Academic practice in aligning learning outcomes, assessment strategies and technologies: Joining the dots (or not)

Margot McNeill; Maree Gosper; John Hedberg

Academic practice in aligning learning outcomes, assessment strategies and technologies: Joining the dots (or not)

Margot McNeill^*, Maree Gosper, John Hedberg

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

8 Citations (Scopus)

Abstract

Curriculum alignment is one of the principles available to academics to help them adapt to the needs of diverse and everchanging 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.

Original language	English
Title of host publication	Proceedings of the IADIS International Conference e-Learning 2010, Part of the IADIS Multi Conference on Computer Science and Information Systems 2010, MCCSIS 2010
Editors	Miguel Baptista Nunes, Maggie McPherson
Place of Publication	Lisbon
Publisher	IADIS
Pages	129-138
Number of pages	10
Volume	1
ISBN (Print)	9789728939175
Publication status	Published - 2010
Event	IADIS International Conference e-Learning 2010, Part of the IADIS Multi Conference on Computer Science and Information Systems 2010, MCCSIS 2010 - Freiburg, Germany Duration: 26 Jul 2010 → 29 Jul 2010

Other

Other	IADIS International Conference e-Learning 2010, Part of the IADIS Multi Conference on Computer Science and Information Systems 2010, MCCSIS 2010
Country/Territory	Germany
City	Freiburg
Period	26/07/10 → 29/07/10

Cite this

McNeill, M., Gosper, M., & Hedberg, J. (2010). Academic practice in aligning learning outcomes, assessment strategies and technologies: Joining the dots (or not). In M. B. Nunes, & M. McPherson (Eds.), Proceedings of the IADIS International Conference e-Learning 2010, Part of the IADIS Multi Conference on Computer Science and Information Systems 2010, MCCSIS 2010 (Vol. 1, pp. 129-138). IADIS.

McNeill, Margot ; Gosper, Maree ; Hedberg, John. / Academic practice in aligning learning outcomes, assessment strategies and technologies : Joining the dots (or not). Proceedings of the IADIS International Conference e-Learning 2010, Part of the IADIS Multi Conference on Computer Science and Information Systems 2010, MCCSIS 2010. editor / Miguel Baptista Nunes ; Maggie McPherson. Vol. 1 Lisbon : IADIS, 2010. pp. 129-138

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title = "Academic practice in aligning learning outcomes, assessment strategies and technologies: Joining the dots (or not)",

abstract = "Curriculum alignment is one of the principles available to academics to help them adapt to the needs of diverse and everchanging 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.",

author = "Margot McNeill and Maree Gosper and John Hedberg",

year = "2010",

language = "English",

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pages = "129--138",

editor = "Nunes, \{Miguel Baptista\} and Maggie McPherson",

booktitle = "Proceedings of the IADIS International Conference e-Learning 2010, Part of the IADIS Multi Conference on Computer Science and Information Systems 2010, MCCSIS 2010",

publisher = "IADIS",

note = "IADIS International Conference e-Learning 2010, Part of the IADIS Multi Conference on Computer Science and Information Systems 2010, MCCSIS 2010 ; Conference date: 26-07-2010 Through 29-07-2010",

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McNeill, M, Gosper, M & Hedberg, J 2010, Academic practice in aligning learning outcomes, assessment strategies and technologies: Joining the dots (or not). in MB Nunes & M McPherson (eds), Proceedings of the IADIS International Conference e-Learning 2010, Part of the IADIS Multi Conference on Computer Science and Information Systems 2010, MCCSIS 2010. vol. 1, IADIS, Lisbon, pp. 129-138, IADIS International Conference e-Learning 2010, Part of the IADIS Multi Conference on Computer Science and Information Systems 2010, MCCSIS 2010, Freiburg, Germany, 26/07/10.

Academic practice in aligning learning outcomes, assessment strategies and technologies: Joining the dots (or not). / McNeill, Margot; Gosper, Maree; Hedberg, John.
Proceedings of the IADIS International Conference e-Learning 2010, Part of the IADIS Multi Conference on Computer Science and Information Systems 2010, MCCSIS 2010. ed. / Miguel Baptista Nunes; Maggie McPherson. Vol. 1 Lisbon: IADIS, 2010. p. 129-138.

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

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AU - Gosper, Maree

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AB - Curriculum alignment is one of the principles available to academics to help them adapt to the needs of diverse and everchanging 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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M3 - Conference proceeding contribution

AN - SCOPUS:79955137134

SN - 9789728939175

VL - 1

SP - 129

EP - 138

BT - Proceedings of the IADIS International Conference e-Learning 2010, Part of the IADIS Multi Conference on Computer Science and Information Systems 2010, MCCSIS 2010

A2 - Nunes, Miguel Baptista

A2 - McPherson, Maggie

PB - IADIS

CY - Lisbon

Y2 - 26 July 2010 through 29 July 2010

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McNeill M, Gosper M, Hedberg J. Academic practice in aligning learning outcomes, assessment strategies and technologies: Joining the dots (or not). In Nunes MB, McPherson M, editors, Proceedings of the IADIS International Conference e-Learning 2010, Part of the IADIS Multi Conference on Computer Science and Information Systems 2010, MCCSIS 2010. Vol. 1. Lisbon: IADIS. 2010. p. 129-138

Academic practice in aligning learning outcomes, assessment strategies and technologies: Joining the dots (or not)

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