Learning outcomes, reflection, cognitive capacity reserve and learning-centred authentic assessment

Research output: Other contribution to conferencePoster

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 languageEnglish
Publication statusPublished - 2018
Event43rd International Conference on Improving University Teaching: New Spaces for Learning - Charles Sturt University, Port Macquarie, Australia
Duration: 27 Jun 201829 Jun 2018
http://www.iutconference.com/conference-program/ (Conference program)

Conference

Conference43rd International Conference on Improving University Teaching
Abbreviated titleNew Spaces for Learning
CountryAustralia
CityPort Macquarie
Period27/06/1829/06/18
Internet address

Fingerprint Dive into the research topics of 'Learning outcomes, reflection, cognitive capacity reserve and learning-centred authentic assessment'. Together they form a unique fingerprint.

  • Cite this

    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.