Exploring the use of course design narratives to enable co-design and sense-making in organisational change

Session Time and Location

Date:
Thu, 7 Jun 2018
Time:
Time:
11:15am to 12:45pm
Room: Room:
Oakwood B
Session Track
Session Format

Speaker(s)

This paper explores how to develop narratives that engage teaching teams to co-create whole course design for higher education programs. Course design, wherein learning outcomes, learning activities and assessments are aligned across a program of study, has emerged as a key means of achieving both positive educational outcomes and effective quality management in higher education. However, encouraging, engaging and enabling academic staff to undertake this can be an effort fraught with issues of power, identity and instability. This presentation explores how narratives can be used effectively to energise and engage teaching teams in whole course design.

 

  • Session References +

    References

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    Ling, L., & Ling, P. (2017). Conclusion: Paradigm paradiddle. In L. Ling & P. Ling (Eds.), Methods and Paradigms in Education Research (pp. 345-351).Hershey, PA: IGI Global. doi:10.4018/978-1-5225-1738-2

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