Week 4

Changing curriculum and pedagogic design

             The pace and multiple influences impacting on educational change is creating an
             increasingly complex environment in Australia. Currently there is increasing political and
             economic demands for efficiency and increasing flexibility in the delivery and
             assessment of higher education programs.
            
             Education reform and the move to learner centred learning has  involved  a cultural shift
             in the higher education sectors. In the faculty in which I work faculty staff  work faculty staff
             are increasingly accountable for the efficiency and effectiveness of education programs.
             Performance targets are set to improve student retention , engagement in learning and
             learning outcomes. Faculty targets for increased student participation in higher education
             provides challenges for academics and teachers
            
             Ideally  educational change should be paced with periods of active change followed by
             periods of consolidation however the complexities of current education reform and speed
             of technologically advancements does not allow for consolidation periods as the Australian
             higher education sector is in a prolonged period of dynamic changes.

             Professional development in teaching and learning that develops confidence and capabilities with new technologies  is  critical for the future success of higher education.  Changes in teaching and learning are supported as the faculty have made a commitment to teachers professional development and new ways of collaborating and sharing of knowledge
and resources across the faculty.

             Through professional development and collaborative discipline based working groups Educators are developing new skills and ways of working. learner centric approach is essential  with  timely and progressive personalised feedback to improve learner engagement and completion. Planning and providing learners with  learning experiences, tools , resources and learning environments that support the learner achieving the required  learning outcomes. Learner centred learning supported by the technology tools and resources has been termed as Technoheutagogy  by Bill Pelz .  http://www.youtube.com/watch?v=AJhzeoS7MtQ

                 
             Currently I am introducing a new approach to E learning in the faculty in which I work. Collaborative working teams with representatives from each section are responsible to share and manage the quality of learning across the different discipline courses.
The framework for the learning groups will be built on the  national Flexible Learning and Advisory Group E-Learning Quality model   http://www.flag.natese.gov.au/quality_model

               A quality reference group  is being established that  will  provide support and consistency across the faculty teams in the implementation review and evaluation of the curriculum . learning experiences, learning environments , resources and assessment  will be planned developed and reviewed in accordance with the AQF level of the qualification. learning  design will determine the teaching and learning strategies, modes of delivery and assessment. Learning experience will be designed to provide learners with the depth and volume of learning necessary to develop the skills, knowledge required to apply and demonstrate the learning outcomes.  

             Education design is critical to support the development, implementation and evaluation of   
   programs. A systematic approach is being used in my faculty as teachers are working in  
   discipline specific groups collaboratively to improve the standard of education design and
   learner experience. To improve the learner experience and quality of online learning .
             New learning design templates have been developed to guide teachers in 
   course development and review.     

 Planning curriculum is underpinned by the faculty strategic priorities, academic standards and  graduate attributes. Quality standards for higher education qualification  are nationally regulated by Tertiary Education Quality and Standards Agency (TEQSA)http://www.teqsa.gov.au/   All higher education qualifications in Australia are defined by and must be constituent with the Australian Qualifications Framework (AQF). http://www.aqf.edu.au/http://www.aqf.edu.au/ .The AQF includes ten levels of  learning outcomes for education qualifications that may be attained in Australia from certificate 1 to doctoral degree . Levels 1 to 6 are taught in VET and 5 to 10 are taught in the Higher education sector  Qualification levels and learning outcomes are determined by the increasing complexity of the  skills, knowledge and application depth and autonomy  required to be applied at the differing levels of qualification outcomes.

              
              Australian Qualification Framework (AQF) levels; are;

            Level 1 – Certificate I

• Level 2 – Certificate II
• Level 3 – Certificate III
• Level 4 – Certificate IV
• Level 5 – Diploma
• Level 6 – Advanced Diploma, Associate Degree
• Level 7 – Bachelor Degree
• Level 8 – Bachelor Honours Degree, Graduate Certificate, Graduate Diploma
• Level 9 - Masters degree 
• Level 10-  Doctoral Degree
            Australian Qualification Framework(AQF) retrieved 1st April 2014 from
            http://www.aqf.edu.au/                   

                        Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at
              University. Maidenhead: McGraw-Hill and Open University Press.

                       Biggs, J. (2003). Aligning Teaching and Assessment to Curriculum
             Objectives. LTSN Generic Centre: Imaginative Curriculum Project.

                        Churchill, D., King, M., Webster, B., & Fox, B. (2013). Integrating Learning
             Design, Interactivity, and Technology. In H. Carter, M. Gosper, J. Hedberg
             (Eds.), Electric Dreams. Proceedings ascilite 2013 Sydney. (pp. 139-143).

                        Improving assessment in higher education. A whole-of-institution approach.
                        UNSW, Sydney: UNSW Press Ltd.


                        National Flexible Learning and Advisory Group E-Learning Quality model
                        Retrieved 3.4.2014 from  http://www.flag.natese.gov.au/quality_model

                        

                        Bill, Pelz. "Explains Technoheutagogy"   Retrieved 5.4.2014 from           

                        http://www.youtube.com/watch?v=AJhzeoS7MtQ

                        Tertiary Education Quality and Standards Agency (TEQSA) retrieved 1st April 2014
              from http://www.teqsa.gov.au/