Abstract
Traditional didactic teaching / assessment creates a disconnect between theory and application. This has given way to more integrated, flexible student-centred approaches which relies on self-directed learning, however, the provision of resources alone does not provide encouragement for students to develop requisite knowledge and skills. Moreover, knowledge and skills are a fraction of the learning outcomes; the powerful learning of the hidden curriculum is perhaps the greater preparation for the real world post-graduation. Here we explore the use of continuing professional development style reflection to enhance learning, create cognitive capacity reserve and produce a learning-centred environment supported by authentic assessment.
| Original language | English |
|---|---|
| Publication status | Published - 2018 |
| Event | 43rd International Conference on Improving University Teaching: New Spaces for Learning - Charles Sturt University, Port Macquarie, Australia Duration: 27 Jun 2018 → 29 Jun 2018 http://www.iutconference.com/conference-program/ (Conference program) |
Conference
| Conference | 43rd International Conference on Improving University Teaching |
|---|---|
| Abbreviated title | New Spaces for Learning |
| Country | Australia |
| City | Port Macquarie |
| Period | 27/06/18 → 29/06/18 |
| Internet address |
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Currie, G., & Thomas, C. (2018). Learning outcomes, reflection, cognitive capacity reserve and learning-centred authentic assessment. Poster session presented at 43rd International Conference on Improving University Teaching, Port Macquarie, Australia.