Learning Technologists often have significant technological and pedagogical expertise, but to what extent does their role title affect the perception of others about what they do?
Imagine a University that values curriculum design and learning & teaching so much that they give staff significant dedicated time to lead on and undertake this activity.
Programme / Course level curriculum design is complex and should not be rushed. In this post I outline my overarching approach to this. Having supported numerous Course teams through this process in various subject areas over the years, I have consistently drawn upon Biggs’ constructive alignment model which has underpinned my approach to this work and in my experience transcends disciplines.