Reposition educational developers as active pedagogical collaborators in constructive alignment rather than technology implementers¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article calls for a repositioning of educational developer roles away from narratives of technology implementers back towards active collaborators in constructive alignment processes. Its implications for practice state that "Educational developers need to assert their role as pedagogical collaborators rather than technology implementers". This is directed at educational developers and the institutions that frame their roles during GenAI adoption.

Design Implications¶

Context¶

Requirements¶

• Educational developers actively participate in constructive alignment processes with educators rather than only implementing technologies

Constraints¶

• The article offers this as a call grounded in its discourse analysis, not as an evaluated intervention

Target Learners¶

• educational developers and academic staff in higher education

Target Learning Goals¶

• human-centred, reflective course design supported by developmental partnerships

Related Strategies¶

• Invest in sustained, role-specific, discipline-specific professional learning and structured student AI literacy pathways across PK16
• Use GenAI as a reflective prompt in learning design, not as a shortcut for efficiency

Examples¶

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Key Sources¶

• McInnes, R., Airey, L., Moss, P., & Rathnappulige, S. (2026). Efficiency at what cost? Salvaging constructive alignment from the GenAI hype. Australasian Journal of Educational Technology, 42(4), 80–95. https://doi.org/10.14742/ajet.11466