Abstract
Flinders University is in the midst of a radical reconfiguring of its fully online Graduate Certificate in Education (Higher Education). Moves include repositioning the nature and locale of ‘expertise’; treating students as peer ‘practitioners’ and co-creators of the curriculum; provoking active engaged enquiry within one’s own communities of practice; and most radical of all, a continuously negotiated ‘dialogic’ assessment strategy. Sounds exciting - but how is it really going? Is it too much? - or maybe, not enough? Is there a sweet spot between unfettered boldness and the orthodoxies of our educational strategies?
This session exposes and explores in unabashed frankness:
Configuring leading-edge educational strategies to provide an ‘encountered’ learning approach
The processes for mapping course philosophies, structures and strategies programmatically
The strange ‘third-space’ position of being a learning designer who teaches
The difficulties and gifts of being ‘in’ an emergent curriculum design
| Original language | English |
|---|---|
| Number of pages | 1 |
| Publication status | Published - 6 Aug 2019 |
| Event | Learning Designers Summit - Melbourne, Australia Duration: 6 Aug 2019 → 7 Aug 2019 |
Conference
| Conference | Learning Designers Summit |
|---|---|
| Country/Territory | Australia |
| City | Melbourne |
| Period | 6/08/19 → 7/08/19 |
Keywords
- educational strategies
- encountered learning
- radical learning design