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Examination of contemporary research on student learning. Exploration of the effects of participants teaching practices on how students learn in orfer to enhance student learning outcomes. One of the principal modes of teaching is online learning so all students are required to have access to the Internet.
The aim of this paper is to assist you in building upon and applying the knowledge and understandings you developed in HEDU/X 501 to develop a more elaborate rationale for understanding and explaining reasons underpinning and influencing your teaching practices. The rationale will reflect your developing beliefs about learning and teaching in general, as well as learning and teaching within your context. It will be informed explicitly by your own observations and experiences and current theories and research in tertiary education.Through active participation in HEDN502/EDUC626 across the semester, you will be able to:demonstrate your understanding of a variety of teaching, assessment and evaluation approaches and strategies within your particular context, and how choices about the effects of their implementation are affected by assumptions about the nature of students, learning, discipline and context;critique a variety of teaching strategies you will experience within the paper, and reflect on your own experiences within your own teaching development/capacity, your students’ learning needs, your discipline and your teaching and learning context;document the success of those strategies and consider making reasoned and effective changes in your practice to improve the quality of students’ experiences and their learning outcomes; andplan your own professional development needs and set your own professional development goals and learning outcomes.
Subject to approval of the Head of Department
HEDN502
For further information see School of Educational Studies and Leadership Head of Department
In HEDN 502/EDUC 626 the learning outcomes, learning activities, and the assessment are integrally linked. The learning activities provide you with one source of data that you will need for the completion of your assessment for HEDN 502/EDUC 626.There are a number of pieces of reflective writing and responses from exercises that you will undertake during the semester and receive feedback on. This feedback, which will occur during SG discussions and WG/AG activities, from the teaching team and your peers will contribute to your development of the formal assessment item. The regular interaction and sharing of ideas/comments/materials for feedback and engaging in both the SG and WG activities are recommended and expected parts of active participation in the paper and the course. It would be extremely difficult to reach a satisfactory level of achievement in this paper without following this recommendation.All assignment topics are negotiable and can be tailored to individual and group needs and interests.
Otago Blackboard
The Postgraduate Certificate in Tertiary Teaching is a unique collaboration between the Universities of Otago and Canterbury. Students may enrol at either University and take the qualification of the University in which they enrol. The programme was designed and is taught by a teaching team from these Universities. Participants are provided with similar opportunities and experiences. The web site for the PGCertTertT is located at the University of Otago and shared with the University of Canterbury. The titles of the courses are the same. They differ only in nomenclature, in that where Canterbury uses HEDN, Otago uses HEDU, and HEDX for distance taught courses.
Domestic fee $1,129.00
International Postgraduate fees
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
This course will not be offered if fewer than 4 people apply to enrol.
For further information see School of Educational Studies and Leadership .