Abstract

Constructive alignment is increasingly becoming accepted as an effective Higher Education paradigm for constructing and delivering the curriculum. Information systems have a fundamental and possibly deterministic role to play in supporting a change to this paradigm for learning and assessment. Building on previously published results this paper reports on a pilot project whereby a philosophical shift in assessment and delivery procedures was achieved through adoption of constructive alignment. It reports on subsequent developments and focuses on the staff experience. Key findings are a) the extent to which information systems can have a deterministic effect in bringing about fundamental change in pedagogy b) the problems of mismatches in documentation between those held at institutional level and those that support study programmes.