On an Architectural Concept for Didactics in the Context of Constructive Alignment

Abstract

In the wake of the massive digitalization in education brought about by the Covid-19 pandemic, a vast variety of didactic concepts, methods, activities, tools and technologies came into use and are now widely discussed. However, a lack of clarity is observable, as to how these different concepts, activities and tools integrate into a big picture, when to use what, and which aspects have to be considered and addressed to create solutions that work effectively towards achieving specific learning and teaching objectives. To systematically structure this vast variety of didactic concepts, activities and tools, we introduce an architectural concept for didactics in the context of constructive alignment. We achieve this via an abstraction process, which clusters the existing didactic concepts, activities and tools, and specifies interrelations between the identified clusters. On this basis, it is possible to quickly adapt our model by subtractive customization, thus focusing on what is really needed within a specific teaching and learning situation.