Learning and teaching delivery

Overview

The Learning and Teaching Delivery Framework Working Group is working on an aspirational vision and recommendations on learning and teaching delivery at Waipapa Taumata Rau | The University of Auckland that is consistent with the strategic vision of Taumata Teitei.

The group is also defining the aspects of learning and teaching that will form part of the Learning and Teaching Delivery Framework.   

Definitions

What is a Learning and Teaching Delivery Framework?

The Learning and Teaching Delivery Framework is an assortment of shared understandings of learning and teaching opportunity and possibility at the University. 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 taking into account 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.

The Learning and Teaching Delivery Framework, once developed, can serve as a methodology for questioning learning/teaching practice and recommending and designing learning/teaching change and innovation in the new curriculum framework. 

Other working definitions and shared understandings of learning and teaching concepts include: 

Relational learning and teaching refers to practices that invite both students and teachers to enter into a dialogue about learning. Key aspects include relationships, interactivity, interactions, connections, communication and student interests.

Relational pedagogy recognises the differences across culture, gender, and physicality and neurodiversity – as strengths in understanding knowledge from diverse, situated perspectives. 

Kaupapa Māori pedagogies as defined by the working group Pūtoi Ako.

Flexible and blended learning expands choice on what, where, when and how people learn. It covers situations where learners have choice in how, where and when learning takes place – and can be applied to a multitude of learning contexts (face-to-face, blended, online, studio, multimodal etc.).

Guided choice involves various strategies including the use of different learning and teaching techniques, assessments and technologies. 

Instructional teaching is defined in terms of the discipline expert predominantly presenting and transferring knowledge and content regardless of the size of the student body, teaching space, or mode of delivery. 

Emerging ideas

  • Sticky Campus: What attracts students to the campus and what learning activities are most effective and appropriate when delivered face to face? Ideas such as smart rooms, timetable changes, interactive spaces and other campus features have been examined. The working group is also looking at greater flexibility with campus teaching and asynchronous learning delivery. 
  • Relational Pedagogy: Taumata Teitei points to a cultural change in learning and teaching where learning communities and relational pedagogy are interlinked. The working group is examining strategies for staff to embed relational learning and teaching in programmes to enable a richer, more connected student learning experience. 
  • Clearer concepts of technology-enhanced and blended learning: The working group is exploring greater flexibility for learners through an integration of face to face and digital delivery modes assisted by innovative technology-enhanced learning. 
  • Rethinking instructional teaching: The group is exploring ways to reduce synchronous, in-person delivery of instructional content (where this is possible, appropriate and best practice) particularly for large classes, in order to make space for relational teaching that builds cohort and community via the learning experience.  

Next steps

The working group is currently shaping up its recommendations for change, exploring connections between other working groups such as Pūtoi Ako, Sustainability, Transdisciplinarity and Work-integrated learning.

The group’s draft recommendations will be ready by mid-November followed by an all-encompassing CFT working group paper. 

The CFT Programme Taskforce plans on connecting with students to explore some of these ideas through a series of workshops held late 2021 and early in 2022. The feedback from these sessions will be shared with the wider University audience on this web page.

Get in touch

If you would like to share your thoughts on the ideas raised by the Learning and Teaching working group, or learn more about the wider programme of work, please email the Curriculum Framework Transformation Programme at CFT@auckland.ac.nz.