TERTL500-18A (HAM)

Learning, Teaching and Assessment in Tertiary Education

15 Points

Edit Header Content
Centre for Tertiary Teaching and Learning

Staff

Edit Staff Content

Convenor(s)

Lynne Parmenter

Lynne Parmenter
8697
W.G.29
To be advised
lynne.parmenter@waikato.ac.nz

Lecturer(s)

Lynne Parmenter

Lynne Parmenter
8697
W.G.29
To be advised
lynne.parmenter@waikato.ac.nz

Administrator(s)

: lissa.smith@waikato.ac.nz

Placement Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5 or 9 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
Edit Staff Content

Paper Description

Edit Paper Description Content

This paper is a 15-point elective paper in the PGCert in Tertiary Teaching and Learning. The paper is particularly useful for anyone who wants a broad overview of recent theories and practices of tertiary teaching and learning, and is highly recommended for those who are still at the early stages of a tertiary teaching career or are interested in finding out more about the big picture of tertiary teaching and learning. The paper provides a solid foundation for study of other papers in the PGCert Tertiary Teaching and Learning. Using an activity- and discussion-based approach, the paper focuses on key theories and practices of teaching, learning, assessment and student engagement.


Edit Paper Description Content

Paper Structure

Edit Paper Structure Content

This paper is an elective paper in the PGCert in Tertiary Teaching and Learning. It requires 150 hours of study, comprising 24 taught hours of intensive face-to-face sessions and weekly face-to-face/online sessions, with the remaining hours for directed and independent study, assessment preparation and practice-based tasks.


Edit Paper Structure Content

Learning Outcomes

Edit Learning Outcomes Content

Students who successfully complete the course should be able to:

  • ...

    1. select and implement learning theories in the context of teaching;

    2. identify assumptions, reflect upon, and evaluate their own teaching;

    3. apply a variety of teaching and assessment approaches that are aligned with intended learning outcomes;

    4. design, implement, and evaluate clearly aligned course components.

    Linked to the following assessments:
Edit Learning Outcomes Content
Edit Learning Outcomes Content

Assessment

Edit Assessments Content

Assessment Components

Edit Assessments Content

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Evaluative report
1 Apr 2018
No set time
25
  • Online: Submit through Moodle
2. Design project
27 Apr 2018
No set time
25
  • In Class: In Lecture
3. Oral presentation
8 Jun 2018
No set time
25
  • In Class: In Lecture
4. Teaching reflections
17 Jun 2018
No set time
25
  • Online: Submit through Moodle
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
Edit Assessments Content

Required and Recommended Readings

Edit Required Readings Content

Recommended Readings

Edit Recommended Readings Content

See Moodle for weekly recommended readings.

General recommended readings:

  • Brown, S. (2015). Learning, teaching and assessment in higher education: Global perspectives. London: Palgrave.

  • Biggs, J. B., & Tang, C. (2011). Teaching for quality learning at university. New York, N.Y.: McGraw‐Hill/Society for Research into Higher Education/Open University Press.

  • Illeris, K. (2009). Contemporary theories of learning: Learning theorists in their own words. London: Routledge.

  • Leibowitz, B., Bozalek, V., & Kahn, P. (2017). Theorising learning to teach in higher education. Abingdon: Routledge.

  • Weimer, M. (2013). Learner centred teaching. Five key changes to practice (2nd Edition). San Francisco: Jossey Bass.

  • Weller, S. (2016). Academic practice: Developing as a professional in higher education. Los Angeles: SAGE.

Edit Recommended Readings Content

Online Support

Edit Online Support Content
The paper is supported by Moodle.
Edit Online Support Content

Workload

Edit Workload Content
This is a 15-point paper, which equates to approximately 150 hours of study. In addition to face-to-face and online hours, participants are expected to commit sufficient time to the paper each week to complete preparation, reading, assignments, engagement in discussions and practice-based tasks.
Edit Workload Content

Linkages to Other Papers

Edit Linkages Content
This paper is designed to provide a broad overview of issues and theories in tertiary teaching and learning. As such, it serves as a foundation to most other papers in the PGCert in Tertiary Teaching and Learning.
Edit Linkages Content