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Constructive alignment
So far we have looked specifically at principles for good practice for individual teachers but we also need to ensure that technologies are successfully integrated at a course level in terms of a coherent teaching plan. A curriculum, course or ‘lesson’ should have an aim, specific learning objectives or outcomes, learning activities designed to enable students to achieve realize the learning objectives, valid and reliable assessments designed to measure student learning (Atherton, 2005) (see Setting Learning Objectives module) and evaluation to measure the effect of the intervention.
These are the basic elements of ‘the educational paradigm’ which, guided and informed by educational principles, Matheson, 2009) should be linked together so as to enable ‘constructive alignment’ (Biggs, 1996).
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