One teaching period

3 x 3 hour workshops and online study activities

Hawthorn, Online, Sarawak

LTS501 The Practice of Learning and Teaching

Nil

Credit Points: 12.5 Credit Points

Related Course/s:

A unit in the Graduate Certificate in Learning & Teaching (Higher Education) and the Professional Certificate of Teaching Practice

Aims & Objectives:

• Identify key concepts in the design of effective curricula
• Evaluate a unit outline based on current curriculum design and implementation
• Redesign a unit outline informed by evaluations, evidence-based practice and the principles of curriculum design
• Identify assessment strategies in use and evaluate their relation to methods and objectives
• Apply theoretical concepts and principles underpinning effective assessment to an assessment innovation
• Articulate process and outcomes as a case study in a professional seminar
• Conduct a literature review related to curriculum design and assessment
  

Teaching Methods:

LTS503 has been designed to be experiential in nature, enabling learning to take place alongside current and evolving teaching practice and, at the same time, engaging participants through reflective practice. LTS503 is delivered using a blended learning approach. An online learning environment has been developed in Blackboard to increase flexibility and choice for participants in regard to independent study and self-directed learning. Participants will have the opportunity to build their knowledge and skills in applied teaching practice through:

• Reflective practice
• Peer and tutor feedback, support and mentoring
• Online and face-to-face tutorials and/or workshops
• Individual and group problem-based learning activities and discussions
• An extensive range of online learning material is provided for participants to further develop their personal philosophy of teaching and extend their practical teaching skills

Assessment:

• Documented evaluation of a unit of study - 25%
• Completed unit outline and supporting documentation - 25%
• Evaluation and development of an assessment innovation - 25%
• Seminar presentation and literature review - 25%
  

Content:

• Approaches to curriculum planning and design
• Curriculum alignment
• Evaluation of curriculum design
• Key concepts in assessment
• Assessment methods and tasks
• Effective feedback
  

Reading Materials:

Biggs, J. & Tang, C. (2007) Teaching For Quality Learning At University: What The Student Does, Open University Press, Buckingham.
Crisp, G. ((2007) The e-Assessment handbook New York, Continuum International Publishing
Hattie, J. & Timperley, H. (2007) ‘The Power of Feedback’, Review of Educational Research, 77(1), pp. 81-77.
Laurillard, D. (2001) Rethinking University Teaching, 2nd Ed, Routledge, London.
Nicol, D. J. & Macfarlane-Dick , D. (2006) ‘Formative Assessment and Self-regulated Learning: A Model and Seven Principles for Good Feedback Practice’ Studies in Higher Education 31( 2,) 199–218
Ramsden, P (2003) Learning to Teach in Higher Education, Routledge, 2nd edn, London.
Rust, Chris, Price, Margaret and O'Donovan, Berry (2003) 'Improving Students' Learning by Developing their Understanding of Assessment Criteria and Processes', Assessment & Evaluation in Higher Education, 28(2):147 — 164
Sluijmans, D., Dochy, F. & Moerkerke, G (1999) ‘Creating a Learning Environment by Using Self, Peer- and Co-assessment’, Learning Environment Research, 1: 293-319.