HIGHER LEARNING BY DESIGN: FOUNDATIONS OF CURRICULUM DESIGN, TEACHING & LEARNING IN TERTIARY ED

EDU4CTL

2015

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. 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-ordinatorPatrick Kennedy

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

Readings

Resource TypeTitleResource RequirementAuthor and YearPublisher
ReadingsTeaching for quality learning at universityPrescribedBiggs, J. & Tang, C. (2007)3RD ED. BERKSHIRE, ENGLAND: OPEN UNIVERSITY PRESS/MCGRAW-HILL
ReadingsLearning to teach in Higher EducationRecommendedRamsden, 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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Start date between: and    Key dates

Melbourne, 2015, 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 elementComments% 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