Year
2021
Units
4.5
Contact
1 x 20-hour on-line exercises per semester
10 x 1-hour on-line tutorials per semester
2 x 20-hour project works per semester
Prerequisites
1 Admission into MEDHE-Master of Education (Higher Education)
1a Admission into MEDHEP-Master of Education (Higher Education) [1.5 years]
1b Admission into GCEHE-Graduate Certificate in Education (Higher Education)
1c Admission into GCHE-Graduate Certificate in Higher Education
Must Satisfy: ((1 or 1a or 1b or 1c))
Assessment
Assignment(s), On line presentation & critique
Topic description

Higher education teaching and learning occurs in very diverse domains that go beyond face to face on-campus classes. Higher Education pedagogies include blended on-line environments, virtual and simulated environments, learning in the workplace and community, field-work, laboratory learning and research-based supervision. A group process will be used to generate an analytical framework based on a review of prior learning from topics in the Higher Education program of studies to identify some constants across these environments regarding what constitutes effective teaching and successful learning. Following this, students will conduct an appreciative inquiry of a pedagogical context that has relevance for them. They will consider published studies to identify and examine the distinctive features of the specific pedagogical context and the implications these features have for engaged and effective pedagogy. The outcomes of this appreciative inquiry will be published as a formal report that will be shared with as well as discussed and critiqued by the other topic participants.

Methodologies used in this topic involve student co-creation of the curriculum, portfolio work and active engaged enquiry.

Educational aims

This topic aims to:

  • Review key first order principles learned in prior topics so that students will have a framework to discern what will constitute effective pedagogies in distinctively diverse learning domains
  • Provide opportunities for students to identify and critique contemporary studies of pedagogical approaches in specific higher education domains relevant to their interests
  • Enable students to generate their own defensible pedagogical approach to learning and teaching that reflects the unique requirements of a specific Higher Education learning domain
  • Provide students with an opportunity to enhance their communicative capability in report writing for Higher Education audiences
Expected learning outcomes
On completion of this topic you will be expected to be able to:

  1. Articulate and theoretically defend a set of first order principles regarding an effective learning pedagogy in higher education
  2. Critique contemporary studies of at least one unique domain of Higher Education pedagogy
  3. Draft a report outlining a defensible personal pedagogy for a selected domain of Higher Education learning and teaching
  4. Provide an evidence-informed critique of at least 2 other students’ reports