Conceptualising an epistemically diverse curriculum for a course for academic developers
- Quinn, Lynn, Vorster, Jo-Anne E
- Authors: Quinn, Lynn , Vorster, Jo-Anne E
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66601 , vital:28970 , https://dx.doi.org/10.20853/30-6-717
- Description: Pre-print , In this conceptual article we use Luckett’s model for an epistemically diverse curriculum, Kitchener’s levels of cognition and Maton’s concepts of knowledge and knowers to analyse a curriculum of a postgraduate diploma in higher education specifically for academic developers. We describe three meta-level frameworks which we offer to our participants to make explicit the pedagogy of the course. Our main argument is that a course which prepares participants to practise in the complex contemporary higher education context requires them to engage with specific kinds of knowledge, ways of thinking and ways of being so that they can contribute towards addressing the numerous and vexing teaching and learning challenges in their institutional contexts. We argue that analyses such as these help to make explicit the organising principles of a curriculum to the curriculum designers themselves who are then able to use the insights to strengthen the design, pedagogy and assessment of their courses. Keywords: academic development, pedagogy.
- Full Text:
- Authors: Quinn, Lynn , Vorster, Jo-Anne E
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66601 , vital:28970 , https://dx.doi.org/10.20853/30-6-717
- Description: Pre-print , In this conceptual article we use Luckett’s model for an epistemically diverse curriculum, Kitchener’s levels of cognition and Maton’s concepts of knowledge and knowers to analyse a curriculum of a postgraduate diploma in higher education specifically for academic developers. We describe three meta-level frameworks which we offer to our participants to make explicit the pedagogy of the course. Our main argument is that a course which prepares participants to practise in the complex contemporary higher education context requires them to engage with specific kinds of knowledge, ways of thinking and ways of being so that they can contribute towards addressing the numerous and vexing teaching and learning challenges in their institutional contexts. We argue that analyses such as these help to make explicit the organising principles of a curriculum to the curriculum designers themselves who are then able to use the insights to strengthen the design, pedagogy and assessment of their courses. Keywords: academic development, pedagogy.
- Full Text:
Pedagogy for fostering criticality, reflectivity and praxis in a course on teaching for lecturers
- Quinn, Lynn, Vorster, Jo-Anne E
- Authors: Quinn, Lynn , Vorster, Jo-Anne E
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66590 , vital:28967 , https://doi.org/10.1080/02602938.2015.1066756
- Description: publisher version , Using the concepts of criticality, reflectivity and praxis, the paper presents an analysis of our reflections on participants’ responses to the assessment requirements for a course for lecturers on teaching. The context in which the course is being taught has changed considerably in the last few years in terms of the mode of delivery, as well as the number and diversity of participants. Our analysis has generated insights into ways in which the course is not meeting all the learning needs of the participants, nor preparing them adequately to demonstrate, in writing, their learning. Using insights gained, we suggest pedagogic processes and strategies for ensuring that the course focuses on both writing to learn and learning to write; and for assisting participants to acquire the practices to demonstrate their learning in written assessment tasks, using the requisite literacy including criticality, reflectivity and praxis.
- Full Text: false
- Authors: Quinn, Lynn , Vorster, Jo-Anne E
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66590 , vital:28967 , https://doi.org/10.1080/02602938.2015.1066756
- Description: publisher version , Using the concepts of criticality, reflectivity and praxis, the paper presents an analysis of our reflections on participants’ responses to the assessment requirements for a course for lecturers on teaching. The context in which the course is being taught has changed considerably in the last few years in terms of the mode of delivery, as well as the number and diversity of participants. Our analysis has generated insights into ways in which the course is not meeting all the learning needs of the participants, nor preparing them adequately to demonstrate, in writing, their learning. Using insights gained, we suggest pedagogic processes and strategies for ensuring that the course focuses on both writing to learn and learning to write; and for assisting participants to acquire the practices to demonstrate their learning in written assessment tasks, using the requisite literacy including criticality, reflectivity and praxis.
- Full Text: false
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