Monday, 13 June 2016

Key concepts to introduce through our LTIP

In 2008 Peter Kandlbinder and Tai Peseta reported on their work to determine the key higher education L&T concepts developed in Graduate Certificates in HE L&T. Peter and Tai identified the five most frequent concepts from information from 46 programs in Australia, New Zealand and the United Kingdom: reflective practice; constructive alignment; deep and surface approaches to learning; the scholarship of teaching; and assessment driven learning.

Our teaching induction program will be a semester long and will likely require about 20 hours of participant engagement. This is very different from an accredited graduate certificate.

Which if any of these concepts do you believe we need to introduce in our teaching induction program?

Are there other concepts that you believe we need to introduce in the program?



Kandlbinder, P. and Peseta T. (2009). Key concepts in postgraduate certificates in higher education teaching and learning in Australasia and the United Kingdom. International Journal for Academic Development. 14:1, 19–31


  1. At CQU, only the first course of the GCTE program is compulsory for new staff. For us then, an induction program should cover an introduction to constructive alignment as this is the basis for assessment, learning activities, resources etc. It should be high level, philosophical and practical, related to disciplines. A big ask most likely.

  2. Hi Everyone,

    I'm stepping out for 3 weeks as I’m leaving tomorrow for a holiday in the Baltic states. Will catch up when I’m back, after 6 July. Cheers Jacquie

  3. Hi all

    My preliminary thoughts are as follows:
    1. The key concepts from the 2008 report are probably fine, though maybe for SoTL the emphasis only needs to be on SoTL as a kind of action research mindset rather than a set of research methodologies;
    2. There have been a lot of changes in HE since 2008, so it would be advisable, I think, to include blended/flexible/online learning, teaching and teaching admin;
    3. I, too, would advocate for peer learning, including the emerging principles of connectivism and paragogy - and also for peer review/communities of practice in teaching.

    As a list, this might seem like a lot to cover, but in reality a lot of the concepts would and could overlap, under a general heading of 'curriculum design'.

    For a 20-hour induction program, my feeling is that the approach would need to be broad rather than deep, giving participants an introduction to the key concepts in summarised digestible chunks rather than deep theoretical reading, as well as some strategies for making informed, quick, impactful t&l wins from the positions of relative powerlessness where most new academic staff seem to find themselves.



  4. At Flinders we do touch on all 5 in our induction - reflective practice - both peer and self review; how students learn; conceptions of which covers theories behind teaching and how these might influence what we do and how we think about how students learn; constructive alignment, the program is aligned to demonstrate how it works in practice; assessment for learning; SoTL, which we discuss and try and show how our teaching is influenced by the scholarship of the discipline. We aslo discuss teaching in online contexts and student diversity, which may have become more important in recent years?

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