Constructive alignment in a graduate-level project management course: an innovative framework using large language models
| dc.contributor.author | Pereira, Estacio | |
| dc.contributor.author | Nsair, Sumaya | |
| dc.contributor.author | Pereira, Leticia R. | |
| dc.contributor.author | Grant, Kimberley | |
| dc.date.accessioned | 2024-04-21T00:06:02Z | |
| dc.date.available | 2024-04-21T00:06:02Z | |
| dc.date.issued | 2024-04-17 | |
| dc.date.updated | 2024-04-21T00:06:02Z | |
| dc.description.abstract | Abstract Constructive alignment is a learning design approach that emphasizes the direct alignment of the intended learning outcomes, instructional strategies, learning activities, and assessment methods to ensure students are engaged in a meaningful learning experience. This pedagogical approach provides clarity and coherence, aiding students in understanding the connection of their learning activities and assessments with the overall course objectives. This paper explores the use of constructive alignment principles in designing a graduate-level Introduction to Project Management course by leveraging Large Language Models (LLMs), specifically ChatGPT. We introduce an innovative framework that embodies an iterative process to define the course learning outcomes, learning activities and assessments, and lecture content. We show that the implemented framework in ChatGPT was adept at autonomously establishing the course's learning outcomes, delineating assessments with their respective weights, mapping learning outcomes to each assessment method, and formulating a plan for learning activities and the course's schedule. While the framework can significantly reduce the time instructors spend on initial course planning, the results demonstrate that ChatGPT often lacks the specificity and contextual awareness necessary for effective implementation in diverse classroom settings. Therefore, the role of the instructor remains crucial in customizing and finalizing the course structure. The implications of this research are vast, providing insights for educators and curriculum designers looking to infuse LLMs systems into course development without compromising effective pedagogical practices. | |
| dc.identifier.citation | International Journal of Educational Technology in Higher Education. 2024 Apr 17;21(1):25 | |
| dc.identifier.uri | https://doi.org/10.1186/s41239-024-00457-2 | |
| dc.identifier.uri | https://hdl.handle.net/1880/118461 | |
| dc.identifier.uri | https://doi.org/10.11575/PRISM/43303 | |
| dc.language.rfc3066 | en | |
| dc.rights.holder | The Author(s) | |
| dc.title | Constructive alignment in a graduate-level project management course: an innovative framework using large language models | |
| dc.type | Journal Article |