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Title:
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ACADEMIC PRACTICE IN ALIGNING LEARNING OUTCOMES, ASSESSMENT STRATEGIES AND TECHNOLOGIES: JOINING THE DOTS (OR NOT) |
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Author(s):
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Margot McNeill, Maree Gosper, John Hedberg |
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ISBN:
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978-972-8939-17-5 |
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Editors:
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Miguel Baptista Nunes and Maggie McPherson |
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Year:
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2010 |
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Edition:
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Vol. I |
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Keywords:
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Curriculum alignment, educational technology, assessment, higher order learning, learning outcomes. |
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Type:
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Full Paper |
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First Page:
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129 |
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Last Page:
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138 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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Curriculum alignment is one of the principles available to academics to help them adapt to the needs of diverse and ever-changing cohorts of students in technology-rich environments, yet little is known about how academics approach this task of designing an aligned curriculum. This two-phase study was undertaken in an Australian research-intensive university to investigate the learning outcomes academics intend for their students, how these relate to the assessment strategies and choices of educational technologies. The results suggest that while academics intend higher order learning for their students, the assessment strategies they choose and the technologies they select may work to elicit lower order outcomes rather than higher order processes. |
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