The value of shared learning materials in many cases relies on sharing the actual teaching practice as well. This is well captured in BPN-aspects of mEducator work aiming to promote the quality improvement in teaching medical science. It’s necessary to enable and support the sharing of best practices within the developed metadata schema. Therefore accompanying learning objects with metadata that is contextually descriptive is one of the key areas of mEducator standards development. By context mEducator emphasizes the pedagogical cultures and frameworks in which learning resources are utilized and repurposed. From the perspective of sharing pedagogical contexts and practices it is necessary to complement the analysis of existing metadata standards by creating a shared view on pedagogical process. For this purpose mEducator utilizes Constructive alignment (CA) [1, 2] as a key conceptualisation. Constructive alignment is a framework for examining and evaluating the quality of all institutional teaching through three focuses. In CA 1) the intended learning outcomes should align 2) the teaching/learning activity as well as the selected 3) assessment methods. CA is based on constructivist view of learning that sets the learner to the centre of pedagogical focus through the notion of learner actively constructing knowledge on previous personal experience and knowledge .
 Biggs, J. & Collins, K. (1982) Evaluating the Quality of Learning: the SOLO taxonomy New York: Academic Press
 Biggs, J. B. (2007). In Society for Research into Higher Education (Ed.), Teaching for quality learning at university: what the student does. Maidenhead: Open University Press.
 McMahon, T., & Thakore, H. (2006). Achieving constructive alignment: Putting outcomes first. Quality of Higher Education, 3, 10-19. Shuell, T. J. (1986). Cognitive conceptions of learning, Review of Educational Research, 56(4), 411-436.