ED821 Learning and Teaching in Twenty-first Century Higher Education
Unit Description
Pre-requisites
None.Co-requisites
None.Learning Outcomes
On successful completion of this unit, the student will be able to:
Examine and evaluate the nature and changing contexts and student learning needs in 21st century Christian higher education learning
Evaluate the work of learning theorists and theories and their application to higher education from a Christian perspective
Critically evaluate the nature of technology rich environments in learning and teaching in higher education, and utilise them to enable learning
Generate strategies to differentiate teaching to cater for diversities in higher education students
Examine themselves as learners, synthesising their own learning profiles and their impact on own teaching practices
Unit Description
Learners examine student learning needs in the context of 21st century Christian higher education. They explore learning theories and how these inform their own work. This exploration is integrated with an understanding of technologies and how these impact learners and learning.
Learners critically evaluate their own context in terms of catering for diverse student learning needs and how they incorporate Information and Communication Technologies (ICT). They examine their own learning profiles and consider how this impacts their attitudes and strategies as learners and teachers.
Topics
- Academic Identity in Transition
- Changed Student Expectations
- Learning Theories
- Changing Educational Technology
- Responding to Greater Student Diversity
- Reflexive Practice for Teachers
Unit offerings
Face to face: (Demand based)Please note
The Unit Offerings listed above are a guide only and the timetable for any year is the final authority. The College may vary offerings based on demand, regulatory requirements, continual improvement processes or other conditions.
This unit may be available in different modes of delivery i.e. online and face-to-face as listed above. The unit content will not differ between these modes of delivery. There will possibly be a difference in the schedule and/or the prescribed assessment tasks, however both will cover and assess the same content.