EdVee: A Visual Diagnostic and Course Design Tool for Constructive Alignment





curriculum design, design-for-learning, constructive alignment, visual mapping


The adoption of digital technologies in higher education offers new opportunities for student learning but also adds complexity to course design and development processes. Although practice varies across institutions and nations, a common response is that teams of people are now involved in the development and creation of blended and online courses. Members of such teams typically include instructional designers, academics, learning designers and technologists, and production teams, and courses are developed over time, often across separate locations and organisations. These factors are creating a need for tools that support the sharing of design information in distributed course design teams. This paper introduces such a course design tool, EdVee, which supports pedagogical innovation through the sharing and visualisation of constructive alignment of learning outcomes, content, learning, and teaching activities and assessment. Key concepts that underpin EdVee are drawn from systems engineering and product development. We demonstrate its value to course design through two case studies: the design of a new course and the evaluation of an existing course.

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Author Biographies

Dan Trowsdale, University of Leeds

Dan Trowsdale is an experienced product designer and design educator. His research focuses on how visual, play, and design thinking techniques can support the collaboration of design teams during the process of course design.

Alison McKay, University of Leeds

Alison McKay is a mechanical engineer and design educator. Her research brings socio-technical systems perspectives to the design of engineering information systems, design descriptions, and supply chain innovation.


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EdVee model diagram




How to Cite

Trowsdale, Dan, and Alison McKay. 2023. “EdVee: A Visual Diagnostic and Course Design Tool for Constructive Alignment”. Teaching and Learning Inquiry 11 (January). https://doi.org/10.20343/teachlearninqu.11.3.