010060 Teaching for Learning

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2025 is available in the Archives.

UTS: Education
Credit points: 3 cp

Subject level:

Postgraduate

Result type: Pass fail, no marks

There are course requisites for this subject. See access conditions.

Description

This core subject of the Graduate Certificate is an introduction to learning and teaching in higher education. It builds on participants’ own experiences of learning and teaching and examines key scholarship to exemplify and explore models for learning through practice-based frameworks that guides what students are learning in the curriculum. It consists of three elements: practice-oriented education, exposure to international mobility and engagement, and research-inspired and integrated learning. The integration of innovation and technology to design inspiring, blended and participatory student learning environments guides how to facilitate student learning. Participants analyse and consider how these approaches support a commitment to social justice, excellence in Indigenous education and responsible leadership in higher education which may influence their teaching values. Through critical dialogues about readings and sharing of teaching practices, participants engage in reflexive activities to critique and build confidence in developing their authentic voice as a lecturer and tutor in higher education.

Subject learning objectives (SLOs)

a).	Reflect on prior experiences to identify key learning priorities supporting developing teacher self
b).	Analyse how learning design, constructive alignment in curriculum, feedback and assessment optimises student learning
c).	Engage with key principles supporting inclusive teaching practices through introductory knowledge of cultural, historic, and contemporary contexts that influence the lives of Indigenous Australians
d).	Identify and describe key educational principles that underpin strategic priorities in relation to your teaching
e).	Enhance multi-modal teaching skills to communicate effectively in a range of contexts

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.

Apply relevant knowledge to make theory-informed judgements about curriculum, learning, assessment and evaluation in the higher education context (1.1)
Reflexively assess complex issues related to curriculum, assessment and pedagogy, and generate effective scholarly and creative solutions (2.1)
Support and facilitate inclusive practices that foster respectful engagement with diverse learners and perspectives at a local and global level (3.1)
Design learning activities that teach Indigenous Australians in a culturally safe manner and enable non-Indigenous students to develop their capacity to work respectfully with Indigenous Australians (4.1)
Express ideas on teaching and learning to different audiences in a variety of modes (6.1)

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcomes:

1. Professional Readiness
1.1 Apply relevant knowledge to make theory-informed judgements about curriculum, learning, assessment and evaluation in the higher education context

2. Critical and Creative Inquiry
2.1 Reflexively assess complex issues related to curriculum, assessment and pedagogy, and generate effective scholarly and creative solutions

3. International and Intercultural Engagement
3.1 Support and facilitate inclusive practices that foster respectful engagement with diverse learners and perspectives at a local and global level

4. Indigenous Competencies
4.1 Design learning activities that teach Indigenous Australians in a culturally safe manner and enable non-Indigenous students to develop their capacity to work respectfully with Indigenous Australians

6. Effective Communication
6.1 Express ideas on teaching and learning to different audiences in a variety of modes

Teaching and learning strategies

The subject is designed to support a student-centered approach to learning and invites participants to reflect as a developing teacher. Learning activities include formal participation in online discussions responding to question prompts and sharing key aspects of reflective thinking. Small comprehension activities within module content aim for engagement with online material and plan for the application of core concepts in teaching contexts. An enabling process through reflection, dialogue and modelling teaching skills aim to enhance learner development towards becoming an inclusive higher education teacher.

A range of asynchronous online activities that are self-paced offer the opportunity to learn from and give feedback to peers. Continuous feedback is provided verbally as well as written in the online comments and supporting formative and summative assessments. Peer feedback is collegial and strongly encouraged as part of the learning activities and is built into the assessment process.

Content (topics)

Teaching for learning is a foundational core subject that introduces participants to models and concepts of teaching and learning in higher education which include:

constructs of 'learning' and their relationships to teaching
pedagogical approaches to enhance student experiences (inclusive design, social justice, and cultural safety)
Indigenous Australian higher education & the Indigenous Curriculum Framework
becoming a reflective educator

Assessment

Assessment task 1: Scoping a biography of teaching for learning (diagnostic, formative for feedback only)(Optional)

Objective(s):

a), b) and e)

Length:

Equivalent of 1000 words

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Reflection on earlier experiences to identify key learning priorities supporting developing teacher self	40	a)	1.1
Description on teaching for learning through educational discourses in the discipline	30	b)	2.1
Clarity of writing and communication to create and share your story	30	e)	6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Prepare Welcome Video (Required)

Objective(s):

b), c) and e)

Weight:

100%

Length:

500 words (or equivalent)

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Justification of the learning design to optimise student learning	25	b)	2.1
Engagement with a sense of belonging, and awareness of inclusive practices	25	c)	3.1
Commitment to Indigenous education strategies	25	c)	4.1
Clarity of visual artefact for the student audience	25	e)	6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Required texts

There are no required texts for this subject. Recommended readings are to be made available via UTS Library and through the subject site.

Recommended texts

There are no recommended texts for this subject.

References

Barnett, R. (2009). Knowing and Becoming in the Higher Education Curriculum. Studies in Higher Education, 34. DOI: 10.1080/03075070902771978

Black, A.L., Crimmins, G., & Henderson, L. (2017). Positioning ourselves in our academic lives: Exploring personal/professional identities, voice, and agency. Discourse: Studies in the Cultural Politics of Education. DOI: 10.1080/01596306.2017.1398135

Brookfield, S. (1998). Critically reflective practice. Journal of Continuing Education in the Health Professions, 18, 197-205.

Connell R. (2019). Thoughts on social justice and universities. In: Freebody K., Goodwin S., Proctor H. (Eds.). Higher Education, Pedagogy and Social Justice. London: Palgrave Macmillan. https://doi.org/10.1007/978-3-030-26484-0_2

Debowski, S. (2016). Developing academics: The essential higher education handbook. London: Routledge.

Fook, J., Collington, V., Ross, F., Ruch, G., & West, L. (2016). Researching critical reflection. London: Routledge.

Healey, M, Matthews, E., & Cook-Sather, A. (2020). Writing about learning and teaching in higher education: Creating and contriuting to scholarly conversations across a range of genres. Elon, North Carolina: Elon University Center for Engaged Learning.

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

Mezirow, J. (1997). Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, 74, 5-12. http://dx.doi.org/10.1002/ace.7401

Moon, J.A. (2004). A handbook of reflective and experiential learning: Theory and practice. London: Routledge.

Renwick, K., Selkrig, M., Manathunga, C., & "Kim" Keany, R. (2020). Commuity engagement is....revisiting Boyer's model of scholarship, Higher Education Research & Development, 39(6), 1232-1246.

Universities Australia. (2022). Indigenous Strategy 2022-2025. Canberra: UA.

Weimer, M. (2013). Learner-Centered teaching: Five key changes to practice. San Francisco: Jossey-Bass.

Other resources

As required during the subject.