If we believe there is an acceptable spectrum of AI influence on assessments that are not secure, as Curtis (2025) argues, we must carefully consider
Category: high expectations
What is constructive alignment?
This is the third post in a series on constructive alignment. The first is here. Constructive alignment is a curriculum design principle grounded in constructivist
Do assessments represent the course outcomes? Probably not!
This is the second post in a series on constructed misalignment and an approach to mitigate it. In the first, it was highlighted that there
Embedding Reflective Practice in Learning Design Projects
Reflective practice is essential for continuous improvement in learning design. This article explores the importance of incorporating structured reflection into project scopes to evaluate the
Visual program maps help see the gaps
In the last post, I talked about one of the two key considerations in mapping courses to PLOs. In this post, I will discuss the
2 key Considerations in Program Design
In the last post I stated that no course is an island. Every course is part of a bigger picture, part of a deliberate series
LEARNING DESIGN by Paul G Moss 