edu4hec higher ed. curriculum design
HIGHER EDUCATION CURRICULUM DESIGN
EDU4HEC
2016
Credit points: 15
Subject outline
Participants have the opportunity to explore the practical applications of contemporary higher education curriculum design, models and learning theories, and reflect on their own educational beliefs and values. Participants take a scholary and distinctively LaTrobe approach to a higher education curriculum design/re-design project that involves engaging with the Learning and Teaching Framework. Participants produce an e-portfolio drawing on a curriculum design project which includes a reflection on the application of curriculum design theories, concepts, principals and methods drawn from the contemporary higher education literatures. Participants are required to demonstrate engagement in curriculum (re) design at the subject or course level. It is expected that skills and knowledge developed in this subject will prepare participants for future curriculum leadership within their academic career.
SchoolSchool of Education
Credit points15
Subject Co-ordinatorRhonda Hallett
Available to Study Abroad StudentsNo
Subject year levelYear Level 4 - UG/Hons/1st Yr PG
Exchange StudentsNo
Subject particulars
Subject rules
Prerequisites EDU4CTL
Co-requisites Course RCHE - Graduate Certificate in Higher Education
Incompatible subjectsN/A
Equivalent subjectsN/A
Special conditionsN/A
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | A handbook for teaching and learning in higher education: enhancing academic practice | Recommended | Fry, H., Ketteridge, S. & Marshall, S. (Ed) (2009) | LONDON: ROUTLEDGE |
| Readings | Designing the curriculum to link teaching and research Ch4 pp55-78 in Reshaping teaching in higher education: linking teaching with research | Recommended | Jenkins, A., Breen, R. & Lindsay, R. (2003) | LONDON: ROUTLEDGE |
| Readings | Innovative assessment in Higher Education | Recommended | Bryan, C. & Clegg, K. (2006) | LONDON: ROUTLEDGE |
| Readings | Learning, curriculum and employability in higher education | Recommended | Knight, P. & Yorke, M. (2004) | LONDON: ROUTLEDGE FAMLER |
| Readings | Teaching for quality learning at university | Recommended | Biggs, J. & Tang, C. (2007) | (3RD ED) BERKSHIRE, ENGLAND: OPEN UNIVERSITY PRESS/MCGRAW-HILL |
Graduate capabilities & intended learning outcomes
01. Develop or review a set of subject ILOs that accurately reflect the intent of the subject and the La Trobe Framework and external requirements (e.g. AQF, accrediting bodies) and are aligned with assessment tasks and learning activities.
- Activities:
- Practice-based activities, readings, discussions, blended learning (LMS)
02. Develop or review learning activities and associated learning resources for the same subject that are aligned with ILOs and assessment tasks, encourage student engagement and use technology to enhance learning.
- Activities:
- Practice-based activities, readings, discussions, blended learning (LMS)
03. Develop or review a set of assessment tasks for the same subject that are aligned with ILOs and learning activities, provide feedback to students on their learning and provide an accurate measure of achievement of the subject ILOs.
- Activities:
- Practice-based activities, readings, discussions, blended learning (LMS)
04. Develop or review an evaluation plan for the same subject that is designed to improve the quality, coherence and educational effectiveness of the design and implementation of the subject.
- Activities:
- Practice-based activities, readings, discussions, blended learning (LMS)
05. Critically reflect on the results of student feedback on and peer review of the same subject in terms of your own learnings and improvements to the experience of students taking the subject.
- Activities:
- Practice-based activities, readings, discussions, blended learning (LMS)
06. Justify the choices you have made in the design or re-design of the subject, including by referring to the higher education literature and to the practice of your colleagues
- Activities:
- Practice-based activities, readings, discussions, blended learning (LMS)
Subject options
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Melbourne, 2016, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorRhonda Hallett
Class requirements
WorkShopWeek: 31 - 43
Four 3.0 hours workshop per study period on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
"Plus online learning"
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| First draft-e-portfolio Curriculum Design~1,000 words | 20 | 02, 03, 05, 06 | |
| Curriculum Design Philosophy Statement - 500 words | 10 | 05, 06 | |
| Curriculum Design Evidence Statement - 1,000 words | 20 | 01, 02, 03, 05, 06 | |
| Final e-portfolio, Curriculum Design - 2,000 words | 50 | 01, 02, 03, 04, 05, 06 |