The teaching and learning context of SPH510
While undertaking the subjects for the GCLTHE, I have had the opportunity to reflect on the teaching and learning in two first year subjects that I have been teaching since beginning at CSU 18 months ago. In this current task, my focus has shifted to the planning of new subjects, for a new course, the Master of Speech Pathology. This course was approved by the relevant CSU committees in May, and is to begin with its first intake of students in session 1, 2014. The course was created within the framework of the ‘Smart Tools’ program, which has resulted in the integration of academic (AQF-level 9, and CSU graduate attributes), professional (Speech Pathology Australia, 2011), and standards as the framework for the course (see Treleaven & Voola, 2008). From these standards a set of ‘products’ or course ‘outcomes’ for students were developed. From these products, authentic assessment tasks were devised, which were then finally grouped into subjects with learning outcomes. The result of this process is subjects with clear constructive alignment between learning outcomes and assessment (Biggs & Tang, 2007). In this paper, I reflect on the process of developing one of the introductory subjects in the Master of Speech Pathology, SPH510: Introduction to Communication and Swallowing.
SPH510, is an introductory subject for the Master of Speech Pathology. Along with a second introductory subject (SPH511, Introduction to Communication and Swallowing Practice), SPH510 aims to introduce students to their learning environment and build a learning community among the students. SPH510 also introduces students to types of ‘knowledge’ that are available and how to ‘read’ them, and through the focus on information literacy, students will begin developing the core knowledge of Speech Pathologists, focusing on and language and communication across the lifespan. These aims are reflected in the learning outcomes.
The learning and teaching context of SPH510 is constructed by student characteristics and the historical framework of the course, the subject, and the subject material. Further, my personal reflection on pedagogical frameworks and theories of blended and flexible learning is influencing the framework within which the learning experiences of SPH510 will be developed.
While undertaking the subjects for the GCLTHE, I have had the opportunity to reflect on the teaching and learning in two first year subjects that I have been teaching since beginning at CSU 18 months ago. In this current task, my focus has shifted to the planning of new subjects, for a new course, the Master of Speech Pathology. This course was approved by the relevant CSU committees in May, and is to begin with its first intake of students in session 1, 2014. The course was created within the framework of the ‘Smart Tools’ program, which has resulted in the integration of academic (AQF-level 9, and CSU graduate attributes), professional (Speech Pathology Australia, 2011), and standards as the framework for the course (see Treleaven & Voola, 2008). From these standards a set of ‘products’ or course ‘outcomes’ for students were developed. From these products, authentic assessment tasks were devised, which were then finally grouped into subjects with learning outcomes. The result of this process is subjects with clear constructive alignment between learning outcomes and assessment (Biggs & Tang, 2007). In this paper, I reflect on the process of developing one of the introductory subjects in the Master of Speech Pathology, SPH510: Introduction to Communication and Swallowing.
SPH510, is an introductory subject for the Master of Speech Pathology. Along with a second introductory subject (SPH511, Introduction to Communication and Swallowing Practice), SPH510 aims to introduce students to their learning environment and build a learning community among the students. SPH510 also introduces students to types of ‘knowledge’ that are available and how to ‘read’ them, and through the focus on information literacy, students will begin developing the core knowledge of Speech Pathologists, focusing on and language and communication across the lifespan. These aims are reflected in the learning outcomes.
The learning and teaching context of SPH510 is constructed by student characteristics and the historical framework of the course, the subject, and the subject material. Further, my personal reflection on pedagogical frameworks and theories of blended and flexible learning is influencing the framework within which the learning experiences of SPH510 will be developed.