The Expansion of Pedagogical Alignment – A Step for the Learning Success

Year 2019, Volume: 12, 32 - 36, 26.02.2019

Julia Justıno Silviano Rafael

Abstract

The adaptation of higher education
institutions to the changing needs of employers and society demands critical
and creative ability in the elaboration of new curricula. The implementation of
these new curricula requires a change in methodology to the learner-centered
approach that is not easy at first and requires a deeper reflective and analytical
attitude from the teacher. How it starts and how should be applied is a
recurring issue at conferences and is the subject of this paper. The first step
consists of building the training structure to be implemented, been usual to
build a structure which supports contents, learning outcomes and assessment
methodology. But this is not sufficiently comprehensive to provide guidance and
reflection to the teacher about the learning activities to be implemented nor
the learning itself, even with the support of an IT tool to maintain the focus
and establish the development phases of the pedagogical structure. The new
feature presented in this paper is the expansion of the training structure to
all educational elements needed for the implementation of the student-centered
approach. An example is given within the context of a course unit of a
short-cycle tertiary educational programme (2 years – 180 ECTS), providing the
syllabus planning, the learning outcomes setting, linking them with their
ground level of cognition, the teaching-learning activities setting for each
specific content, the resources to students allocation and/or creation,
structuring them on an IT platform, the pedagogical strategies setting and the
evaluation method definition. This planning allows to structure the whole teaching-learning
process of the course unit, considering the available timeframe, the
application environment or context, the students’ competences to exercise and
the teacher’s pedagogical skills.

Keywords

Pedagogical alignment, Constructive alignment, Teacher-centered approach, Student-centered approach

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