edu4ctl curriculum teaching
HIGHER LEARNING BY DESIGN: FOUNDATIONS OF CURRICULUM DESIGN, TEACHING & LEARNING IN TERTIARY ED
EDU4CTL
2016
Credit points: 15
Subject outline
This first subject in the Graduate Certificate in Higher Education introduces participants to foundational ideas, debates and discussions about higher education curriculum, teaching and learning with a particular focus on student learning and engagement. Participants are encouraged to view their teaching practice (the demands on it, and on academics more generally) as part of a wider set of contradictory shifts taking place across tertiary and higher education sectors. Building on their experience, or through the Effective Teacher program, participants will have opportunities to consider their own teaching, assessment/feedback and curriculum practices from a range of perspectives, and will be encouraged to develop teaching strategies and techniques that are informed by research and scholarship. Along the way, participants will have several opportunities to apply their learning to the issues and challenges emanating from their own professional/disciplinary context.
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
PrerequisitesN/A
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 | Teaching for quality learning at university | Prescribed | Biggs, J. & Tang, C. (2007) | 3RD ED. BERKSHIRE, ENGLAND: OPEN UNIVERSITY PRESS/MCGRAW-HILL |
| Readings | Learning to teach in Higher Education | Recommended | Ramsden, P. (2003) | LONDON: ROUTLEDGE FALMER |
Graduate capabilities & intended learning outcomes
01. Explain how changes to the purpose, function and philosophies of higher education have impacted on your curriculum, teaching and learning practice
- Activities:
- Reading, class exercises and discussion
02. Assess the applicability of a number of foundational curriculum, teaching and learning theories and concepts to your professional teaching practice/context.
- Activities:
- Reading, class exercises and discussion
03. Describe what a student-focused approach to learning and engagement looks like in the context of your discipline and teaching practice.
- Activities:
- Reading, class exercises, case studies, interviews and discussion
04. Debate the merits of reflective practice as a concept that can improve your teaching effectiveness.
- Activities:
- Reading, class exercises, debates, fishbowls, textual analysis and discussion
05. Draw on the concept of constructive alignment (and its constituent parts) to develop an aligned map of a subject you coordinate or teach into.
- Activities:
- Reading, group critique, class discussion
06. Generate two interesting questions about curriculum, teaching and learning that you would like to explore in further depth.
- Activities:
- Reading, group critique, class discussion
Subject options
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Melbourne, 2016, Week 09-15, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorJohn Hannon
Class requirements
Seminar
Five 2.5 hours seminar per study period on weekdays during the day and delivered via face-to-face.
"Plus online learning"
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Introductory LMS post (300 words) | 10 | 01 | |
| Reflection & Presentation on learning (10 mins) | 5 | ||
| Student Interview Project (1600 words) | 25 | 01, 02, 03 | |
| Written task (1000 words) | 15 | 01, 02, 03, 04, 06 | |
| Written task (3000 words) | 45 | 01, 02, 03, 04, 05, 06 |