Develops a critical understanding of teaching and learning in higher education, which will be informed by key theories and ideas in higher education and enriched by participants' reflection on their practice within their teaching contexts.
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|
|Teaching period(s)||Full Year
Full Year (On campus)
|Domestic Tuition Fees (NZD)||$2,162.75|
|International Tuition Fees||Tuition Fees for international students are elsewhere on this website.|
- HEDX 501
- Limited to
- PGCertHighE, PGDipHighE, MHEd
- (i) Restricted to academics in higher education including health professionals in clinical teaching roles. (ii) As one of the principal modes of teaching is on-line learning, all students are required to have access to the internet.
- 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
Co-ordinator: Dr Julie Timmermans
Lecturers: Dr Julie Timmermans, Dr Tracy Rogers, Associate Professor Joyce Koh, Ms Joy Rudland
- 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 Distance Learning offering of this paper is taught remotely.
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 weeks or so, there will be the opportunity for a two-hour structured, whole-group discussion about one of the main issues of the paper. Participants are able to attend these sessions in Dunedin or via videoconferencing.
A number of sessions will be held concurrently to address topics specifically related to Clinical Education and Educational Technology for participants seeking endorsements in those areas. Participants not seeking an endorsement will engage in sessions related to the main themes of the paper.
Sessions will be linked to assignments. Participants will share their work in class and/or through an online discussion board, and we will discuss insights from this work during class. We have found that engagement and commitment to participation and timely completion of all assignments are necessary for each student to meet the learning outcomes.
Teaching for Quality Learning at University, 4th edition, by J Biggs and C Tang, 2011
Learning to Teach in Higher Education, 2nd edition, by P Ramsden, 2003
- Course outline
Available on request from email@example.com
- Graduate Attributes Emphasised
- Lifelong learning, Critical thinking.
View more information about Otago's graduate attributes.
- Learning Outcomes
By the end of the paper, graduates of Critical Reflection on Higher Education should be able to
- Apply relevant teaching, learning, and higher education theories to their teaching context;
- (Re)design a learning-centred and aligned course, paper or teaching activity;
- Critically reflect on the development of their teaching and learning philosophies and approaches by drawing on multiple sources of evidence; and
- Develop language to engage in scholarly conversations about teaching and learning.