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Concurrent Session 4: Monday 12th June Session type: 25 minute Seminar Time: 14:30-14:55 Title
Key thinkers in higher education teaching and learning
Conference Sub Theme
Research, Evaluation and Reflection
Presenter/s
Dr Peter Kandlbinder, University of Technology, Australia
Abstract
Each discipline has a unique combination of theoretical frameworks that frame the key intellectual traditions of the field. The Challenging Academic Development (CAD) Collective has begun to explore the question of who are the key thinkers in higher education teaching and learning. This is a question that is often explored in other discipline areas but has not been widely debated within the field of academic development. Instead it is more likely that the theoretical positions will be based on thinkers in other disciplines like Habermas, Bourdieu and Freud. This seminar describes the work of scholars commonly used in the teaching of higher education courses, like Barnett, Biggs, Marton or Ramsden, and attempts to reconstruct how the formation of their ideas was a response to the key teaching and learning situations of their time. Bibliography • Barnett, R. (2000). Realizing the university in an age of supercomplexity. Buckingham: Society for Research into Higher Education & Open University Press. • Biggs, J. B. (2003). Teaching for quality learning at university: What the student does (2nd ed.). Buckingham: Society for Research into Higher Education & Open University Press. • Bourdieu, P. (1988). Homo academicus. Cambridge: Polity Press in association with Basil Blackwell. • Habermas, J. (1989). The idea of the university (S. W. Nicholsen, Trans.). In J. Habermas (Ed.), The New Conservativism: Cultural Criticism and the Historians Debate (pp. 100-127). Cambridge, MA: The MIT Press. • Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers. • Prosser, M., & Trigwell, K. (1999). Understanding learning and teaching: The experience in higher education. Buckingham: SRHE & Open University Press. • Ramsden, P. (2003). Learning to teach in higher education (2nd ed.). London: RoutledgeFalmer. • Rowland, S. (2000). The enquiring university teacher. Buckingham: The Society for Research into Higher Education & Open University Press.
Presenter Biography/ies
Peter Kandlbinder is a Lecturer in the Institute for Interactive Media and Learning and an active member of the CAD Collective. Over the past 15 years he has been involved in academic development in problem-based learning, postgraduate supervision and other forms of small group learning in Australia and the South Pacific.
Key thinkers in higher education teaching and learning
Conference Sub Theme
Research, Evaluation and Reflection
Presenter/s
Dr Peter Kandlbinder, University of Technology, Australia
Abstract
Each discipline has a unique combination of theoretical frameworks that frame the key intellectual traditions of the field. The Challenging Academic Development (CAD) Collective has begun to explore the question of who are the key thinkers in higher education teaching and learning. This is a question that is often explored in other discipline areas but has not been widely debated within the field of academic development. Instead it is more likely that the theoretical positions will be based on thinkers in other disciplines like Habermas, Bourdieu and Freud. This seminar describes the work of scholars commonly used in the teaching of higher education courses, like Barnett, Biggs, Marton or Ramsden, and attempts to reconstruct how the formation of their ideas was a response to the key teaching and learning situations of their time. Bibliography • Barnett, R. (2000). Realizing the university in an age of supercomplexity. Buckingham: Society for Research into Higher Education & Open University Press. • Biggs, J. B. (2003). Teaching for quality learning at university: What the student does (2nd ed.). Buckingham: Society for Research into Higher Education & Open University Press. • Bourdieu, P. (1988). Homo academicus. Cambridge: Polity Press in association with Basil Blackwell. • Habermas, J. (1989). The idea of the university (S. W. Nicholsen, Trans.). In J. Habermas (Ed.), The New Conservativism: Cultural Criticism and the Historians Debate (pp. 100-127). Cambridge, MA: The MIT Press. • Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers. • Prosser, M., & Trigwell, K. (1999). Understanding learning and teaching: The experience in higher education. Buckingham: SRHE & Open University Press. • Ramsden, P. (2003). Learning to teach in higher education (2nd ed.). London: RoutledgeFalmer. • Rowland, S. (2000). The enquiring university teacher. Buckingham: The Society for Research into Higher Education & Open University Press.
Presenter Biography/ies
Peter Kandlbinder is a Lecturer in the Institute for Interactive Media and Learning and an active member of the CAD Collective. Over the past 15 years he has been involved in academic development in problem-based learning, postgraduate supervision and other forms of small group learning in Australia and the South Pacific.
