| CODE | ACA5048 | ||||||||||||
| TITLE | Pedagogical Issues and Perspectives in Higher Education | ||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||
| MQF LEVEL | 7 | ||||||||||||
| ECTS CREDITS | 5 | ||||||||||||
| DEPARTMENT | Arts, Open Communities and Adult Education | ||||||||||||
| DESCRIPTION | This study-unit is based on a critical discussion of main concepts, theories, paradigms and and models of pedagogy that are relevant to higher-education open and networked learning spaces. The study-unit will employ critical pedagogy notions of engagement, dialogue, criticality, doubt, epistemological curiosity, dangerous living, etc. to explore alternative HE communities of learning and practice that challenge the transmission/prescriptive mode of teaching-learning in Higher Education. The study-unit will also address pedagogies of difference to critically engage with the works of post-structuralist and post-colonial thinkers with a view to exploring how educators can engage with 'Otherness' and contribute to socially-just and democratic spaces in Higher Education and beyond. Study-Unit Aims: The main aims of the study-unit are to: - Question existing notions and dominant discourses of pedagogy with a view to revisioning pedagogical approaches that are transformative, emancipatory and liberating; - Discuss how HE pedagogies can embrace democracy, difference, equity and social justice; - Reflect on how learning can contribute to citizen agency; - Provide participants with the skills in pedagogies that reflect commitment to higher-order cognitive skills, essential for a mature democracies. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Critically discuss concepts, theories and paradigms in pedagogical studies that are relevant to open and networked Higher Education; - Discuss the HE educator's role in promoting pedagogies of liberation; - Discuss the required consistency between pedagogy and assessment in achieving the goal of HE as a truly democratic space; - Identify concrete pedagogical strategies that serve personal and social emancipation; - Simulate pedagogical situations that are informed by the aforementioned values. 2. Skills: By the end of the study-unit the student will be able to: - Critically consider and discuss pedagogical discourses and learner cohort/s under/representation in open and networked HE educational settings; - Develop pedagogical moments underpinned by interactionist and transformative curriculum models; - Develop learning tasks that promote higher-order cognitive skills; - Develop learning tasks that foreground theories of difference; - Develop educational resources that are interactive, accessible and equitable in terms of representation. Main Text/s and any supplementary readings: - Burr, V. 2015. Social Constructionism. 3rd ed. London: Routledge. - Carless, D. 2006. “Differing Perceptions in the Feedback Process.” Studies in Higher Education 31 (2): 219–233. doi:10.1080/03075070600572132. [Taylor & Francis Online] - Cooper, C. 2015 "Critical Pedagogy in Higher Education." C. Cooper, S. Gormally and G. Hughes (Eds.), Socially Just, Radical Alternatives for Education and Youth Work Practice: Re-Imagining Ways of Working with Young People. London: Palgrave. - Jeyaraj, J. 2020. Possibilities for critical pedagogy engagement in higher education: exploring students’ openness and acceptance. Asia Pacific Educ. Rev. 21, 27–38. https://doi.org/10.1007/s12564-019-09605-0 - Laker,J., Naval, C. and Mrnjaus, K. (Eds) 2014 Civic Pedagogies in Higher Education.Teaching for Democracy in Europe, Canada and the USA. London: Palgrave Macmillan. - Mayo, P. 2013. Echoes from Freire for a Critically Engaged Pedagogy. New York: Bloomsbury. - Floden, J. 2017. “The Impact of Student Feedback on Teaching in Higher Education.” Assessment & Evaluation in Higher Education 42 (7): 1054–1068. [Taylor & Francis Online] - Martinez Serrano, M., O'Brian, M, Roberts, K. and Whyte, D. 2017 "Critical Pedagogy and assessment in higher education: The ideal of ‘authenticity’ in learning." Active Learning in Higher Education, 19 (1): 9-21. - Zhan, Y. 2019. “Conventional or Sustainable? Chinese University Students’ Thinking about Feedback.” Assessment & Evaluation in Higher Education 44 (7): 973–986. doi:10.1080/02602938.2018.1557105. [Taylor & Francis Online], [Web of Science ®], [Google Scholar]. |
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| ADDITIONAL NOTES | Pre-requisite Qualifications: First Degree (MQF 6) at Second Upper Level or better (as per requirements of the postgraduate study programmes it relates to). | ||||||||||||
| STUDY-UNIT TYPE | Independent Study and Online Learning | ||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Maria Cutajar |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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