Constructive alignment for introductory programming

This thesis discusses the application of constructive alignment with portfolio assessment to the teaching of introductory programming. The goal of the work aimed to create a positive, student-centred, teaching and learning environment that encouraged, and rewarded, students to focus on deep approaches to learning. Learning to program has been found to be very challenging. Work in this thesis investigated ways to improve student learning outcomes in introductory programming units taught at the university level. It discusses improvements in the teaching and learning environment that resulted from applying the principles of constructive alignment, including the application of constructive learning theories, aligned curriculum, and open assessment practices. The thesis presents a systematic literature review of existing applications of constructive alignment, and argues for the need to explore approaches that aim to capture the integrated nature of the original work. It argues that this can only be achieved through adjustments to delivery and assessment practices, and proposes a set of guiding principles that can be used to create the desired learning environment. A model of constructive alignment is presented, which encompasses the proposed principles and provides processes and guidelines for its implementation. The practicality of the resulting approach is demonstrated through the description of two programming unit exemplars. Within this context, a concept-based, procedures-first, approach to introductory programming is also proposed, along with a range of supporting tools and resources. This approach provides students with a solid understanding of programming concepts, and experiences with a range of programming languages and paradigms, by the end of their first year of university study. Analysis of the exemplar units, and the resulting student learning outcomes, demonstrates the positive potential for learning environments created using the proposed approach. The resulting learning environment supports a wide range of student capabilities, rewards students for deeply engaging with unit material, and encourages them to use their imagination and creativity. Using this approach, teaching staff are consistently astounded by the quality of work students are able to achieve. While the exemplars applied the model to introductory programming, the discussion illustrates how the model can be applied to a wider range of subject areas.