scholarly journals The Role of the Hidden Curriculum: Institutional Messages of Inclusivity

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
David Killick
Keyword(s):  
Higher Education ◽  
Learning Communities ◽  
Hidden Curriculum ◽  
Curricular Change ◽  
Formal Curriculum ◽  
Learning And Teaching ◽  
Alignment Process ◽  
Teaching In Higher Education ◽  
Significant Attention

Significant attention is rightly given in literature concerning institutional curricular change to the design and delivery of the formal curriculum. Particularly influential in this area has been Biggs’ work on constructive alignment (Biggs, 1999, and subsequent editions) and the learning taxonomies which higher education has sought to utilise in the alignment process (Biggs & Collins, 1982; Bloom, 1956). However, the role of the hidden curriculum (Giroux & Purpel, 1983), much discussed in the context of school education for many years, has barely featured in the discourse around learning and teaching in higher education. In this reflective analysis, I consider the question, ‘To what extent do the learning communities we create and the hidden curriculum which frames them foster or fight the development of capabilities needed by our global students?’ and propose the hidden curriculum to be an area we can no longer neglect.

Exploring the Role of Social Software in Higher Education

2010 ◽  
pp. 1030-1044
Author(s):  
Yoni Ryan ◽  
Robert Fitzgerald
Keyword(s):  
Higher Education ◽  
Personal Networks ◽  
Social Software ◽  
Instructional Designers ◽  
Learning And Teaching ◽  
The Social ◽  
Peer Engagement ◽  
Teaching In Higher Education ◽  
A Current

This chapter considers the potential of social software to support learning in higher education. It outlines a current project funded by the then Australian Carrick Institute for Learning and Teaching in Higher Education, now the Australian Learning and Teaching COuncil (ALTC) (http://www.altc. edu.au/carrick/go) to explore the role of social software in supporting peer engagement and group learning. The project has established a series of pilot projects that examine ways in which social software can provide students with opportunities to engage with their peers in a discourse that explores, interrogates and provides a supplementary social ground for their in-class learning. Finding creative ways of using technology to expand and enrich the social base of learning in higher education will become increasingly important to lecturers and instructional designers alike. This project represents one small step in testing the applicability of social software to these contexts. While many of our students are already using various technologies to maintain and develop their personal networks, it remains to be seen if these offer viable uses in more scholarly settings.

scholarly journals The ecosystem of e-learning model for higher education

2019 ◽  
Vol 115 (5/6) ◽  
Author(s):  
Valentino van de Heyde ◽  
André Siebrits
Keyword(s):  
Higher Education ◽  
Physics Education ◽  
Developmental Process ◽  
Western Cape ◽  
Full Account ◽  
Learning And Teaching ◽  
E Learning ◽  
The University ◽  
Teaching In Higher Education

We present the ecosystem of e-learning (EeL) model, which can be applied to any higher education context, and which takes full account of all inhabitants and their interrelationships, not only the components, of the e-learning food chain. Specifically, this model was applied to our context within the University of the Western Cape, highlighting the role of the academic developer within the model. A key argument advanced in this paper is that academic developers should work to reduce complexities associated with emerging e-tools. The EeL model is used to emphasise the role of academic developers as mediators between components and relationships. Significance: By the application of the EeL model, it is demonstrated that the use of e-tools and their alignment with pedagogies within any context must be sensitive to the entire ecosystem, with the recognition that this is simultaneously a top-down and a bottom-up process. The student must be the core focus in the adoption of emerging technologies and the learning process, but simultaneously the student can only be in focus when they are placed within their broader ecosystem – including the societal level. Our findings add to the debate on physics education specifically, and more broadly by providing new ways of conceptualising an e-learning ecosystem. It is advocated that an academic developer-mediator should step in to mediate between academics, tutors and emerging e-tools, through a structured developmental process for learning and teaching. The EeL model can afford an insight into the processes involved when incorporating a learning management system (and emerging e-tools) into learning and teaching in higher education institutions.

Exploring the Role of Social Software in Higher Education

2010 ◽  
pp. 159-173
Author(s):  
Yoni Ryan ◽  
Robert Fitzgerald
Keyword(s):  
Higher Education ◽  
Personal Networks ◽  
Social Software ◽  
Instructional Designers ◽  
Learning And Teaching ◽  
The Social ◽  
Peer Engagement ◽  
Teaching In Higher Education ◽  
A Current

This chapter considers the potential of social software to support learning in higher education. It outlines a current project funded by the then Australian Carrick Institute for Learning and Teaching in Higher Education, now the Australian Learning and Teaching COuncil (ALTC) (http://www.altc.edu. au/carrick/go) to explore the role of social software in supporting peer engagement and group learning. The project has established a series of pilot projects that examine ways in which social software can provide students with opportunities to engage with their peers in a discourse that explores, interrogates and provides a supplementary social ground for their in-class learning. Finding creative ways of using technology to expand and enrich the social base of learning in higher education will become increasingly important to lecturers and instructional designers alike. This project represents one small step in testing the applicability of social software to these contexts. While many of our students are already using various technologies to maintain and develop their personal networks, it remains to be seen if these offer viable uses in more scholarly settings.

scholarly journals Research assistants’ experiences of co-creating partnership learning communities for learning and teaching in higher education

2018 ◽  
Vol 2 (1) ◽  
pp. 97-111
Author(s):  
Gladys Sterenberg ◽  
Kevin O'Connor ◽  
Ashlyn Donnelly ◽  
Ranee Drader
Keyword(s):  
Higher Education ◽  
Learning Communities ◽  
Teaching And Learning ◽  
Undergraduate Research ◽  
Learning And Teaching ◽  
Teaching And Learning Research ◽  
Bachelor Of Education ◽  
Pedagogical Relationships ◽  
Teaching In Higher Education ◽  
Research Assistants

Calls for enhancing student engagement in higher education have offered strong arguments for student-faculty partnerships in teaching and learning. Drawing on a conceptual model of partnership learning communities (PLC), we investigate the experiences of two undergraduate research assistants (co-authors of this paper) who participated in a PLC within a Scholarship of Teaching and Learning research study. In this paper, we use data from transcripts of four research conversations occurring over a three-year period. Evidence of research assistants’ experiences was co-analyzed using benefits and challenges identified in the literature. Our findings reveal that our PLC helped these research assistants develop student agency and provided opportunities for reflection on learning. We conclude that participating in our PLC helped the two research assistants develop deeper pedagogical relationships amongst themselves and with the faculty partners. Moreover, our study directly contributed to the development of our bachelor of education degree program while ensuring students were partners in that process.

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