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HEDU501 Critical Reflection on Higher Education

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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
Paper code HEDU501
Subject Higher Education
EFTS 0.2500
Points 30 points
Teaching period(s) Full Year, Full Year
Domestic Tuition Fees (NZD) $2,047.25
International Tuition Fees (NZD) $6,991.50

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Restriction
HEDX 501, EDUC 507
Limited to
PGCertHighE, PGDipHighE, MHEd
Notes
Restricted to selected professional students.
Eligibility
Suitable for graduates who are currently teaching tertiary students in universities, polytechnics and other tertiary institutions.
Contact
hedc@otago.ac.nz
Teaching staff

Coordinator: 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
  • Learning
  • Course and teaching design
  • Teaching methods and pedagogy
  • Assessment and feedback
  • Education for thinking
  • Evaluation
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 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.

Students are expected to attend the first class and at least seven additional classes. 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.

Textbooks

Recommended:

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

University Teaching: An Introductory Guide, by T Harland, 2012

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

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Timetable

Full Year

Location
Dunedin
Teaching method
This paper is taught through Distance Learning
Learning management system
None

Workshop

Stream Days Times Weeks
Attend
A1 Friday 10:00-11:50 9-12, 18-22, 28-34, 36-40

Full Year

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
None

Workshop

Stream Days Times Weeks
Attend
A1 Friday 10:00-11:50 9-12, 18-22, 28-34, 36-40

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
Paper code HEDU501
Subject Higher Education
EFTS 0.25
Points 30 points
Teaching period(s) Full Year, Full Year
Domestic Tuition Fees Tuition Fees for 2021 have not yet been set
International Tuition Fees Tuition Fees for international students are elsewhere on this website.

^ Top of page

Restriction
HEDX 501
Limited to
PGCertHighE, PGDipHighE, MHEd
Notes
(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.
Eligibility
Suitable for graduates who are currently teaching tertiary students in universities, polytechnics and other tertiary institutions.
Contact
hedc@otago.ac.nz
Teaching staff

Coordinator: 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
  • Learning
  • Course and teaching design
  • Teaching methods and pedagogy
  • Assessment and feedback
  • Education for thinking
  • Evaluation
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 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.

Students are expected to attend the first class and at least seven additional classes. 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.

Textbooks

Recommended:

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

University Teaching: An Introductory Guide, by T Harland, 2012

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

^ Top of page

Timetable

Full Year

Location
Dunedin
Teaching method
This paper is taught through Distance Learning
Learning management system
None

Full Year

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
None