Learning and teaching delivery
Emerging recommendations available in report
The Learning and Teaching Delivery Framework (L&TDF) Working Group Working Group has developed a report to support the taumata (Curriculum Framework Transformation principles) and emerging recommendations for learning and teaching delivery in the Curriculum Framework (CF) Consultation Paper.
This Supporting Report captures our proposals for the L&TDF and our comprehensive consultation and research findings. The Report is not finalised; it represents the current state of ideas for the L&TDF serving as a methodology for questioning learning/teaching practice across the University and to recommend and design learning/teaching change and innovation in the new curriculum framework.
These ideas will continue to be developed ahead of formal consultation in July/Aug 2022.
The purpose of the Learning and Teaching Delivery Framework Working Group, as part of the Curriculum Framework Transformation (CFT) Taskforce, is to develop an aspirational vision and recommendations on learning and teaching delivery at Waipapa Taumata Rau | University of Auckland that is consistent with the strategic vision of Taumata Teitei. The Working Group was tasked with identifying areas for learning and teaching change, and to make practice and policy recommendations to support these changes.
The main focus of the LTDF Working Group has been to address the ‘where, when and how’ aspects of the CFT. These were the focus of working group meetings and were also considered in partnership with the Pūtoi Ako Working Group. Specifically, the group sought to explore the following dimensions: delivery mode (face-to-face, online, remote, blended); relationality as a ‘distinctive pedagogy’ drawn from physical presences and place; technology-enhanced learning; and assessment.
Working definitions and shared understandings of learning and teaching concepts include:
- A Learning and Teaching Delivery Framework is an assortment of shared understandings of learning and teaching opportunity and possibility at Waipapa Taumata Rau | University of Auckland. The framework clarifies key delivery concepts and structures that guide and develop effective learning and teaching across the University. It is a holistic overview of learning and teaching delivery that takes account of the interrelationship of different pedagogies, delivery modes, learning and teaching methods, assessment, and systems of learning support and development that lead to effective, quality delivery.
- Assessment: The term generally describes the process whereby an educator makes a judgement about the extent to which a student’s work meets a particular standard. Assessment plays several roles in tertiary education. First, summative assessment plays a role in certifying student achievement; it summarises student achievement at a given time, often at the end of a course (William and Black, 1996). Second, formative assessment seeks to aid learning and equip students for future, lifelong learning. It is assessment designed to stimulate further learning.
- Flexible and blended learning: expand choice on what, where, when and how learning takes place and can be applied to a multitude of learning contexts (e.g., face-to-face, blended, online, studio, multimodal etc.). Blended learning involves various strategies across face-to-face and online platforms including the use of carefully designed learning and teaching techniques, assessments and technologies.
- Online learning, broadly speaking, describes approaches to learning mediated by the Internet, often through a Learning Management System, where the learner is physically separate from an instructor and other learners.
- Relational learning [and teaching]: refers to practices that invite both students and teachers to enter a dialogue about learning. Key aspects include relationships, interactivity, interactions, connections, communication and student interests. Relational learning recognises the differences - across culture, gender, physicality and neurodiversity – as strengths in understanding knowledge from diverse, situated perspectives.
Relational learning demands an education model that goes beyond the transmission of information. Relational learning requires students to take an active role in the learning process and encompasses a range of different practices. There is no necessary binary between online and in-person learning in terms of delivering relational learning.
More information about relational pedagogy can be found in the LTDF supporting document under Section 5: Relation Pedagogy – a distinctive approach to learning and teaching. [LINK to add]
- ‘Technology-enhanced Learning’ (TEL) is used to describe the application of technology to teaching and learning activities and signals the value that technology adds to learning in universities. TEL is an umbrella term covering all types of teaching and learning delivery, including blended, flexible, multimodal, online and face-to-face learning. TEL can foster rich on-campus experiences, as well opening new avenues for learning, and helps educate students for the present while empowering them for lifelong learning. Through TEL, all physical campus, digital, community or industry environments can, and should, become valid locations for learning and teaching.
The Learning and Teaching Delivery Framework (LTDF) Working Group is part of the Curriculum Framework Transformation Programme.
The members from the design phase Jul – Dec 2021 included:
Julia Novak, David Lines and Rob Batty (Co-Leads), Patrick Girard, Lisa Uperesa and Deborah Walker-Morrison (Arts), Doug Carrie and Mark McConnell (B&E) Alys Longley (CAI), Larry May, Claudia Gomez and Gail Ledger (EDSW), Cameron Walker (Eng), Rachelle Singleton and Liam Anderson (FMHS), Oriel Kelly (Law), Jeroen Schillewaert, Kaitlin Beare and Murray Ford (Science), Chris Moselen (Libraries and Learning Services), Steve Leichtweis (RAA) Rennie Atfield-Douglas (Sth Akd Campus), Sahan Jayatissa, Alan Shaker (AUSA).
From April FY22 Gayle Morris, the new Director Learning and Teaching, has taken over the lead of this workstream from Julia Novak who has recently left the University.