Abstract
Having an understanding of the teaching processes, both within and across the disciplines can have a profound effect in developing a cohesive academic program. With this understanding, an effective course developer can implement positive pedagogical change without undermining a discipline’s integrity. The course developer needs to have knowledge, not only of how, but of what and why knowledge is taught within a discipline. An in-depth understanding of a subject cannot be achieved by a few broadly-based sessions with an academic. This paper highlights the importance of contextualising pedagogical instruction within a discipline when considering course evaluation and/or redesign.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the Education 2011 to 2021 Summit |
| Subtitle of host publication | global challenges and perspectives of blended and distance learning |
| Publisher | DEHub and ODLAA |
| Number of pages | 32 |
| Publication status | Published - 2011 |
| Event | Education 2011 to 2021 Summit - Sydney Duration: 15 Feb 2011 → 18 Feb 2011 |
Conference
| Conference | Education 2011 to 2021 Summit |
|---|---|
| City | Sydney |
| Period | 15/02/11 → 18/02/11 |
Keywords
- discipline differences
- course design