Bridging the gap: improving students' learning experience through shifting pedagogical practices in higher education
Curriculum modelling is a necessary pedagogical practice for teachers in higher education and appropriately designed curricula has the potential to reinvigorate student learning. Learning goals established collaboratively and sequentially across different courses in a program’s curriculum contribute to an assurance of learning (AOL) and involve students in quality teaching and learning experiences. If learners respond to explicit teaching how do we prepare students for the demands of professional practice? This paper describes the process of curriculum modelling that relies on the matching of professional standards (set by industry accreditation bodies) with University graduate attributes (set by the institution). In traditional curriculum design these two non-negotiable aspects are aligned with individual course outcomes, learning and teaching activities and assessment. It is proposed that embedding eLearning across curricula will ensure students engage appropriately with technology. One example is embedding reflection tasks into assessment and using an ePortfolio to document a student’s learning journey.
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 3.0 License.
To make sure that you can receive messages from us, please add the 'macrothink.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.
Copyright © Macrothink Institute ISSN 2164-4063
'Macrothink Institute' is a trademark of Macrothink Institute, Inc.