A critical examination of personal theories of tertiary teaching within a comparative framework of contemporary literature and practice. As one of the principal modes of teaching is online learning, all students are required to have access to the Internet.
The goal of Critical Reflection on Higher Education is for participants to develop a critical understanding of teaching and learning in higher education. This critical understanding will be informed by key theories and ideas in higher education and enriched by participants' reflection on their practice within their teaching contexts.
|Paper title||Critical Reflection on Higher Education|
|Points||30 points 30 points|
|Teaching period(s)||Full Year, Full Year|
|Domestic Tuition Fees (NZD)||$2,007.00|
|International Tuition Fees (NZD)||$6,658.50|
- HEDX 501, EDUC 507
- Limited to
- PGCertHighE, PGDipHighE, MHEd
- Restricted to selected professional students.
- Suitable for graduates who are currently teaching tertiary students in universities, polytechnics and other tertiary institutions.
- More information link
- View more information about this paper on the Higher Education Development Centre website
- Teaching staff
- Lecturer: Associate Professor Clinton Golding
- Paper Structure
- The paper will cover the following main issues:
- Introduction to teaching in higher education
- Reflective practice
- Course and teaching design
- Teaching methods and pedagogy
- Assessment and feedback
- Education for thinking
- Teaching Arrangements
- The learning in Critical Reflection on Higher Education involves a combination of
individual reading and reflection, completing collaborative tasks, giving and receiving
peer feedback, and structured, whole-group discussions.
Every two or three weeks there will be the opportunity for a two-hour structured, whole-group discussion about one of the main issues of the paper (likely Friday 9.00 - 11.00 am, NZ time).
Participants are able to attend these sessions in Dunedin or via videoconferencing. Students are required to attend the first class and four more of the eight classes. We have found that this is necessary for the smooth running of the paper and for each student to meet the learning objectives.
Each session will be linked with a collaborative or individual reflection task related to the topic of the session. Participants will share their reflections using an online discussion board, and we will discuss at the next class.
We expect you to attend or view at least five sessions, to complete every individual and collaborative reflection task, and to give feedback to at least two other participants for every reflection task.
Teaching for quality learning at University, 3rd edition, by J Biggs and C Tang, 2007 (4th edition is also fine)
Learning to teach in Higher Education, 2nd edition, by P Ramsden, 2003
- Course outline
- Available on request from HEDC
- Graduate Attributes Emphasised
- Lifelong learning, Critical thinking.
View more information about Otago's graduate attributes.
- Learning Outcomes
- Graduates from Critical Reflection on Higher Education will
- Understand key issues related to teaching and learning in higher education
- Reflect upon and critique their own teaching
- Develop a critical rationale for their teaching practice based on this understanding and reflection