This paper presents a conceptual framework of constructivist principles and conditions for learning that have been applied to curriculum design for undergraduate study and for aspects of professional development of university staffs. It provides scaffolds via which induction into higher education may be conceptualised using the cognate discipline as a vehicle for skill development. Conditions for learning are proposed which are empowering in that they influence curriculum planning, pedagogic design and learning support and subsequently impact upon the student experience. Exemplification draws upon academic writing and deployment of a virtual learning environment to support induction, progression and enhancement of students’ support and guidance. It is suggested that the scaffolds/frameworks/algorithms associated with the proposed constructivist conditions, facilitate design for learning in ‘New Academic Teams’ of multiprofessional voices in dialogue. I proposed that consideration of the conditions included here supports and promotes effective classroom practices and dialogues between academic and learning support staff. The paper focuses on student learning, and is presented as a step towards an inclusive model to empower all members of this group of learners.
|Publication status||Published - 2006|
|Event||31st Improving University Teaching (IUT) Conference - Dunedin, New Zealand|
Duration: 3 Jul 2006 → 6 Jul 2006
|Workshop||31st Improving University Teaching (IUT) Conference|
|Period||3/07/06 → 6/07/06|