Diploma in Higher Education Teaching

 

Study Instruction

Overview

The course helps students to reflect critically on their teaching in ways which are underpinned by their own experiences and those of their students and colleagues, and by the research on learning and teaching in higher education.

Course aims

The course aims to encourage students to develop:

·                  an understanding of different ways of thinking about university teaching, and the consequences for student learning, to enable them to make informed decisions about their approaches to teaching, subject design and assessment in a variety of contexts and with a diversity of students (relates to professional and intellectual attributes)

·                  an ability to reflect critically on and evaluate their own teaching and subjects and make changes aimed at improving their students' learning (relates to professional and intellectual attributes)

·                  a commitment to scholarship in teaching and to self-directed continuing teaching development (relates to professional and personal attributes), and

·                  a broader awareness of the higher education, university and academic career contexts in which they work, to assist them to develop their academic potential more effectively (relates to professional and personal attributes).

Course duration and attendance

2 weeks Intensive Course OR Online Plus Self study & assignments.

Course structure

The course consists of 60 credit points of study, comprising four subjects which must be completed to be eligible for the award.

 

 

Course completion requirements

ED431 Student Learning and Teaching Approaches

 

15 cp

ED432  Course Design and Assessment

 

15 cp

ED433 Scholarly Teaching and Learning Project

 

15 cp

ED434  Reflective Academic Practice

 

15 cp

Total

 

60 cp

 

ED431 Student Learning and Teaching Approaches

Description

Participants in this subject develop their understanding of key ideas from research on student learning and teaching in higher education to enable them to reflect on and review their teaching from the perspective of this research. They develop their understanding of a model that relates teaching to student learning and is underpinned by empirical research on student learning and teaching in higher education, so that they become more aware of students' approaches to their learning, the influences of the learning environment on students' approaches to learning, and relations between learning approaches and the quality of the learning outcome. Participants relate this to their approaches to teaching, the nature of good teaching and teaching strategies which encourage high quality student learning. They seek feedback on their own teaching from students and peers and make use of this feedback and the research to plan changes to their teaching to improve the learning environment for students.

Subject learning objectives (SLOs)

a.

explain how key ideas from higher education research on approaches to student learning and teaching could be applied to their students and teaching contexts

b.

analyse the effects of their teaching on students' experiences of learning, using feedback from reflection, students, peers and other sources

c.

evaluate the potential of different teaching strategies to encourage student understanding

d.

reflect on the perspectives offered by research and feedback and use this to propose changes to their teaching to improve student learning

Contribution to the development of graduate attributes

The subject aims to encourage participants to develop:

This subject makes a major contribution to the first and second of these aims and a minor contribution to the third.

Teaching and learning strategies

Learning in the subject involves students in engaging in, inquiring into and reflecting on their teaching practice in ways which are informed by perspectives from the literature on teaching and learning, course lecturers, peers, students and personal experiences. Learning the key concepts of the subject occurs through a combination of interactive face to face workshops, online activities and discussion and independent reading and reflection. Learning to analyse and evaluate teaching strategies and feedback on teaching occurs through a combination of interactive face to face workshops, online activities, collection and analysis of feedback from students and peers, peer discussion and independent reading. Suggestions for changes occur through independent reflection and negotiation with a teacher

Content (topics)

 

Lessons

Down load and study the following power point slides and answer the questions

 

ED431-Critical Thinking (Day 1)

 

www.highlightcomputer.com/ED431CriticalThinking.pptx

 

VIDEOS

https://youtu.be/Cekuc04E2xM

 

Assessment

 

 

Assignment

 

Refer your textbooks, select one chapter and  write the followings

·        the main purpose, the key question, the most important information, the main references or conclusions, the key idea, the main assumptions of the material, the implications, and the main point of view.

·        Prepare one assessment requiring critical thinking by the students.

·        Do internet research by using www.google.com and type Socratic questioning then submit the examples of Socratic questions.

 

Lessons

Down load and study the following power point slides and answer the questions

 

ED431-Higher education and academic career contexts (Day 2)

 

www.highlightcomputer.com/ED431highereducationacademiccareercontexts.pptx

VIDEOS

https://youtu.be/KpLG8ud5bf8

 

Assessment

 

 

Assignment

 

Prepare your own career development plan.

 

To improve sustainability of your university, what tasks should be planned. Present your idea.

 

 

Lessons

Down load and study the following power point slides and answer the questions

 

ED431-Reflection & Evaluation (Day 2)

 

www.highlightcomputer.com/ED431ReflectionEvaluation.pptx

VIDEO

https://youtu.be/Ezre_83QIfE

Assessment

 

 

Assignment

Write the lesson plan on how will you provide Problem Based Learning & Self Reflection for a group of students

 

Write one significant event in your class teaching and write down your own plan how to improve your teaching.

 

 

Lessons

Down load and study the following power point slides and answer the questions

 

ED431-Self-directed continuing teaching development (Day 3)

 

www.highlightcomputer.com/ED431selfdirectedcontinuingteachingdevelopment.pptx

 

VIDEO

https://youtu.be/YpnGt3NlSyk

 

 

 

Assessment

 

Assignment

Prepare your own professional development record over 2 years

 

Write your own professional development for next two years

 

 

Lessons

Down load and study the following power point slides and answer the questions

 

ED431-Teaching and learning strategies (Day 3)

 

www.highlightcomputer.com/ED431Teachinglearningstrategies.pptx

 

VIDEO

 

https://youtu.be/gMJi_3CSDq0

Assessment

 

 

Assignment

·        Outline 3 teaching strategies that you prefer to apply in your teaching and discuss the good points and bad points. Also write how to improve them for best teaching and learning.

 

 

References

 

ED431-Teaching and learning strategies.zip (30.33MB)
http://www.filefactory.com/file/5isn62vl9t7h/n/ED431-Teaching_and_learning_strategies.zip



ED431-self-directed continuing teaching development.zip (4.27MB)
http://www.filefactory.com/file/5rzvipw1q0gz/n/ED431-self-directed_continuing_teaching_development.zip



ED431-higher education and academic career contexts.zip (9.25MB)
http://www.filefactory.com/file/1mxah3fkn69r/n/ED431-higher_education_and_academic_career_contexts.zip

ED431-Reflection & Evaluation.zip (3.22MB)
http://www.filefactory.com/file/5z2lt73i659l/n/ED431-Reflection_&_Evaluation.zip

ED431-Critical Thinking.zip (3.8MB)
http://www.filefactory.com/file/348cr7owv2mt/n/ED431-Critical_Thinking.zip

 

ED432 Course Design and Assessment

.

.

Description

This subject aims to develop university teachers' ability to design courses and subjects that provide an environment for meaningful student learning in higher education. The subject looks at the context within which subjects and courses are developed and how course design policies shape the development of course goals and subject objectives. Participants in the subject develop an understanding of the principles of constructive alignment (Biggs, 2003) as a method for achieving consistency between objectives assessment and teaching and learning activities. Participants relate the features of effective assessment to their own subject design, with attention to issues of equity, validity, the involvement of students in assessment choices, marking efficiencies, and the provision of effective feedback on student work. This subject enables university teachers to explore a range of methods for improving courses and subjects in order to ensure an effective learning environment for students.

Subject learning objectives (SLOs)

a.

describe the principles used in designing courses and subjects with a particular focus on student learning

b.

analyse the design or redesign of subject or course components in ways that enable students to develop relevant graduate attributes

c.

explain the relationship between assessment, learning objectives and studen learning in higher education

d.

discriminate between assessment for feedback and assessment for grading or certification, and relate how this informs the design of assessment activities

e.

evaluate subjects and make suggestions for improvements consistent with the findings from evaluation

Contribution to the development of graduate attributes

This subject makes a major contribution to the students capacity to:

Teaching and learning strategies

Learning in the course involves you in reflecting on your practice and your teaching and learning context. Your reflections will be informed by perspectives drawn from the literature on teaching and learning, conversations with peers and students, and from personal experiences. Specific learning experiences involve a combination of interactive face-to-face workshops, online activities and discussion and independent reading.

Content (topics)

The principal topics covered in this subject are:

Minimum requirements

Participants in this subject are required to participate in 24 hours of concurrent teaching in higher education. Participants will provide evidence of participation in educational design activities and reflections related to course design and assessment issues. Participants who do not provide evidence of participation in work experience will not have their assignments assessed.

ED432-aligning teaching and learning activities and outcomes

 

Lessons

Down load and study the following power point slides and answer the questions

 

www.highlightcomputer.com/ED432-AligningTeachingAndLearningActivitiesAndOutcomes.pptx

 

 

Assessment

 

Assignment

 

Write your teaching plan on one selected lesson and explain how will you utilize Constructive Alignment method for your students

 

ED432A-assessment principles+ED432B-constructive feedback+ ED432C-relationship between assessment, learning objectives and student learning in higher education

 

Lessons

Down load and study the following power point slides and answer the questions

 

www.highlightcomputer.com/ED432ABC.pptx

VIDEO

 

https://youtu.be/CIi1k4NECoQ

Assessment

 

 

Assignment

ED432A-assessment principles

Provide three assessment evidences that you use in teaching.

ED432B-constructive feedback

Provide three assessment feedbacks that you provide to your students.

ED432C-relationship between assessment, learning objectives and student learning in higher education

Provide three examples that you link assessments to learning objectives of the subject which you are teaching.

ED432D-Course Design Reflection+ED432E-course goals+ED432F-curriculum design+ED432G-graduate attributes

 

Lessons

Down load and study the following power point slides and answer the questions

www.highlightcomputer.com/ED432DEFG.pptx

VIDEO

https://youtu.be/SvugZrFGO60

 

Assessment

 

 

 

Assignment

Design a one course that include the aspects and components indicated in the lecture slide.

 

Lessons

Down load and study the following power point slides and answer the questions

 

ED432H-Subject Evaluation Plan+ ED432I-subject objectives+ ED432J-Subject Outline Analysis

 

Lessons

Down load and study the following power point slides and answer the questions

www.highlightcomputer.com/ED432HIJ.pptx

VIDEO

https://youtu.be/kwOPA2e1XDo

 

Assessment

 

 

Assignment

Evaluate one syllabus that you are teaching

Write objective of a subject  that you are teaching

 

Write three objective  and relevant assessment questions for the course that you are teaching.

 

Read the following outlines

•      CBAPPREP

•      FINS3641_Security_Analysis_and_Valuation_S12014

•      MS110-Business-Systems-Analysis-Course-Outline-2011-12

Then write the analysis of the contents for one of your subject that you are teaching

 

References

ED432-Subject Outline Analysis.zip (1.41MB)
http://www.filefactory.com/file/2drcbcixcj07/n/ED432-Subject_Outline_Analysis.zip

ED432-Subject Evaluation Plan.zip (3.7MB)
http://www.filefactory.com/file/3ripbu1zm7jn/n/ED432-Subject_Evaluation_Plan.zip

ED432-subject objectives.zip (0.4MB)
http://www.filefactory.com/file/46jygnhuzeu3/n/ED432-subject_objectives.zip

ED432-graduate attributes.zip (2.04MB)
http://www.filefactory.com/file/71e06dr011al/n/ED432-graduate_attributes.zip

ED432-relationship between assessment, learning objectives and studen learning in higher education.zip (0.8MB)
http://www.filefactory.com/file/4ct53fj5orhb/n/ED432-relationship_between_assessment,_learning_objectives_and_studen_learning_in_higher_education.zip

ED432-enhancing student learning.zip (1.72MB)
http://www.filefactory.com/file/42yrmr4x0s8r/n/ED432-enhancing_student_learning.zip

ED432-curriculum design.zip (8.08MB)
http://www.filefactory.com/file/3y1txwprlhl3/n/ED432-curriculum_design.zip

ED432-different ways of thinking about university teaching.zip (3.88MB)
http://www.filefactory.com/file/49ht1xduofsn/n/ED432-different_ways_of_thinking_about_university_teaching.zip

ED432-Course Design Reflection.zip (6.82MB)
http://www.filefactory.com/file/3l5de85bzh4z/n/ED432-Course_Design_Reflection.zip

ED432-course goals.zip (3.03MB)
http://www.filefactory.com/file/7d2xsbq9c9x3/n/ED432-course_goals.zip

ED432-assessment principles.zip (0.66MB)
http://www.filefactory.com/file/5z02ah6dg5yn/n/ED432-assessment_principles.zip

ED432-constructive feedback.zip (2.19MB)
http://www.filefactory.com/file/6o5jcqmp0qq5/n/ED432-constructive_feedback.zip

ED432-aligning teaching and learning activities and outcomes.zip (2.7MB)
http://www.filefactory.com/file/4u8y75otxln3/n/ED432-aligning_teaching_and_learning_activities_and_outcomes.zip

ED432-ability to reflect critically.zip (1.18MB)
http://www.filefactory.com/file/4ipptla7l37l/n/ED432-ability_to_reflect_critically.zip

 

 

ED433 Scholarly Teaching and Learning Project

Description

This subject draws together and builds on what participants have learned in other course subjects and their previous teaching experience. It involves participants in undertaking a scholarly project focused on understanding and improving selected aspects of their teaching and learning. Participants choose an area that they would like to investigate, and undertake one plan-act-observe-reflect cycle in which they plan a change to their teaching or subject, implement the change, collect information about its effects, and reflect on the information. The project is informed by scholarly literature related to higher education in general and/or to teaching and learning in the participant's discipline. Participants may choose to develop their project further and communicate it to achieve publishable outcomes.

Subject learning objectives (SLOs)

a.

identify problems and issues for investigation in their own higher education teaching and learning

b.

change aspects of their teaching and learning practice

c.

analyse stakeholder responses to change using at least two forms of evidence

d.

synthesise findings for presentation to peers

e.

justify the practical significance of the change for their own practice

Contribution to the development of graduate attributes

The course aims to encourage students to develop:

Teaching and learning strategies

Learning in the subject involves subject participants in engaging in and reflecting on their practice in ways which are informed by perspectives from the literature on teaching and learning, course lecturers, peers, students and their learning and from personal experiences. Specific learning experiences in this subject involve identifying problems and issues in higher education teaching and learning through independent reading and online discussion, topics on project management monthly lunchtime seminars on topics of interest to the group and wider UTS scholarly learning community, undertaking the project with individual project advice and online group support and a requirement that you present your project to others, either in a presentation workshop within the course or in the UTS Teaching Forum.

Content (topics)

ED 404 Educational Research (Part 1)

Planning scholarly teaching and learning projects

What is a research topic?

Choosing a research methodology

Data collection

Getting Scholarship of Teaching published

Presenting your findings

 ED 404 Educational Research (Part 1)

ED433A-scholarly literature related to higher education+ED433B-scholarly project+ED433C-commitment to scholarship in teaching

 

Lessons

Down load and study the following power point slides and answer the questions

www.highlightcomputer.com/ED433ABC.pptx

VIDEO

https://youtu.be/7gluHVcRFJU

 

Assessment

 

 

Assignment

Write your opinion and suggestion on how do you prefer the professional development activities for your teaching at university.

From internet research, provide an example of Scholarly project and analyze it in terms of important aspects of scholarly project

 

ED433D-analyse stakeholder responses to change+ED433E-plan a change to  teaching+ED433F-change aspects of their teaching and learning practice+ED433G-justify the practical significance of the change

 

Lessons

Down load and study the following power point slides and answer the questions

www.highlightcomputer.com/ED433DEFG.pptx

VIDEO

https://youtu.be/e-YYfZWwfbE

 

Assessment

 

Assignment

 

 

Prepare a change management plan for your department to implement the change  eg change of curriculum or teaching system or educational management etc.

 

ED433H-consequences for student learning+ED433I-improving students learning+ED433J-different ways of thinking about university teaching+ED433K-identify problems and issues

 

Lessons

Down load and study the following power point slides and answer the questions

www.highlightcomputer.com/ED433HIJK.pptx

VIDEO

https://youtu.be/F2gUlg4qBho

Assessment

 

 

Assignment

Provide one task that you want your students to do critical thinking.

 

Write one learning outcome of the lesson that you are teaching & provide your plan how to teach, facilitate & assess the students to reach that outcome.

 

 

Write a plan how will you assist Year 1 students to effectively get involved in your university learning system.

 

Write a problem based learning plan in the subject that you are teaching for students.

 

Prepare quality audit & control plan for teaching and assessment of the subject that you are teaching.

 

ED433L-one plan-act-observe-reflect cycle+ED433M-perspectives from the literature on teaching and learning+ED433N-reflect critically on and evaluate teaching+ED433O-self-directed continuing teaching development+ED433P-synthesise findings for presentation

 

Lessons

Down load and study the following power point slides and answer the questions

 

www.highlightcomputer.com/ED433L.ppt

 

www.highlightcomputer.com/ED433LMNOP.pptx

www.highlightcomputer.com/ED433P1.pptx

www.highlightcomputer.com/ED433P2.pptx

 

VIDEO

https://youtu.be/l6sgd32OiOY

 

 

Assessment

 

 

Assignment

Write down action research plan for Laboratory task that you are teaching.

 

Prepare a plan how to give the reflective practice task to the students after they have done one laboratory practical.

 

Write one systematic review procedure for laboratory observation of the subject that you are teaching

 

 

References

 

ED433-a broader awareness of the higher education and academic career contexts.zip (15.85MB)
http://www.filefactory.com/file/3xliz0x468zp/n/ED433-a_broader_awareness_of_the_higher_education_and_academic_career_contexts.zip

ED433-self-directed continuing teaching development.zip (0.54MB)
http://www.filefactory.com/file/6v8e5b2p0n7j/n/ED433-self-directed_continuing_teaching_development.zip

ED433-scholarly project.zip (0.93MB)
http://www.filefactory.com/file/4x6q8lblh2wf/n/ED433-scholarly_project.zip

ED433-scholarly literature related to higher education.zip (16.22MB)
http://www.filefactory.com/file/3rvfjz0qxutx/n/ED433-scholarly_literature_related_to_higher_education.zip

ED433-reflect critically on and evaluate teaching.zip (2.81MB)
http://www.filefactory.com/file/4b7h4z6jvhev/n/ED433-reflect_critically_on_and_evaluate_teaching.zip

ED433-plan a change to teaching.zip (1.68MB)
http://www.filefactory.com/file/6t3hmkchd7h3/n/ED433-plan_a_change_to_teaching.zip

ED433-perspectives from the literature on teaching and learning.zip (0.67MB)
http://www.filefactory.com/file/509p33s07kwt/n/ED433-perspectives_from_the_literature_on_teaching_and_learning.zip

ED433-one plan-act-observe-reflect cycle.zip (3MB)
http://www.filefactory.com/file/7g179p7jehw7/n/ED433-one_plan-act-observe-reflect_cycle.zip

ED433-justify the practical significance of the change.zip (0.81MB)
http://www.filefactory.com/file/4g8cd9zp43cf/n/ED433-justify_the_practical_significance_of_the_change.zip

ED433-improving students learning.zip (4.3MB)
http://www.filefactory.com/file/99irtmy89pb/n/ED433-improving_students_learning.zip

ED433-identify problems and issues.zip (3.75MB)
http://www.filefactory.com/file/3tiaxl7wnj3x/n/ED433-identify_problems_and_issues.zip

ED433-different ways of thinking about university teaching.zip (0.51MB)
http://www.filefactory.com/file/3a18n0bufnzr/n/ED433-different_ways_of_thinking_about_university_teaching.zip

ED433-consequences for student learning.zip (0.5MB)
http://www.filefactory.com/file/4z0021j5x82r/n/ED433-consequences_for_student_learning.zip

ED433-commitment to scholarship in teaching.zip (4.09MB)
http://www.filefactory.com/file/5gs47tb38f37/n/ED433-commitment_to_scholarship_in_teaching.zip

ED433-change aspects of their teaching and learning practice.zip (5.17MB)
http://www.filefactory.com/file/iofn6uwy9v9/n/ED433-change_aspects_of_their_teaching_and_learning_practice.zip

ED433-analyse stakeholder responses to change.zip (1.92MB)
http://www.filefactory.com/file/2px8bmd5cllx/n/ED433-analyse_stakeholder_responses_to_change.zip

 

 

ED434 Reflective Academic Practice

Description

This subject enables participants to extend their awareness of the broader context of academic work in a practice-oriented university. Participants have the choice of exploring a wide range of topics relevant to their academic work, including research supervision or research-led teaching in their discipline. Credit can be gained towards subject completion by participating in professional development activities offered in the University such as the LEAP modules on entrepreneurship or project management. The subject also provides an opportunity for participants to reflect on their learning over the course as a whole and identify practical learning outcomes for their own practice.

Subject learning objectives (SLOs)

a.

identify meaningful dimensions of academic work related to their own work

b.

reflect on an aspect of their scholarly academic work

c.

relate learning to the higher education, university and/or academic contexts in which they work

d.

revise learning from previous subjects

e.

justify the practical significance of learning to their own practice

Contribution to the development of graduate attributes

The course aims to encourage students to develop:

Teaching and learning strategies

This subject entails undertaking scholarly learning activity that may focuses on any aspect of the subject participants academic work. The scholarly learning activity is negotiated with a project adviser. Activities could include participating in and reflecting on learning from formal learning programs, or engaging in an aspect of academic practice which is relatively new to you and reflecting on what you have learned from your engagement.

Content (topics)

This subject includes core and negotiated components. The core component focuses on the different types of scholarship in academic work, following Boyer (1990) and Sandmann (2002), and reflection on the implications of these kinds of scholarship for academic work in differnet disciplines. The negotiated content varies depending on the focus of the scholarly learning activity.

Minimum requirements

Participants in this subject are required to participate in 24 hours of concurrent teaching in higher education. Participants will provide evidence of participation in teaching and learning action learning project. Participants who do not provide evidence of participation in work experience will not have their assignments assessed.

 

ED434A-academic work in a practice oriented university+ED434B-broader awareness of the higher education and academic career contexts+ED434C-develop academic potential+ED434D-different types of scholarship in academic work

Lessons

Down load and study the following power point slides and answer the questions

 

www.highlightcomputer.com/ED434ABCD.pptx

VIDEO

https://youtu.be/w30INcZXvKk

 

Assessment

 

 

Assignment

Prepare the plan to provide work based learning program for your students.

 

ED434E-engaging in an aspect of academic practice+                    ED434F-justify the practical significance of learning+ ED434G-meaningful dimensions of academic work

Lessons

Down load and study the following power point slides and answer the questions

 

www.highlightcomputer.com/ED434EFG.pptx

VIDEO

https://youtu.be/aHbfNqb_1xI

 

Assessment

 

Assignment

Write one assessment task for your students to develop higher order thinking skill.

Provide two examples of feedback that you have provided to your students.

Provide teaching methodologies that you applied and discuss effectiveness and any limitations.

Provide one lesson and student assessment task that you applied contructivism.

Express of one lessons that you apply Explicit Teaching and one lessons that you apply Implicit Teaching.

 

 

 

 

 

ED434H-reflect critically on and evaluate own teaching+ ED434I-reflect on an aspect of scholarly academic work+ ED434J-reflecting on learning from formal learning programs,+ ED434K-reflection on the implications of these kinds of scholarship for academic work

Lessons

Down load and study the following power point slides and answer the questions

 

www.highlightcomputer.com/ED434HIJK.pptx

VIDEO

https://youtu.be/wIbNCUXxlMI

Assessment

 

Assignment

Write a plan how will you maximize the effectiveness of teaching & learning for your students.

 

ED434L-research supervision+ ED434M-research-led teaching+ ED434N-revise learning

Lessons

Down load and study the following power point slides and answer the questions

 

www.highlightcomputer.com/ED434LMN.pptx

 

www.highlightcomputer.com/ED434M2.pdf

 

www.highlightcomputer.com/ED434M3.pdf

VIDEO

https://youtu.be/fGcpxlEUndo

 

Assessment

 

Assignment

 

Write your experience in

OR

 

ED434O-scholarship in teaching+ED434P-self-directed continuing teaching development

 

Lessons

Down load and study the following power point slides and answer the questions

 

www.highlightcomputer.com/ED434O1.ppt

 

 

www.highlightcomputer.com/ED434OP.pptx

 

VIDEO

 

https://youtu.be/XsT9ffc3Df4

 

Assessment

 

.Assignment

To update your professional competency in teaching, write your plan to

References

ED434-self-directed continuing teaching development.zip (0.4MB)
http://www.filefactory.com/file/4jkm2zr9gnl3/n/ED434-self-directed_continuing_teaching_development.zip

ED434-scholarship in teaching.zip (4.12MB)
http://www.filefactory.com/file/5uc8xzve0eqd/n/ED434-scholarship_in_teaching.zip

ED434-research-led teaching.zip (6.1MB)
http://www.filefactory.com/file/1r6zc0irwwab/n/ED434-research-led_teaching.zip

ED434-revise learning.zip (0.87MB)
http://www.filefactory.com/file/5sxqelh3uxct/n/ED434-revise_learning.zip

ED434-research supervision.zip (0.2MB)
http://www.filefactory.com/file/6wly8f4xdqaj/n/ED434-research_supervision.zip

ED434-reflection on the implications of these kinds of scholarship for academic work.zip (0.16MB)
http://www.filefactory.com/file/1ie4fvky5bej/n/ED434-reflection_on_the_implications_of_these_kinds_of_scholarship_for_academic_work.zip

ED434-reflecting on learning from formal learning programs,.zip (1.22MB)
http://www.filefactory.com/file/57l7peiaa76b/n/ED434-reflecting_on_learning_from_formal_learning_programs,.zip

ED434-reflect on an aspect of scholarly academic work.zip (0.18MB)
http://www.filefactory.com/file/6onikyfy87e3/n/ED434-reflect_on_an_aspect_of_scholarly_academic_work.zip

ED434-reflect critically on and evaluate own teaching.zip (3.11MB)
http://www.filefactory.com/file/37nifwyotg1j/n/ED434-reflect_critically_on_and_evaluate_own_teaching.zip

ED434-justify the practical significance of learning.zip (15.17MB)
http://www.filefactory.com/file/5fphvuv3kp9/n/ED434-justify_the_practical_significance_of_learning.zip

ED434-meaningful dimensions of academic work.zip (5.55MB)
http://www.filefactory.com/file/8exyrz2aqur/n/ED434-meaningful_dimensions_of_academic_work.zip

ED434-broader awareness of the higher education and academic career contexts.zip (17.25MB)
http://www.filefactory.com/file/2fxojuyqbxzj/n/ED434-broader_awareness_of_the_higher_education_and_academic_career_contexts.zip

ED434-engaging in an aspect of academic practice.zip (1.73MB)
http://www.filefactory.com/file/7dok27yb5z1r/n/ED434-engaging_in_an_aspect_of_academic_practice.zip

ED434-different types of scholarship in academic work.zip (3.62MB)
http://www.filefactory.com/file/6utcoxf45e45/n/ED434-different_types_of_scholarship_in_academic_work.zip

ED434-develop academic potential.zip (0.19MB)
http://www.filefactory.com/file/5ld9zvcfacml/n/ED434-develop_academic_potential.zip

ED434-academic work in a practice oriented university.zip (2.86MB)
http://www.filefactory.com/file/6uhn1spdle6r/n/ED434-academic_work_in_a_practice_oriented_university.zip


 

Diploma in Education Management (60 Credit Points)

www.highlightcomputer.com/dipedmgt.htm

 

Diploma in Higher Education Teaching (60 Credit Points)+ Diploma in Education Management (60 Credit Points) = Bachelor of Education (Higher Education) (120 Credit points)

Diploma in Engineering Education (120 credits points)

www.highlightcomputer.com/dipenggedinstruction.htm