EEC403 Designing Learning Environments in Higher Education (8)
CSU Discipline Area: Unallocated to a CSU Discipline code (OTHER)
Duration: One session
Abstract:
This subject draws on the concept of constructive alignment (Biggs , 1996) to engage 21st century learners in higher education. The subject provides opportunities for participants to consider how the learning environment, technologies and assessment can be constructed to support learning that is reflective of real-world problems and has significant relevance beyond the subject. A central emphasis in this subject is to examine how learners create impromptu sites of learning and how learning facilitators can capitalise on a community centred approach to learning. Through its own pedagogical design the subject models how to draw on learning theory to create engaging, meaningful, interactive learning environments and rich assessment opportunities to scaffold the enhancenent of student learning outcomes.
+ Subject Availability Modes and Locations
| Session 1 | |
|---|---|
| Distance | Wagga Wagga |
Continuing students should consult the SAL for current offering details: EEC403
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
Enrolment restrictions:
This subject is restricted to academic, divisional and vocational education staff who are currently engaged in learning and teaching in higher education contexts.
Objectives:
Upon successful completion of this subject, students should:
- describe the characteristics of 21st century learners;
- justify the generic skills, capabilities and attributes needed by 21st century learners in higher education to contribute to a productive and socially-just society;
- differentiate between the constructs of real, workplace and virtual learning spaces;
- assess the application of the multi-media, online and mobile learning technologies to learning design in higher education;
- apply pedagogical principles to the design of meaningful, interactive and needs and interest -based curriculum for 21st century learners;
- apply the theory of constructive alignment to curriculum design in higher education;
- investigate the use of integrated authentic assessment principles in curriculum design in higher education,
- research pedagogical learning theories, select and apply one theory to practice.
Syllabus:
The subject will cover the following topics:
- Learners in the 21st century - demographics of the student population
- Pedagogy and learning theory
- Real, workplace and virtual learning spaces
- Online, flexible and mobile learning
- Exploring the nexus between learner characteristics and learning spaces
- Designing learning spaces
- Principles of constructive alignment
- Authentic assessment
- Integrated assessment
- Learning pathways - selecting pedagogies for large and small groups
- Designing feedback pathways - feed-forward, rubrics, marking criteria
The information contained in the 2013 CSU Handbook was accurate at the date of publication: 24 April 2013. The University reserves the right to vary the information at any time without notice.