and with skill levels increasingly inadequate to fulfill the course intended learning outcomes (ILOs) [5].…”

Section: B Aim and Methodologymentioning

confidence: 99%

“…This paper presents the application of the repertory grid technique as an evaluation methodology for a 7.5-credit M.Sc.-level power systems analysis course in which constructive alignment theory (CAT) was implemented through a consensus process [5]. This course, "EG2021 Power Systems Part 1," offered by the Electric Power Systems Division of KTH Royal Institute of Technology, Stockholm, Sweden, provides an introduction to electrical power networks and methods for their analysis and serves as the research platform for the work presented here.…”

Section: B Aim and Methodologymentioning

confidence: 99%

“…The CODM model consists of eight steps [5]. An important factor was to change the course assessment to align it to the course ILOs and to provide TLAs supporting the CAT implementation.…”

Section: B Course Design Through a Consensus Process And Cat Implemementioning

confidence: 99%

“…The EG2021 Power Systems Part 1 course was given a complete consensus-based redesign during 2011 to achieve a new format adapted to constructive alignment theory [5]. 4 The consensus-based decision-making process involved the adoption of a consensus model, the construction of a design group, and the elaboration of a course design.…”

Section: B Course Design Through a Consensus Process And Cat Implemementioning

confidence: 99%

“…A comprehensive treatment of CAT is given in [6]; [11] provides an example of the implementation of CAT in a course project in a power system analysis course; and a detailed account of the systematic implementation of CAT in a power system analysis course using a consensus-oriented decision making model is given in [5].…”

Section: A Cat and Student Learning Approachesmentioning

confidence: 99%

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Evaluating Constructive Alignment Theory Implementation in a Power Systems Analysis Course Through Repertory Grids

Vanfretti

Farrokhabadi

2013

IEEE Trans. Educ.

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Individuals perceive their environment in terms of their individual mental structures that in turn determine their attitudes toward that environment. This is the focus of personal construct theory (PCT), which states that experiences are meaningful only in relation to the way they are "constructed." Within the higher education system, the "constructs" developed by students determine the way in which they perceive their learning environment and are used to judge or evaluate their learning experiences. To reveal the constructs developed by students, a structured interview methodology known as the repertory grid technique can be used. In this paper, the repertory grid technique is exploited to evaluate a consensus-based constructive alignment theory implementation in a M.Sc.-level power systems analysis course. The repertory grid technique is utilized as an approach to effectively gather feedback from students through interviews during course evaluation meetings. It is shown that the repertory grid technique provides much valuable, insightful quantitative and qualitative data. Experience in using this technique revealed shortcomings that are illustrated and discussed in detail. Various visual and statistical methods are applied to analyze the elicited repertory grids. These analyses, along with the other traditional feedback channels, gave insight into the teaching and learning activities (TLAs) involved in implementing Constructive Alignment Theory in a course and helped determine specific elements of the course design needing improvement for future course deliveries, thus helping to improve education in a cornerstone course of power systems engineering.Index Terms-Consensus-based course design, constructive alignment theory (CAT), personal construct theory (PCT), power engineering education, power systems analysis, repertory grid, revised two-factor study process questionnaire.

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Section: B Aim and Methodologymentioning

confidence: 99%

Section: B Aim and Methodologymentioning

confidence: 99%

“…The CODM model consists of eight steps [5]. An important factor was to change the course assessment to align it to the course ILOs and to provide TLAs supporting the CAT implementation.…”

Section: B Course Design Through a Consensus Process And Cat Implemementioning

confidence: 99%

Section: B Course Design Through a Consensus Process And Cat Implemementioning

confidence: 99%

Section: A Cat and Student Learning Approachesmentioning

confidence: 99%

See 3 more Smart Citations

Evaluating Constructive Alignment Theory Implementation in a Power Systems Analysis Course Through Repertory Grids

Vanfretti

Farrokhabadi

2013

IEEE Trans. Educ.

Self Cite

View full text Add to dashboard Cite

show abstract

Implementing constructive alignment theory in a power system analysis course using a consensus model

Cited by 1 publication

References 11 publications

Evaluating Constructive Alignment Theory Implementation in a Power Systems Analysis Course Through Repertory Grids

Evaluating Constructive Alignment Theory Implementation in a Power Systems Analysis Course Through Repertory Grids

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