Constructivist Pedagogy

In her paper Inclusivity and alignment: Principles of pedagogy, task and assessment design for effective cross-cultural online learning, (McLoughlin 2001), Catherine McLoughlin proposes that "assessment tasks need to be aligned with learning outcomes and teaching approaches".

Without intending to sound admonitory or in any way reductionist, why in hell's name would any sane educator plan their teaching strategy in any other way? I note that Associate Professor McLoughlin makes this statement way back in 2001, so perhaps I'm feeling cross without reason, and that in the last eight years, pedagogy has evolved beyond the need to restate the blindingly obvious.

When watching the video (Constructive Alignment, http://www.daimi.au.dk/~brabrand/short-film/trivia.html ), I experienced a number of reactions. Irritation that there's still a need to consider such a practice optional; annoyance at the deadly tedious narration of Richard Raskin; disbelief that competancy-training might still be perceived as something beyond the pale of universities, and relief when the dreadful video ended.

Additionally, I reject the notion that there are only three types of teacher (A, B, C) and would argue for at least one more form (D), which builds upon the strengths of the previous three but which also mediates between the learning objectives of the subject material and the reality of a world in which such material is likely to be put into use.

Being a teacher today is not simply someone who stands up and yaks 200 students into a coma while collecting 17% super and the title of 'Aspro'. Being a teacher/academic (whatever job title one uses) means that we have the responsibility to not only make our efforts relevant, but to keep them effective both in the classroom and in the real world.

Anything less is an abdication of one's vocation and the culprit should go work in local government.

p.s. Argh!

Reference:

McLoughlin, C (2001). Inclusivity and alignment: Principles of pedagogy, task and assessment design for effective cross-cultural online learning. Distance Education, 22(1), 7-29