This is an archive of the 2013 version of ocTEL.

Alignment of Educational Resources

In the Quality Matters benchmark rubrics, alignment is a common thread that runs throughout the evaluation process.  It is critical for emphasizing that each piece of an online course is relevant to the topic, the setting, the audience, and the course.  Following is directly from QM:

“What is Alignment?Critical course components – Learning Objectives (2), Assessment and Measurement (3), Resources and Materials (4), Learner Engagement (5), and Course Technology (6) – work together to ensure that students achieve the desired learning outcomes. When aligned, each of these course components is directly tied to and supports the learning objectives. Specific standards included in Alignment are indicated in the rubric annotations.” (Quality Matters, 2013.

When considering resources, I keep these guidelines for alignment in mind.  As part of the instructional design process, alignment should be a major factor being considered at every stage of the design, not just when evaluating resources.

One aspect of alignment that I find particularly interesting is style; content, audience, and course alignment are straightforward, but alignment of style seems a bit more abstract, but important nonetheless.  Does the resource fit the style of the course, the instructor, and the institution?  If the resource is an activity, does the style of the activity match the instructional level of the course?  The audience?

Alignment is a broad category that affects the overall quality of a course, whether it is f2f, online, blended, or hybrid.

#edtech, #MOOC, #ocTEL, #tel, #OER, #alignment

Doctoral student in Adult and Online Learning; IT Director; Director of Distance Learning and Educational Technology.

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