Encountered Learning – Lessons From a Radical Learning Design

Nicola Parkin

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

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

educational strategies
encountered learning
radical learning design

Access to Document

https://www.iqpc.com/events-learningdesigners/speakers/nicola-parkinLicence: In Copyright

Cite this

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