The educational and digital support centre (PAPN) offers you a focus on the principle of educational alignment.

The term “constructive alignment” or “constructivist approach” was introduced by John Biggs in 1996. This concept is based on the prior work of Ralph Tyler (1949) and Thomas Shuell (1986) to propose a model of university education. This method aims to promote deep learning by devising and evaluating students’ learning according to expected results.

It is the result of the combining of constructivist learning theories and teaching design practices. The term “constructivist” refers to the idea that the learner is able to build their own knowledge by participating in learning activities.

Educational alignment happens when the learning objectives are consistent with the teaching methods and the assessment strategies implemented. It is this consistency that will allow students to learn enduringly and in depth. Educational alignment is important because it allows teachers to create courses that are consistent, effective and tailored to learners’ needs. It also helps improve students’ learning results.

  • Learning objectives: defining the learning targeted in the course, i.e. what students must be able to do according to the level of learning targeted (“at the end of this teaching, students will be able to…”).
  • Course content: organising course content according to learning objectives: which topics need to be addressed, what needs to be seen first, what can be gone through quickly if time is short, what needs to be addressed in depth?
  • Teaching methods: choosing teaching activities that will allow students to achieve the learning targeted. Which resources have been put in place to achieve these objectives?
  • Assessment strategies: how do we come to realise that that the objectives have been achieved? How can we assess their achievement? How does the assessment system help students achieve these goals?

For more information, by all means contact the educational and digital support centre at .

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