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?

cheers

Kym

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

Welcome to the Teaching Induction blog

Dear Colleagues

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The Learning and Teaching Induction Program (LTIP) Fellowship team has been very ambitious in that by July 2017 we intend to:

1) investigate contemporary teaching induction practice and develop a teaching induction research agenda;

2) develop a self-paced, semester long, national, open access Learning and Teaching Induction Program (LTIP) for teaching staff in the Australian Higher Education sector; and

3) establish an ongoing ‘Teaching Induction’ Special Interest Group.

In our application we promised that what would change in the sector as a result of this Fellowship is that:

1. any academic, regardless of where they teach, will be able to access the program;
2. any Australian university can use the program as their teaching induction program;
3. any Australian university can use the program or parts of the program to complement their own teaching induction program; and
4. resources which comprise the program can be contextualised and embedded into any university’s existing teaching induction program (an adaptable OER).

What I also hope changes is that through the Fellowship the sector will develop a vibrant, interactive group focussed on improving teaching induction in our sector and on researching the impact of our induction programs on teaching practice and student outcomes.

As we begin the prepartory work for this Fellowship there are many things that it would be helpful to discuss before we meet face to face in October. While there are undoubtedly several topics that could be usefully discussed first, I suggest we discuss the theories, approaches, models that we would like to underpin the LTIP. Personally I’d like to see active learning and peer learning feature. I believe that the research shows that both of these approaches facilitate learning and successful outcomes.

A) What do you think about these approaches?

B) If you do believe that they are useful approaches to take, do you think that we can achieve meaningful active and peer learning fully online in a non accredited program?

C) What would you like to see underpin our program and why?

Please feel free to add questions of your own. I look forward to discussing your thoughts with you.

Cheers

Kym