Future-Proofing Postgraduate Learning and Assessment Strategies for Deeper Learning

Algeo, C; Thompson, DG; Leigh, E; Carroll, D

Future-Proofing Postgraduate Learning and Assessment Strategies for Deeper Learning

Algeo, C Thompson, DG

Leigh, E Carroll, D

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Publisher:: Springer
Publication Type:: Chapter
Citation:: Postgraduate Education in Higher Education, 2018, pp. 237 - 258
Issue Date:: 2018-09-09

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Field	Value	Language
dc.contributor.author	Algeo, C	en_US
dc.contributor.author	Thompson, DG https://orcid.org/0000-0002-6178-2873	en_US
dc.contributor.author	Leigh, E	en_US
dc.contributor.author	Carroll, D	en_US
dc.date.issued	2018-09-09	en_US
dc.identifier.citation	Postgraduate Education in Higher Education, 2018, pp. 237 - 258	en_US
dc.identifier.isbn	9811052476	en_US
dc.identifier.isbn	9789811052477	en_US
dc.identifier.uri	http://hdl.handle.net/10453/123734
dc.description.abstract	In the twenty-first century, teachers in postgraduate education are, consciously or otherwise, attempting to prepare students to operate in “complex” contexts where outcomes are often unknown. The teaching role and task for academics is evolving from content provider and knowledge guardian into process designer and professional coach. Conversely, the learning role and task for students is emerging as one that requires engaging with personal “attributes” and developing capacities for knowledge integration as part of a lifelong learning strategy. To prepare graduates for a rapidly changing world and workplace, this chapter demonstrates future-proofed teaching and learning strategies together with attribute-based approaches to assessment using innovative software. The implementation of these in different postgraduate degrees at two Australian universities is used to demonstrate how these changing paradigms can be embraced by students, academics, and external accrediting bodies.	en_US
dc.publisher	Springer	en_US
dc.relation.ispartof	Postgraduate Education in Higher Education	en_US
dc.relation.isbasedon	10.1007/978-981-10-5249-1_6	en_US
dc.title	Future-Proofing Postgraduate Learning and Assessment Strategies for Deeper Learning	en_US
dc.type	Chapter
utslib.location	Germany	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Business
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Design
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Professional Practice and Leadership
utslib.copyright.status	closed_access
pubs.consider-herdc	false	en_US
pubs.place-of-publication	Germany	en_US
pubs.publication-status	Published	en_US

Abstract:

In the twenty-first century, teachers in postgraduate education are, consciously or otherwise, attempting to prepare students to operate in “complex” contexts where outcomes are often unknown. The teaching role and task for academics is evolving from content provider and knowledge guardian into process designer and professional coach. Conversely, the learning role and task for students is emerging as one that requires engaging with personal “attributes” and developing capacities for knowledge integration as part of a lifelong learning strategy. To prepare graduates for a rapidly changing world and workplace, this chapter demonstrates future-proofed teaching and learning strategies together with attribute-based approaches to assessment using innovative software. The implementation of these in different postgraduate degrees at two Australian universities is used to demonstrate how these changing paradigms can be embraced by students, academics, and external accrediting bodies.

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http://hdl.handle.net/10453/123734