Integrating Pedagogy and Technology to Measure Program and Institutional Learning Outcomes at the University of Guelph /

This allowed the instructors involved in the process to define the pedagogy and the evidence of student learning that could potentially provide evidence of a learner’s disciplinary understanding, and the expected course-level and program-level outcomes. [...] In combining pedagogy and technology however, the alignment also needed to expand to include the alignment of the intended learning outcome, the assessment activities, and the teaching and learning activities, as well as the technical use and pedagogical functionality of the technology. [...] In these examples, the rubric in Table 2 was used to evaluate the final design project in the second year of the program written at the “reinforce” level, and the rubric in Table 3 was used to evaluate the final design report in the fourth year of the program written at the “mastery” level of performance. [...] The University of Guelph was one of the first institutions in Canada to propose the concept of learning objectives, and in essence, articulate a clear commitment to the quality of what we expect graduates of the university to know and do.