How Can I Redesign My Teaching
to Develop Demonstrable
Learner Capabilities?

From Teaching Content
to Developing Capability

Higher education is not only about what students know.

It is also about what they can DO with what they know.

And can they use and adapt that knowledge when the situation changes?

Take one small part of your teaching
and redesign it so that students can

Practise → Demonstrate → Receive Feedback → Adapt

01 | Start with Your Teaching

Ask:

What do I currently ask my students to learn or do?

Select one part of your existing teaching.

→ Open Step 01

02 | Identify the Target Capability

Ask:

What should my learners become better able to do?

For example:

Analytical thinking • Creative thinking • Systems thinking • Problem solving • Communication • Collaboration • Adaptability

→ Open Step 02

03 | Define Demonstrable Performance

Ask:

What should I actually see the learner doing?

→ Open Step 03

04 | Create a Learning Opportunity

Ask:

What will students DO that gives them an opportunity to develop this capability?

Investigate • Analyse • Solve • Compare • Interpret • Design • Model • Create • Communicate • Collaborate

→ Open Step 04

05 | Identify Evidence of Capability

Ask:

What would convince me that the student can actually do this?

→ Open Step 05

06 | Design the Assessment

Ask:

What will distinguish weak, developing, proficient and advanced performance?

Use clear criteria to judge the quality of the evidence produced by the learner.

→ Open Step 06

07 | Introduce Change or Uncertainty

Ask:

Can the learner still use the capability when the situation changes?

New information • Different conditions • Unfamiliar context • Changed constraint • Conflicting evidence • Unexpected result

→ Open Step 07

★ Your Teaching Redesign ★

Now bring all seven elements together in the Teaching Redesign Wiki.

Teaching Context → Capability → Performance

Learning Opportunity → Evidence → Assessment

Adaptation → Learner Growth

→ OPEN THE TEACHING REDESIGN WIKI

09 | Reflect

After completing your redesign, ask:

• What did I previously ask students mainly to know?
• What will I now ask them to do?
• What evidence will I now look for?
• How will I know whether they can use the capability when circumstances change?
• What is one change I can realistically implement in my teaching?

Skill → Competence → Capability → Learner Growth

→ Open Reflection

Remember

The objective is not to add another activity to your course.

It is to ask whether an existing part of your teaching can become a better opportunity for learners to develop and demonstrate capability.

START  →  01  →  02  →  03  →  04  →  05  →  06  →  07  →  WIKI  →  REFLECTION

1. Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32, 347–364.

Constructive alignment provides the foundation for connecting intended learning outcomes, learning experiences and assessment.

2. Bennett, S., Agostinho, S., & Lockyer, L. The process of designing for learning: Understanding university teachers' design work.

This work provides insight into how university teachers design, reconsider and refine learning experiences.

3. Gynnild, V. et al. (2021). From Teaching as Transmission to Constructive Alignment: A Case Study of Learning Design.

This case illustrates how teaching activities and assessment can be redesigned to achieve stronger alignment with intended learning.

4. Eliason, P. A., & Holmes, B. (2012). A Course Redesign Project to Change Faculty Orientation toward Teaching.

This work illustrates faculty-oriented course redesign as a means of changing teaching approaches and learning experiences.

5. Authentic Assessment. Defining and measuring authentic assessment: A case study in the context of tertiary science.

This provides a basis for designing assessment around meaningful learner performance and evidence rather than knowledge recall alone.

6. Hazarika, M. K. (2026). Skill Development and HEI – From Teaching Content to Developing Capability. Tezpur University, 20 August 2026.

The present Moodle activity builds particularly on the progression:

Skill → Competence → Capability → Learner Growth

and the assessment logic:

Experience → Intended Skill → Opportunity → Evidence → Assessment → Reflection

These references provide the conceptual background for the teaching redesign activity. The framework used here is a practical synthesis for faculty development rather than a claim that the complete seven-step process constitutes an established named framework.