The historical framework for SPH510
While SPH510 is a new subject, it will still be developed within a historical framework of education practice. The Master of Speech Pathology grew out of a Faculty level decision to explore offering Health Science qualifications at a Masters level (following a national, and international trend) and online (responding to CSU’s focus on blended and flexible learning environments). Consequently, blended and flexible approaches are at the core of the new course and subjects. Within the speech pathology team developing the new course, differences in expectations of teaching and learning strategies and environments are evident. Anderson and Dron (2011)’s model of three generations of approaches to teaching and learning is a useful model for unpacking this. For some, the cognitive-behavourist methods are the most salient, and therefore engagement with online learning is imagined as a series of recorded lectures and voice over powerpoints. For others the tools of a more constructivist approach predominate, as ways for engaging in online tutorials using tools such as Adobe Connect. Meanwhile, the role of social connectivity is acknowledged, but also struggled with as a space that is challenging for lecturers and possibly ‘threatens’ learning outcomes and professional standards (see (Siemens, 2008) re changing roles of teachers).
Another relevant historical context, is teaching and learning strategies used to teach the content in SPH511 at an undergraduate level. The content knowledge of SPH510 corresponds to the content knowledge of two first year undergraduate subjects SPH105 and SPH106. Within these two subjects, and within SHP510, students are required to gain knowledge and understanding of language development and change across the lifespan. Thus it includes knowledge of theories of language development and change, as well as the milestones which are ‘emblematic’ of different stages across the lifespan. Historically, students have been ‘taught’ the milestones through a series of lectures, tutorials and readings. It is considered key knowledge, based on a series of ‘facts’ and consequently taught using a cognitive-behaviourist approach. Students are expected to learn (that is memorise) this information so that it can be applied to assessment of language in subjects in following semesters.
While SPH510 is a new subject, it will still be developed within a historical framework of education practice. The Master of Speech Pathology grew out of a Faculty level decision to explore offering Health Science qualifications at a Masters level (following a national, and international trend) and online (responding to CSU’s focus on blended and flexible learning environments). Consequently, blended and flexible approaches are at the core of the new course and subjects. Within the speech pathology team developing the new course, differences in expectations of teaching and learning strategies and environments are evident. Anderson and Dron (2011)’s model of three generations of approaches to teaching and learning is a useful model for unpacking this. For some, the cognitive-behavourist methods are the most salient, and therefore engagement with online learning is imagined as a series of recorded lectures and voice over powerpoints. For others the tools of a more constructivist approach predominate, as ways for engaging in online tutorials using tools such as Adobe Connect. Meanwhile, the role of social connectivity is acknowledged, but also struggled with as a space that is challenging for lecturers and possibly ‘threatens’ learning outcomes and professional standards (see (Siemens, 2008) re changing roles of teachers).
Another relevant historical context, is teaching and learning strategies used to teach the content in SPH511 at an undergraduate level. The content knowledge of SPH510 corresponds to the content knowledge of two first year undergraduate subjects SPH105 and SPH106. Within these two subjects, and within SHP510, students are required to gain knowledge and understanding of language development and change across the lifespan. Thus it includes knowledge of theories of language development and change, as well as the milestones which are ‘emblematic’ of different stages across the lifespan. Historically, students have been ‘taught’ the milestones through a series of lectures, tutorials and readings. It is considered key knowledge, based on a series of ‘facts’ and consequently taught using a cognitive-behaviourist approach. Students are expected to learn (that is memorise) this information so that it can be applied to assessment of language in subjects in following semesters.